Voices from the Classroom

  • Brian Hand
  • Lori Norton-Meier

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Lynn Hockenberry
    Pages 1-12
  3. Michelle Harris
    Pages 13-23
  4. Michelle Griffen
    Pages 25-33
  5. Amy Higginbotham, Christine Sutherland
    Pages 35-47
  6. Kim Wise
    Pages 49-59
  7. Joshua Steenhoek Kari Pingel, Jill Parsons
    Pages 61-71
  8. Carrie Johnson
    Pages 97-106
  9. Cheryl Ryan, Gina Johnson
    Pages 107-123
  10. Julie Malin
    Pages 125-139
  11. Sara Nelson
    Pages 141-149
  12. Back Matter
    Pages 151-157

About this book

Introduction

There 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.

Editors and affiliations

  • Brian Hand
    • 1
  • Lori Norton-Meier
    • 2
  1. 1.University of IowaIowaUSA
  2. 2.University of LouisvilleLouisville

Bibliographic information