Inquiry-Based Science Education
Inquiry-Based Science Education by Robyn M. Gillies, published by CRC Press in 2020, is a comprehensive resource for teachers in primary and junior secondary schools. This 122-page edition is written in English and focuses on equipping educators with evidence-based strategies to teach inquiry science effectively. The book emphasizes the importance of presenting science as a cohesive narrative that encourages students to develop evidence-based explanations and communicate their ideas using discipline-specific language.
Readers will find a detailed exploration of various teaching processes involved in inquiry-based science, including the significance of multi-modal representations and the development of scientific literacy. The author discusses the Structure of Observed Learning Outcomes (SOLO) Taxonomy as a tool for assessing student reasoning and problem-solving skills. Additionally, the book highlights methods to foster scientific discourse through teacher-student and student-student interactions, aiming to enhance student engagement and learning in the science classroom.
Official synopsis Publisher
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning.
Key Features:
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Presents processes involved in teaching inquiry-based science
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Discusses importance of multi-modal representations in teaching inquiry based-science
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Covers ways to develop scientifically literacy
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Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning
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Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
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