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

Third Edition


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

 
Preface
A Major Shift in Achieving Scientific Literacy

 
What's New in the Third Edition?

 
Who Should Read This Book?

 
 
Acknowledgments
 
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
 
References
 
Index

"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

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