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More voices from the classroom : international teachers' experience with argument-based inquiry /
The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with t...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LEARNING ABOUT LANGUAGE; LEARNING THROUGH LANGUAGE; LIVING LANGUAGE; 1. EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY
- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI.
- ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC
- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS.
- AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING.
- HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION.
- INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES.