TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers
Develop a framework of yearlong and short-term goals for students.
Select science content and adapt and design curricula to meet the interests,
abilities, and experiences of students.
Select teaching and assessment strategies that support the development
of student understanding and
nurture a community of science learners.
TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers
Focus and support inquiries while interacting with students.
Orchestrate discourse among students about scientific ideas.
Challenge students to accept and share responsibility for their own learning.
Encourage and model the skills of scientific inquiry, as well as the curiosity,
openness to new ideas and
data, and skepticism that characterize science.
TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space,
and resources needed for learning science. In doing this, teachers
Structure the time available so that students are able to engage in extended investigations.
Create a setting for student work that is flexible and supportive of science inquiry.
Ensure a safe working environment.
Make the available science tools, materials, media, and technological resources accessible to students.
Identify and use resources outside
Engage students in designing the learning environment.
TEACHING STANDARD E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific
inquiry and the attitudes and social values conducive to science learning. In doing this, teachers
Display and demand respect for the diverse ideas, skills, and experiences of all students.
Enable students to have a significant voice in decisions about the content
and context of their work and
require students to take responsibility for the learning of all members of the community.
Nurture collaboration among students.
Structure and facilitate ongoing formal and informal discussion based on
a shared understanding of
rules of scientific discourse.
Model and emphasize the skills, attitudes, and values of scientific inquiry.
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
CONTENT STANDARD C: As a result
of their activities in grades 9-12, all students should develop
Behavior of organisms
to develop the abilities that characterize science as inquiry, they must
actively participate in scientific
investigations, and they must actually use the cognitive and manipulative skills associated with the formulation of scientific
explanations. This standard describes the fundamental abilities and understandings of inquiry, as well as a larger
framework for conducting scientific investigations of natural phenomena.
component of successful scientific inquiry in grades 9-12 includes having
students reflect on the concepts that
guide the inquiry. Also important is the prior establishment of an adequate knowledge base to support the investigation
and help develop scientific explanations. The concepts of the world that students bring to school will shape the way they
engage in science investigations, and serve as filters for their explanations of scientific phenomena. Left unexamined, the
limited nature of students' beliefs will interfere with their ability to develop a deep understanding of science. Thus, in a full
inquiry, instructional strategies such as small-group discussions, labeled drawings, writings, and concept mapping should
be used by the teacher of science to gain information about students' current explanations. Those student explanations
then become a baseline for instruction as teachers help students construct explanations aligned with scientific knowledge;
teachers also help students evaluate their own explanations and those made by scientists.
also need to learn how to analyze evidence and data. The evidence they
analyze may be from their
investigations, other students' investigations, or databases. Data manipulation and analysis strategies need to be modeled
by teachers of science and practiced by students. Determining the range of the data, the mean and mode values of the
data, plotting the data, developing mathematical functions from the data, and looking for anomalous data are all examples
of analyses students can perform. Teachers of science can ask questions, such as "What explanation did you expect to
develop from the data?" "Were there any surprises in the data?" "How confident do you feel about the accuracy of the
data?" Students should answer questions such as these during full and partial inquiries.
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