Inquiry-based Science Education

Chapter 1: Inquiry-based science
 BACKGROUND
INQUIRY-BASED SCIENCE
USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING
Cooperative Learning Activities
Strategies to help students learn to work cooperatively together
Group size
Group composition.
Type of task
Individual reflection activity
Group’s Action Plan
Characteristics of Complex Tasks
CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE
CHAPTER SUMMARY
ADDITIONAL READINGS
Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study
 INTRODUCTION
TYPES OF REPRESENTATIONS
Purpose of the case study
METHOD
Context for the study
Inquiry-based science unit
Data collection
Teacher measures
RESULTS AND DISCUSSION
The inquiry-based science lessons
Lesson 1: Engage  
Lesson 2: Explore
Lesson 3: Explain
Lesson 4: Elaborate
Lesson 5: Evaluate
CHAPTER SUMMARY
ADDITIONAL READINGS
 Chapter 3: Developing scientific literacy
 INTRODUCTION
BACKGROUND
SCIENTIFIC LITERACY
Questions that challenge children’s understandings
Question Stems and Cognitive Processes
The discourse of science
Encouraging audience participation
Linguistic Tools that promote student discussion
Accountable Talk
Exploratory Talk
            Philosophy for Children (P4C)
CHAPTER SUMMARY
ADDITIONAL READINGS
Chapter 4: Promoting scientific discourse
 INTRODUCTION
DIALOGIC TEACHING
Example of Dialogic Teaching
Dialogic interactions in a cooperative group setting
STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS
DIALOGIC STRATEGIES FOR STUDENTS
Critical Thinking Skills
CHAPTER SUMMARY
ADDITIONAL READINGS
Chapter 5: Structuring cooperative learning to promote social and academic learning
 INTRODUCTION
COOPERATIVE LEARNING
BENEFITS OF COOPERATIVE LEARNING
Advantages of small, cooperative group instruction
Types of cooperative learning groups
KEY ELEMENTS IN COOPERATIVE LEARNING
Skills that Facilitate Interpersonal Communication
STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS
STRATEGIES FOR ASSESSING COOPERATIVE LEARNING
CHAPTER SUMMARY
ADDITIONAL READINGS
Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students’ reasoning, problem-solving and learning
 INTRODUCTION
THE SOLO TAXONOMY
FIVE LEVELS OF THE SOLO TAXONOMY
INTENDED LEARNING OUTCOMES
Examples of the increasing complexity in students’ language: Using the SOLO Taxonomy
CHAPTER SUMMARY
ADDITIONAL READINGS