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Inquiry

T1. Inquiry. T3. Quick Write. What are the characteristics of someone who has developed the scientific temper?. Inquiry and developing the scientific temper. Inquiry science teaching integrates constructivist learning theory with the methods scientists use to develop scientific ideas.

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Inquiry

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  1. T1 Inquiry

  2. T3 Quick Write What are the characteristics of someone who has developed the scientific temper?

  3. Inquiry and developing the scientific temper Inquiry science teaching integrates constructivist learning theory with the methods scientists use to develop scientific ideas. Inquiry teaching strategies provide students opportunities to develop this temperament. Inquiry teaching strategies provide the instructor with information about HOW a student is developing this ability/temper.

  4. T4 3 Classrooms Read the descriptions of the three classrooms. Which, if any, represent science as inquiry?

  5. T5 Card Sort Form groups of 2/3. Read and discuss each card. Sort cards into two groups: • Inquiry • Not inquiry Share rationale.

  6. T6 Teaching Science as Inquiry What is similar about scientific inquiry and teaching science as inquiry? What is different about scientific inquiry and teaching science as inquiry?

  7. T7 Inquiry in the US national documents Understandings about scientific inquiry Abilities to do scientific inquiry

  8. Sample Inquiry Instruction

  9. T8 Gypsy Vultures Case Study What do you know about Gypsy Vultures?

  10. Where Are Gypsy Vultures Found? T9

  11. T10 Gypsy Vultures Case Study Read Passage One. Discuss both questions with a partner. Focus question: What is the question that would best guide scientific investigation about why the population of vultures decreased? Chart.

  12. T11 Gypsy Vulture Case Study Read Passage Two. Discuss all questions with your partner. Focus question: What would be the best approach to design and conduct a scientific investigation that would demonstrate a cause effect relationship? Chart.

  13. T12 Gypsy Vulture Case Study Read Passage Three. Focus Question: How did the actions/thinking of the scientists compare to your ideas from Passage Two? Chart.

  14. Science as Inquiry What type of scientific thinking would students need to be able to do to complete this activity? What information would you have about their scientific abilities based on this activity?

  15. Sample Inquiry Instruction This is one example of inquiry from one perspective. How would you imagine this working with your students?

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