Teaching High School Science Through Inquiry

Teaching High School Science Through Inquiry
Author: Douglas Llewellyn
Publisher: Corwin Press
Total Pages: 233
Release: 2005
Genre: Education
ISBN: 0761939385


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Describes inquiry-based instruction and explains how to use it in the high school science classroom in accordance with national standards, providing case studies and other tools.


Teaching High School Science Through Inquiry
Language: en
Pages: 233
Authors: Douglas Llewellyn
Categories: Education
Type: BOOK - Published: 2005 - Publisher: Corwin Press

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Describes inquiry-based instruction and explains how to use it in the high school science classroom in accordance with national standards, providing case studie
Teaching High School Science Through Inquiry and Argumentation
Language: en
Pages: 281
Authors: Douglas Llewellyn
Categories: Education
Type: BOOK - Published: 2013 - Publisher: Corwin Press

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For Grades 9-12, this new edition covers assessment, questioning techniques to promote learning, new approaches to traditional labs, and activities that emphasi
Scientific Argumentation in Biology
Language: en
Pages: 426
Authors: Victor Sampson
Categories: Computers
Type: BOOK - Published: 2013 - Publisher: NSTA Press

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Develop your high school students' understanding of argumentation and evidence-based reasoning with this comprehensive book. Like three guides in one 'Scientifi
Argumentation in Science Education
Language: en
Pages: 295
Authors: Sibel Erduran
Categories: Science
Type: BOOK - Published: 2007-12-06 - Publisher: Springer Science & Business Media

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Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It present
Science as Inquiry in the Secondary Setting
Language: en
Pages: 158
Authors: Julie Luft
Categories: Education
Type: BOOK - Published: 2008 - Publisher: NSTA Press

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It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is, not t