Teaching High School Science Through Inquiry and Argumentation 2/e

Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, NY. Previously, he was the K-12 Director of Science at the Rochester City School District, a secondary school principal, and a middle school science teacher. Llewellyn is a frequent speaker at state and national conferences on inquiry- and argument-based teaching, constructivist learning, and science leadership.

Preface About the Author Chapter 1: Constructing an Understanding of Inquiry Chapter 2: Constructing an Understanding of Scientific Argumentation Chapter 3: Learning About Inquiry and Argumentation Through Case Studies Chapter 4: Choosing to Become an Inquiry-Based Teacher Chapter 5: Developing a Philosophy for Inquiry Chapter 6: Four Levels of Science Inquiry Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation Chapter 8: Managing the Inquiry-Based Classroom Chapter 9: Developing Effective Questioning Skills Chapter 10: Assessing Scientific Inquiry Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation Resource A: Resources for High School Science Teachers Resource B: Bottle Handout References Index

"This books in a valuable resource for advancing the scientific practices in the Next Generation Science Standards. Dr. Llewellyn's approach to situating argumentation into inquiry-based teaching and learning, will support teacher educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used." -- Page Keeley "Like his first edition, this book is essential reading for both new and veteran science teachers. With the publication of the new AP Biology curriculum and its inquiry based labs, as well as the soon to come Next Generation Science Standards, it has never been more important to integrate inquiry into our classrooms." -- James Dixon "This book is a comprehensive resource to aid teachers who are interested in initiating a 'student-centered' classroom and improving scientific literacy of their students in an effort to meet national science standards." -- NSTA Recommends, February 2013