Whole-Class Inquiry: Creating Student-Centered Science Communities

  title={Whole-Class Inquiry: Creating Student-Centered Science Communities},
  author={Robert Mullins},
Envisioning the Changes in Teaching Framed by the National Science Education Standards-Teaching Standards
The National Science Education Standards (NRC, 1996) have been one of the leading reformed documents in the U.S. since its release. It has served as a foundation for all state standards and has
Enhancing School-aged Children’s Social Competence through Educational Drama 以教育性戲劇提高學齡兒童的社交能力
In this paper, the role of educational drama was examined as a means of promoting primary school students’ social competence. A research study was conducted in 90 public primary school classrooms in
More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science
Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies
Why Phishing Works: Project for an Information Security Capstone Course
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Scaffolding Collective Engagement
While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue
Collaboratively Exploring the Use of a Video Case-Based Book as a Professional Development Tool
Although the literature contains many examples of extensive professional development (PD) programs, most science teachers experience only a few hours of PD each year. To address this reality,
Beyond Teaching Methods: A Complexity Approach
A complexivist perspective to teaching critiques the commonplace teaching "methods" and illuminates alternative approaches to teaching and teacher preparation. Focusing on system growth, the mutual
The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student‐centered science classrooms
This study describes the development of an instrument to investigate the extent to which student‐centered actions are occurring in science classrooms. The instrument was developed through the
Integrating Guided Inquiry into a Traditional Chemistry Curricular Framework
The case study presented in this paper examines the work of one high school chemistry teacher who has integrated guided inquiry into a yearlong, traditional curricular framework in ways that take


Dimensional Analysis: An Analogy to Help Students Relate the Concept to Problem Solving
An analogy has been developed to facillitate student understanding of dimensional analysis and extension of the analogy to "unit" dominoes introduces the conceptual linking of one unit to another through a series of unit equivalnets.
Is Dimensional Analysis the Best We Have to Offer
The author argues that quantitative chemistry involves relationships between quantities and not units, making the later method more pedagogically sound.
Working backwards is a forward step in the solution of problems by dimensional analysis
Solving chemistry calculations by determining the units of the desired answer and then working backwards using dimensional analysis.