ISBN:
9789460914515
Language:
English
Pages:
Online-Ressource (XVII, 157p, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Parallel Title:
Buchausg. u.d.T.
Keywords:
Education
;
Sciences humaines
;
Learning, Psychology of.
;
Education
Abstract:
Preliminary Material /Brian Hand and Lori Norton-Meier -- Using Language to Learn /Lynn Hockenberry -- Negotiation /Michelle Harris -- Science and Literacy /Michelle Griffen -- Writing for a Reason /Amy Higginbotham and Christine Sutherland -- Lens of Learning in the SWH /Kim Wise -- The Power of Negotiation /Joshua Steenhoek , Kari Pingel and Jill Parsons -- Implementing Science Conversations with Young Learners /Julie Sander -- Claims and Evidence from the 5th Grade Classroom /Peggy Hansen -- Hide and Seek and the Air in the Closet /Carrie Johnson -- Literature and Writing are Big “Additions” to Science /Cheryl Ryan and Gina Johnson -- What’s the Big Idea? /Julie Malin -- Science Argumentation and the Arts /Sara Nelson -- Lessons Learned /Brian Hand and Lori Norton-Meier -- Contributing Authors /Brian Hand and Lori Norton-Meier.
Abstract:
There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level
Description / Table of Contents:
Voices from the Classroom; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; QUESTIONS; CLAIMS; EVIDENCE; INTRODUCTION: Teaching in the Service of Learning; ARGUMENT-BASED INQUIRY AND WHAT IS NEEDED; DO TEACHERS NEED TO CHANGE?; THIS BOOK; REFERENCE; 1. USING LANGUAGE TO LEARN; THERE IS NO SCIENCE WITHOUT LANGUAGE; EXAMPLES OF WAYS IN WHICH STUDENTS USE LANGUAGE (WRITING) TO LEARN THROUGHOUT THE SWH APPROACH; ARGUMENTATION AND PUBLIC NEGOTIATION AS LANGUAGE TOOLS FOR LEARNING; SUMMARY WRITING; USING LANGUAGE TO LEARN IN PRIMARY GRADES; CONNECTIONS ACROSS GRADE LEVELS
Description / Table of Contents:
CHALLENGES AND HOPES FOR THE FUTUREREFERENCES; 2. NEGOTIATION: Why Letting Students Talk is Essential; CONCEPT MAPS; MY STRUGGLES WITH CONCEPT MAPS; BEGINNING IDEAS; IT IS OK TO SAY, "I DON'T KNOW"; STRUGGLES WITH CLAIMS AND EVIDENCE; REASONS TO LET STUDENTS DEBATE IN THE CLASSROOM; STUDENT EXAMPLES; Shy Girl Speaks Up; No Conceptual Understanding; Connecting to Past Learning; Why You Should Question All Answers…Even the Right Ones; Students Actually Learn if We Just Tell Them; Fifth Grade Students in Action; Knowing When to Stay Out of the Conversation; HOW TO ADD WRITING TO SCIENCE CLASS
Description / Table of Contents:
Pause and ReflectReflections; Create a Page of Non-fiction Text; Not Just for Science; Set Expectations Early; SUMMARY; 3. SCIENCE AND LITERACY: Reading, Writing, Speaking, Listening, and Viewing through Science; THE AMBIGUOUS TRIANGLE: WRITING CLEAR QUESTIONS, CLAIMS, AND EVIDENCE; THE CAPE OF CONTENTION: BECOMING GREAT LISTENERS, THINKERS, VIEWERS, AND SPEAKERS; BATTEN DOWN THE HATCHES: WRITING AND DRAWING TO RECORD DATA AND FOLLOW PROCEDURES; GOOD SAILORS CHECK THE WEATHER: USING WRITING TO READ AND SPEAKING, VIEWING AND LISTENING TO LEARN; PREPARING FOR THE NEXT TRIP
Description / Table of Contents:
4. WRITING FOR A REASON: A Primary Purpose to WriteWHEN DO WE WORK ON SCIENCE; TOUR OF THE SWH PRIMARY CLASSROOM; CONCEPT MAPS HELP STUDENTS WRITE; TAKE A LOOK AT HOW THIS ALL BEGAN; WHAT KIDS CAN DO!; WRITING FOR A PURPOSE; WRITING AND THE YOUNG CHILD; SUMMARY AND FUTURE CHALLENGES; 5. LENS OF LEARNING IN THE SWH; CONCEPTUAL UNDERSTANDING AND BIG IDEAS; EXAMINING OUR OWN UNDERSTANDING; FINDING OUT WHAT KIDS KNOW; GENERATING QUESTIONS; CLAIMS AND EVIDENCE; STUDENT TO STUDENT TALK; STUDENT REFLECTIONS; LITERACY INTEGRATION; TEACHING AND LEARNING AS AN APPROACH; 6. THE POWER OF NEGOTIATION
Description / Table of Contents:
GETTING STARTEDWHAT CAN YOU EXPECT FROM A 5TH GRADER; HOW DO YOU GET THERE; HOW TECHNOLOGY HELPS; REFLECTION; 7. IMPLEMENTING SCIENCE CONVERSATIONS WITH YOUNG LEARNERS; HOW IT ALL BEGAN; GETTING STARTED USING SWH IN THE CLASSROOM; IMPLEMENTING SCIENCE CONVERSATIONS…; HOW SCIENCE CONVERSATIONS ENCOURAGE PARTICIPATION; BUILDING CONCEPT MAPS USING SCIENCE CONVERSATIONS; FREQUENTLY ASKED QUESTION: WHEN DO I USE SCIENCE CONVERSATIONS IN A UNIT?; THE EXTENDED BENEFITS OF SCIENCE CONVERSATIONS; REFERENCES; 8. CLAIMS AND EVIDENCE FROM THE 5TH GRADE CLASSROOM; SWH CONNECTION; CLAIMS AND EVIDENCE
Description / Table of Contents:
LEARNING FROM ONE ANOTHER
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-451-5
URL:
Volltext
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URL:
Volltext
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