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Douglas Llewellyn
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Teaching High School Science Through Inquiry and Argumentation Paperback – 28 November 2012

by Douglas J. Llewellyn (Author)
4.4 out of 5 stars 35 ratings
Edition: 2nd
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Proven ways to teach next generation science! To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This
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  1. ISBN-10
    1452244456
  2. ISBN-13
    978-1452244457
  3. Edition
    2nd
  4. Publisher
    Corwin
  5. Publication date
    28 November 2012
  6. Language
    English
  7. Dimensions
    21.59 x 1.63 x 27.94 cm
  8. Print length
    280 pages
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Review

"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

About the Author

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.

Product details

  • Publisher ‏ : ‎ Corwin; 2nd edition (28 November 2012)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 280 pages
  • ISBN-10 ‏ : ‎ 1452244456
  • ISBN-13 ‏ : ‎ 978-1452244457
  • Dimensions ‏ : ‎ 21.59 x 1.63 x 27.94 cm
  • Customer Reviews:
    4.4 out of 5 stars 35 ratings

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Douglas Llewellyn

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  • B. Yelverton
    5.0 out of 5 stars With the NGSS, we all have to learn to teach through inquiry
    Reviewed in the United States on 12 January 2014
    Verified Purchase
    I have asked my school to provide the science teachers Professional Development using this book. I started reading it alone, but it is really intended for group discussions. Excellent examples and materials to get started.
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  • Tina A. Harris
    4.0 out of 5 stars Very detailed
    Reviewed in the United States on 13 February 2013
    Verified Purchase
    It has everything you ever wanted to know about how to teach inquiry, scientific argumentation, or both along with case studies illustrating what each example would look like. The reading is a bit dry and generally I do it in shifts, but other than that, it is a bible for questions on how to implement inquiry. I especially enjoy the case studies, they are very illustrating. This is the 3rd book of the authors I have read and the 2nd I have bought.
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  • Turtlemommy
    5.0 out of 5 stars Great Buy
    Reviewed in the United States on 3 November 2013
    Verified Purchase
    Love the book. It has practical science related strategies to improve argumentation! It aligned to the common core literacy standards for science and technical subjects :)
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  • ProLife Buyer
    4.0 out of 5 stars One of several good guides available
    Reviewed in the United States on 22 April 2016
    Verified Purchase
    One of several good guides available. One fact that's overlooked by this and other authors is that teachers are very rarely afforded class periods which are long enough to develop good inquiry/argumentation scenarios. Just can't be done effectively in only 40 minutes, nor even four or five consecutive 40 minute periods, as they're usually so fragmented. But the approach is still worth working toward.
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  • Jessica Stubbs
    3.0 out of 5 stars Inquiry Resource
    Reviewed in the United States on 15 October 2015
    Verified Purchase
    I agree that inquiry should be a focus of high school science teachers and most likely many other high school teachers when they are presenting material to students; however, I believe that the author is a bit radical in the way he presents how often we should use inquiry. I believe there is a balance that every teacher should meet that includes inquiry into their lesson planning. The book was insightful, but not always the easiest to read.
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