Inquiry and the National Science Education Standards¶
National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Academies Press.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Inquiry-Based Learning
- The framework presumes (a) a curricular commitment to engaging students in disciplinary inquiry practices, not merely disciplinary content; (b) driving questions, phenomena, or problems that can meaningfully anchor student investigation at the appropriate grade level; © instructional time and resources sufficient for multi-day or multi-week inquiry cycles; (d) teacher capacity to facilitate investigation — asking probing questions, managing productive struggle, providing scaffolds at the right moment without short-circuiting the inquiry; and (e) assessment practices that credit both process (quality of investigation and argumentation) and product (content knowledge and skill), the integrated set of conditions the National Research Council (2000) elaborates in Inquiry and the National Science Education Standards.
This sourceElaborates the integrated curricular, instructional, teacher-capacity, and assessment conditions presupposed by inquiry-based science instruction.
Supported in partVerified against the work's full text
The cited book treats inquiry-based science teaching and assessment, but this page's description does not itself state the five enumerated conditions (a)-(e).
“Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.”
- The framework presumes (a) a curricular commitment to engaging students in disciplinary inquiry practices, not merely disciplinary content; (b) driving questions, phenomena, or problems that can meaningfully anchor student investigation at the appropriate grade level; © instructional time and resources sufficient for multi-day or multi-week inquiry cycles; (d) teacher capacity to facilitate investigation — asking probing questions, managing productive struggle, providing scaffolds at the right moment without short-circuiting the inquiry; and (e) assessment practices that credit both process (quality of investigation and argumentation) and product (content knowledge and skill), the integrated set of conditions the National Research Council (2000) elaborates in Inquiry and the National Science Education Standards.
Verification¶
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