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Books on the topic 'Inquiry-based approach to biology education'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

John, Barell, ed. Problem-based learning: An inquiry approach. 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

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2

Responding to diversity in schools: An inquiry-based approach. London: New York, 2011.

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3

L, Manning Gary, and Long Roberta, eds. Theme immersion: Inquiry-based curriculum in elementary and middle schools. Portsmouth, N.H: Heinemann, 1994.

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4

M, Linek Wayne, ed. Content literacy: An inquiry-based case approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2004.

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5

Jamie, Myers, ed. Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College Press, 2001.

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6

The missing link: An inquiry based approach for teaching all students about evolution. Portsmouth, N.H: Heineman, 2009.

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7

The language of art: Inquiry-based studio practices in early childhood settings. St. Paul, MN: Redleaf Press, 2006.

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8

Everyday life science mysteries: Stories for inquiry-based science teaching. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2013.

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9

1969-, Schillinger Trace, and Stock Andrew 1969-, eds. Entering the conversations: Practicing literacy in the disciplines. Urbana, Illinois: NCTE, National Council of Teachers of English, 2014.

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10

Barell, John. Problem-Based Learning: An Inquiry Approach. Corwin Press, 2006.

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11

Problem-Based Learning: An Inquiry Approach. Corwin Press, 1998.

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12

Nicholson, David W. Philosophy of Education in Action: An Inquiry-Based Approach. Taylor & Francis Group, 2016.

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13

Philosophy of Education in Action: An Inquiry-Based Approach. Taylor & Francis Group, 2016.

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14

Sturtevant, Elizabeth G., and Wayne M. Linek. Content Literacy: An Inquiry-Based Case Approach. Prentice Hall, 2003.

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15

Sturtevant, Elizabeth G., and Wayne M. Linek. Content Literacy: An Inquiry-Based Case Approach. Prentice Hall, 2003.

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16

MARC, HANSEN. Conceptual Cell Biology: An Inquiry-Based Approach to Understanding Cellular Processes. Kendall Hunt Publishing, 2010.

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17

Damelin, Ariella Rachel. Walking barefoot: A storyteller's arts-based inquiry. $c2002, 2002.

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18

Around the Texts of Writing Center Work: An Inquiry-Based Approach to Tutor Education. Utah State University Press, 2017.

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19

Jane, Braunger, ed. Rethinking preparation for content area teaching: The reading apprenticeship approach. San Francisco, CA: Jossey-Bass, 2005.

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20

Evans, Kate, Jane Braunger, Tomás Galguera, and David M. Donahue. Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship Approach (Jossey Bass Education Series). Jossey-Bass, 2004.

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21

Brainball Teaching Inquiry Science As A Team Sport Science Edition. Rowman & Littlefield, 2014.

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22

Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.

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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.

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23

Wong, Siu Man. An arts-based narrative approach to understanding curriculum and teacher development in a Hong Kong context: An inquiry into a pre-service early childhood education course. 2005.

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24

Inquiring Scientists Inquiring Readers Using Nonfiction To Promote Science Literacy Grades 35. National Science Teachers Association - NSTA, 2012.

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25

Rob, Phillips, Australasian Society for Computers in Learning in Tertiary Education., and Murdoch University. Teaching and Learning Centre., eds. Learning-centred evaluation of computer-facilitated learning projects in higher education: Outcomes of a CUTSD staff development grant "Staff Development in Evaluation of Technology-based Teaching Development Projects: An Action Inquiry Approach". Perth: Teaching and Learning Centre, Murdoch University, 2001.

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26

Pomson, Alex, and Howard Deitcher, eds. Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.001.0001.

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About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. The book provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. It reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. The book reveals conflicting conceptions of the social functions of schooling and produces insights into the capacity of schools to build community. It studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry.

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