000			02892nam a22004095i 4500
001			978-94-6091-451-5
003			DE-He213
005			20140220083836.0
007			cr nn 008mamaa
008			111024s2011 ne | s |||| 0|eng d
020			_a9789460914515 _9978-94-6091-451-5
024	7		_a10.1007/978-94-6091-451-5 _2doi
050		4	_aLB5-3640
072		7	_aJNT _2bicssc
072		7	_aJMRL _2bicssc
072		7	_aEDU009000 _2bisacsh
072		7	_aEDU044000 _2bisacsh
082	0	4	_a371.3 _223
100	1		_aHand, Brian. _eeditor.
245	1	0	_aVoices from the Classroom _h[electronic resource] / _cedited by Brian Hand, Lori Norton-Meier.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aXVII, 157p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aThere is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aLearning & Instruction.
700	1		_aNorton-Meier, Lori. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-451-5
912			_aZDB-2-SHU
999			_c109640 _d109640