Teaching High School Science Through Inquiry and Argumentation

Llewllyn (science, St. John Fisher College, N.Y.) has written this second edition book as a guide for high school science teachers to ensure their students achieve scientific literacy, inquiry, and argumentation which is written into A Framework for K-12 Science Education (National Council [NRC], 2012). The book is comprised of eleven chapters: Constructing an Understanding of Inquiry, Constructing an Understanding of Scientific Argumentation, Learning About Inquiry and Argumentation through Case Studies, Choosing to Become and Inquiry-Based Teacher, Developing a Philosophy for Inquiry, Four Levels of Science Inquiry, Modifying a Lab Activity Into an Inquiry-and Argument-Based Investigation, Managing the Inquiry-Based Classroom, Developing Effective Questioning Skills, Assessing Scientific Inquiry, and Creating a Classroom Culture of Inquiry and Argumentation. Included are several print resources for science teachers to help familiarize the teachers' knowledge of current standards, assessment, constructivism, inquiry investigations, and scientific argumentation. Annotation c2013 Book News, Inc., Portland, OR (booknews.com)