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Inquire Within

Inquire Within
Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8

Third Edition

Science Methods

December 2013 | 392 pages | Corwin

Your definitive guide to inquiry- and argument-based science—updated for today’s standards!

Like most teachers, are you struggling to make sense of the many recent shifts in science education, especially the NGSS? Luckily Doug Lllewellyn is here to guide you every step along the way. His two big aims with this new edition of Inquire Within? To help you engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.

Always striking a balance between the “why” and the “how,” this third edition models what the new reform efforts looks like in day-to-day practice. New features include how to

  • Teach argumentation, a key standards requirement and 21st century career skill
  • Adapt existing science curricula for inquiry-based learning to meet today’s standards
  • Effectively differentiate scientific instruction for multiple intelligences to drive student achievement
  • Improve students’ language arts, analytic, and communication skills through inquiry-based instruction
  • Utilize the many inquiry-based lesson plans
  • Develop your own inquiry-based mindset and grow professionally

You’ll quickly discover for yourself that this third edition of Inquire Within stands on its own as your single-best resource for keeping pace with science reform in the classroom.

"Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers.”
Juliana Texley, President-Elect
National Science Teachers Association

“Llewellyn’s Inquire Within provides strategies to support our efforts and infuse the components of the Next Generation Science Standards in our instruction through inquiry. It should be at the elbow of every teacher interested in understanding inquiry and meeting the challenge.”
Linda Froschauer, Past-President
National Science Teachers Association

A Major Shift in Achieving Scientific Literacy

What's New in the Third Edition?

Who Should Read This Book?

About the Author
Chapter 1. Constructing an Understanding of Science Inquiry
What the Exploratorium Means by Inquiry

What the National Science Education Standards Say About Inquiry

What the National Science Teachers Association Says About Inquiry

What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry

Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning

Inquiry as a Thinking Skill

"Inquiring With Fruit"

The Inquiry Cycle

A Definition of Inquiry

Inquiry and Scientific Literacy

Inquiry and the Nature of Science

Inquiry and Naturalistic Intelligence

One More Look at Defining Scientific Inquiry

Questions for Reflection and Discussion

Chapter 2. Integrating Language Arts and Argumentation Into Science
The Common Core State Standards and Science: A Natural Pairing

A Fourth-Grade Integrated Language Arts and Science Lesson on Levers

The Influence of Media on Children

What Is a Scientific Argument?

Parts of an Argument

Making a Case for Argumentation

What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation

Scaffolding Toward Argumentation

Verbal Prompts

Painting a Picture of What Real Scientists Do

Questions for Reflection and Discussion

Chapter 3. Choosing to Become an Inquiry-Based Teacher
Self-Directed Learning

What's Your Instructional Pie?

Steps in Becoming an Inquiry-Based Teacher

Monitoring Your Progress

An Inquiry Self-Assessment Survey

Your First Try at Inquiry

The Importance of Modeling

Making a Commitment

Building Capacity Through Bugs-o-Copters

Your IQ: Inquiry Quotient

Questions for Reflection and Discussion

Chapter 4. Developing a Mind-Set for Inquiry
What Is Constructivism?

The Constructivist Learning Model

The Conceptual Change Model

Can I Change My Mind?

Misconceptions: What You Know May Not Be So

Where Do Misconceptions Come From?

Comparing the Earth and the Moon

How Far Is the Moon?

Why Teach to Misconceptions?

Uncovering Misconceptions in Science

Historical Development of Constructivism

Constructivism Today

How Children Learn Science

Mother Goose as a Scientist

The Child as a Scientist

All Things Are Possible

Questions for Reflection and Discussion

Chapter 5. Different Approaches for Teaching Through Inquiry
Why Johnny Can't Inquire

Promoting Student Inquiries

Invitation to Inquiry

Demonstrated Inquiries

Structured Inquiries

Guided or Teacher-Initiated Inquiries

Self-Directed or Student-Initiated Inquiries

The Role of the Teacher for Each Approach

Guiding Students Into Inquiry

Investigating Balls and Ramps

K-W-L Charts

An Invitation to Inquiry Grid Summary

Modifying a Traditional Lab Into an Inquiry Investigation

Two Contrasting Models of Teaching

The 5E Learning Cycle

Investigating Mealworms

The Constructivist Inquiry Cycle

Effective Inquiry- and Argument-Based Teaching

Questions for Reflection and Discussion

Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
The Myth of the Scientific Method

How Scientists Use Models in Science

Scientific Problem Solving

A Model for Scientific Problem Solving

The Benefits of Scientific Problem-Solving Activities

Scientific Problem Solving Versus Inquiry

Seven Segments of Inquiry

Differentiated Science Inquiry

A Pendulum Investigation

Science Process Skill Stations

Argument-Based Investigations

Questions for Reflection and Discussion

Chapter 7. Managing the Inquiry-Based Classroom
Making Time for Inquiry and Argumentation

Avoiding a Lockstep Approach

Establishing the Right Atmosphere

Teaching Inquiry to Second Language Learners and Students With Special Needs

Strategies for Integrating Language Instruction Into Science

Integrating Inquiry With Technology

Assessing and Monitoring Your Classroom Management Strategies

Questions for Reflection and Discussion

Chapter 8. Developing Effective Questioning Skills for Science Inquiry
Quality Questions Model Quality Thinking

Classroom Questions

Bloom's Taxonomy

Answering Questions and Questioning Answers

Clarifying, Focusing, Prompting, and Probing Questions

Expository Questions

The Interaction of Expository Questioning

15 Tips for Helping You Frame Your Expository Questions

The Power of Praise and Positive Reinforcement

A Three-Step Approach to Better Questioning

Exploratory Questions

Why You Can't Investigate a "Why" Question

Recalibrate Your Questioning Skills

Questions for Reflection and Discussion

Chapter 9. Assessing Science Inquiry
The Anxiety Over Testing

Testing Versus Assessment Versus Evaluation

Curriculum Alignment

Assessing Inquiry-Based Science

Three Categories of Assessment

Designing Assessments

Choosing the Right Test

Differentiated Assessment

Using a Multiple-Assessment Approach

Authentic Assessments

Transitioning to New Assessment Systems

Questions for Reflection and Discussion

Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
Traditional and Inquiry-Centered Classrooms

Design Your Inquiry-Centered Classroom

Students in an Inquiry-Centered Classroom

Teachers in an Inquiry-Centered Classroom

Constructing a Graphic Organizer of an Inquiry-Centered Classroom

Teachers as Agents of Change

Highly Effective Science Teachers

Final Thoughts: Your Legacy

Questions for Reflection and Discussion

Resource A. Resources for Teachers
Print Resources on Inquiry- and Argument-Based Teaching

Print Resources on Designing Inquiry- and Argument-Based Investigations

Print Resources on Constructivism

Print Resources on Different Approaches to Science Inquiry

Print Resources on Science Standards and Reform

Print Resources on Science Literacy, History of Science, and the Nature of Science

Print Resources on Demonstrated Inquiries and Discrepant Events

Print Resources on Second Language Learners

Print Resources on Effective Questioning Skills

Print Resources on Assessment

Online Resources on Inquiry

Professional Organizations

Resource B. Lever Lesson Plan
Resource C. Bottle
Resource D. Rubric for Becoming an Inquiry-Based Teacher
Resource E. Inquiry Self-Assessment Response Grids
Resource F. Inquiry Self-Assessment Summary Matrix
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
Resource H. Investigating Oobleck
Resource I. Seven Segments of Inquiry
Resource J. How to Make a Cartesian Diver
Resource K. Touch Squares
Resource L. 18 Concept Statements

"For years Doug Llewellyn's books have provided a strong foundation for both beginning and veteran teachers as they integrated real inquiry experiences into science classes. Today teachers seeking deeper understanding of the Next Generation Science Standards are asking how inquiry fits into the broader array of Science and Engineering Practices/ This updated guide has the answers, expending and enriching the process of inquiry by showing how such practices as scientific argumentation fit. Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers."

Juliana Texley, President-Elect
National Science Teachers Association
Key features
  • Full of photos of students and student work
  • Inquiry activities and lesson plans
  • Shows teachers how to modify current lesson plans rather than creating new ones
  • Examples match common curricular objectives

Updates to the Third Edition include:

  • Alignment with the new Common Core State Standards and the Next Generation Science Standards
  • A central focus on making and defending scientific arguments (i.e. argumentation)
  • Guidance on developing the prerequisite attitude and mindset for becoming an inquiry- and argument-based teacher
  • How to balance the meaning (the disposition) as well as the mechanics (the how-to) of inquiry and argumentation
  • Background on self-directed learning
  • Practice in climbing the ladder of professional improvement
  • Many new vignettes of inquiry and argument-based activities that integrate language arts with science.
  • New sections tie inquiry-based instruction to classroom management, language literacy, the nature of science, multiple intelligence, communication skills, and scientific argumentation.
  • The Third Edition is now closely aligned with Teaching High School Science Through Inquiry and Argumentation

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