Inquire Within: Implementing Inquiry-Based Science Standards

`Addressing students′ misconceptions is a critical part of science teaching. But how does one uncover and teach to these misconceptions? A good place to start is Inquire Within, which presents many valuable strategies for meeting this challenge′- National Science Teachers Association, Washington The author teaches a method of learning in science that is inquiry-based and that involves a process of asking questions, exploring, and making the connections that lead to understanding and discovery. As students involve themselves in the process of inquiry, they learn how to ask the kind of questions that determine the answers they need to help solve their scientific problems. The reader is given simple step-by-step lessons on how to apply this method of learning to easy scientific experiments, and then the author shows how to evaluate the students′ progress with monitoring charts, rubrics and other assessment tools. By using this method of inquiry, students hone their decision- making skills and find empowerment in applying these skills to become better students.

Table of Contents:
Preface Acknowledgements About the Author 1. What Is Inquiry? 2. Learning Through Inquiry 3. What Is Constructivism? 4. Designing Inquiry-Based Classrooms 5. Integrating Inquiry-Based Activities 6. Why the Scientific Method Is Important 7. What Is the Learning Cycle? 8. Skills and Knowledge of Inquiry-Based Teachers 9. Using Questioning Skills in Inquiry 10. Inquiry-Based Teachers Describe the Process Resource A: Inquiry Resources for Teachers Resource B: Inquiry Self-Assessment Response Grids Resource C: Inquiry Self-Assessment Summary Matrix Resource D: Diagrams for Short-Eared and Long-Eared Bugs-o-Copters Resource E: How to Make a Cartesian Driver References Author Index Subject Index

About the Author :
Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, NY. Previously, he was the K-12 Director of Science at the Rochester City School District, a secondary school principal, and a middle school science teacher. Llewellyn is a frequent speaker at state and national conferences on inquiry- and argument-based teaching, constructivist learning, and science leadership.

Review :
"This book makes a distinct contribution with its completeness of coverage, easy-to-read style, and abundance of practical examples. Its suggestions are obviously based upon a wealth of personal experience, not just ‘book knowledge.’ The author is to be commended for writing a book aimed at practitioners, not theorists; it is sorely needed." "Llewellyn has included several clear comparisons of the inquiry method to what is currently happening in classrooms, as well as many examples from each level of teaching. The books’ well-organized material will be informative for both experienced teachers and student teachers just starting out." "As a science teacher, I can easily identify with the effective examples and activities presented, and see the potential connections to my own classroom. It offers a comprehensive approach to planning and developing constructivist mode educational practices and addresses a need within the educational community by being written in a user-friendly format without jargon or cliché style terms."  "I have been re-energized as an educator! I have students thinking, questioning, testing, and communicating as never before. Thanks for sharing your ideas and expertise with the rest of us." "Addressing students’ misconceptions is a critical part of science teaching. But how does one uncover and teach to these misconceptions? A good place to start is Inquire Within, which presents many valuable strategies for meeting this challenge." "The book thoroughly grounded in research that authenticates the power of [inquiry-based] learning. The authors provide the tangible justification and explicit help for teachers interested in developing inquiry-based instructional methods." "The argument for inquiry-based science activities in the classroom is strong. This book is thoroughly grounded in research that authenticates the power of this type of learning. The authors provide the tangible justification and explicit help for teachers interested in developing inquiry-based instructional methods." "Inquire Within contains the best, clearest, and most usable information that I have ever found on inquiry teaching in science. The examples liberates the concerned science teacher to plan lessons that contain a good variety of material."