Teaching High School Science Through Inquiry and Argumentation

Proven ways to teach next generation science! The numbers are in and the pressure is on. The U.S′s lead in science is very much at risk. If we′re to help ensure our students achieve scientific literacy, we need to take a critical look at what′s working and what isn′t. One thing we know for certain: inquiry and argumentation are key, and the single-best resource on the subject is Teaching High School Science Through Inquiry and Argumentation. Devoted to Grades 9–12, this new edition of Douglas Llewellyn′s ground-breaking text aligns the four key elements of effective science education: scientific literacy, inquiry, argumentation, and the nature of science. Fully revised, the second edition features  Content that addresses the new direction of science standards  Exceptional coverage of scientific argumentation Enhanced chapters on assessment and classroom management Questioning techniques that promote the most learning Activities that emphasize making claims and citing evidence New examples of inquiry investigations New approaches to traditional labs Case studies and vignettes that model exemplary science instruction With its standards-based content, there′s no better resource to help you elevate your teaching to meet the call for instructional reform. Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, New York. Previously, he was the K–12 Director of Science at the Rochester City School District, a junior high school principal, and a middle school science teacher. His books include Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3–8 and Differentiated Science Inquiry, both published by Corwin. "Llewellyn′s approach supports educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used." —Page Keeley, Past President, National Science Teachers Association Author of Science Formative Assessment

Table of Contents:
Preface About the Author Chapter 1: Constructing an Understanding of Inquiry Chapter 2: Constructing an Understanding of Scientific Argumentation Chapter 3: Learning About Inquiry and Argumentation Through Case Studies Chapter 4: Choosing to Become an Inquiry-Based Teacher Chapter 5: Developing a Philosophy for Inquiry Chapter 6: Four Levels of Science Inquiry Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation Chapter 8: Managing the Inquiry-Based Classroom Chapter 9: Developing Effective Questioning Skills Chapter 10: Assessing Scientific Inquiry Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation Resource A: Resources for High School Science Teachers Resource B: Bottle Handout References 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 books in a valuable resource for advancing the scientific practices in the Next Generation Science Standards. Dr. Llewellyn′s approach to situating argumentation into inquiry-based teaching and learning, will support teacher educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used." "Like his first edition, this book is essential reading for both new and veteran science teachers. With the publication of the new AP Biology curriculum and its inquiry based labs, as well as the soon to come Next Generation Science Standards, it has never been more important to integrate inquiry into our classrooms." "This book is a comprehensive resource to aid teachers who are interested in initiating a ′student–centered′ classroom and improving scientific literacy of their students in an effort to meet national science standards."