Teaching Science Through Inquiry-Based Instruction 13e by Contant, Tweed, Bass, Carin

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Teaching Science Through Inquiry-Based Instruction 13e by Contant, Tweed, Bass, Carin is the 13th edition of the textbook authored by Terry L. Contant, LEARN Regional Educational Service Center, Anne L. Tweed, McREL International, Joel E. Bass, late, of Sam Houston State University, and Arthur A. Carin, late, of Queens College, and published by Pearson Education, Inc. in 2018.

  • 5E instructional model. A series of instructional phases (engage, explore, explain, elaborate, evaluate) designed to result in students learning science with understanding.
  • Academic language. Vocabulary needed for success in school; includes three types of terms: those used in multiple subject areas, science content–specific terms, and polysemous terms (words with multiple meanings in different contexts).
  • Accept. One way a teacher might respond to student answers; involves acknowledging, reinforcing, or repeating a student's answer.
  • Accountable talk. Discourse that promotes learning and sharpens student thinking by reinforcing their ability to use knowledge appropriately.
  • Achievement gap. When there is a statistically significant difference between the average scores of different demographic groups on an assessment.
  • Acrostics. Sentences in which the first letter of each word represents information to be remembered; a type of letter strategy mnemonic.
  • Affective. Related to attitudes and emotions.
  • Analytic. Analyzed by components; multiple performance criteria and levels of achievement in each criterion are part of an analytic rubric.
  • Asking questions. A science process skill; the first task in inquiry; part of the first Scientific and Engineering Practice in the Framework for K–12 Science Education.
  • Assessment. A process of gathering information about student learning for decision making.
  • Assistive listening system. Electronic components that help people with hearing loss hear better in group situations.
  • Bar graph. A visual representation of data; displaying the number of items in various discrete categories by the relative length of the bars.
  • Binary classification system. A method of sorting or organizing in which a set of things is divided into two groups based on a particular property.
  • Classifying. Sorting things into groups based on the properties or characteristics of those things.
  • Closed question. A question that has only one right answer and can often be answered with a single word; it calls for factual knowledge and convergent thinking.
  • Cognitive. Related to thinking, knowing, or understanding.
  • Communicating. A science process skill; also an inquiry task; sharing information.
  • Community of learners. Classroom in which students engage in reflection, discussion, and inquiry with each other and their teacher, who is also a learner.
  • Component ideas. Subordinate ideas that relate to (support) Disciplinary Core Ideas in the Framework for K–12 Science Education; include sets of grade band "endpoints."
  • Concept map. A visual representation of a concept and its connections to subconcepts.
  • Confirmation activities. Laboratory exercises designed to verify a concept that has already been taught through text or lecture.
  • Confirmatory assessment. A quiz, test, or performance task administered a long time after the concept or skill was taught; designed to measure what learners retain from their earlier studies; perhaps administered at the end of a course or grade level.
  • Connection boxes. Part of the layout of Next Generation Science Standards located at the end of each standard; shows connections between Next Generation Science Standards and Common Core State Standards for Language Arts and Mathematics.
  • Constructed-response item. A question on an assessment that requires students to express answers in their own words and/or drawings; i.e., a short-answer or essay item.
  • Constructivism. A learning theory that posits that learners construct new knowledge.
  • Controlled experiment. An investigation in which one variable is deliberately changed at a time, the effect on another variable is observed, and all other variables are held constant; at elementary grade levels this might be described as a fair test.
  • Controlled variable. A factor in an experiment that is kept the same to ensure that it is a fair test.
  • Convergent. Coming together; a convergent question leads toward one correct answer.
  • Cooperative groups. Small groups of students working cooperatively on an educational task; a classroom arrangement that is supportive of social-constructivist teaching and learning.
  • Cooperative learning. An educational approach that supports a positive, student-centered classroom culture in which students work together in groups to achieve a common learning outcome while individual accountability for learning is maintained.
  • Crosscutting Concepts. One of the three dimensions of the Next Generation Sciences Standards; abbreviated as CCCs; singular is Crosscutting Concept (CCC); there are seven CCCs in the NGSS.
  • Demographic group. A segment of the population; could be based on age, gender, race, ethnicity, income, etc.
  • Dependent variable. A factor in an experiment that depends on the manipulation of the independent variable; sometimes called a responding variable.
  • Diagnostic assessment. A test, quiz, or other assessment method administered before teaching a lesson or unit to gather data about learners' prior knowledge, interests, abilities, or preferences; sometimes called preassessment or pretesting.
  • Dichotomous key. A tool for identifying objects or organisms based on multistage classification systems; it uses a series of steps, each with two choices, to lead the user to the name of an item.
  • Differentiated instruction. A flexible approach to instruction based on student's learning needs and interests.
  • Differentiation. A variety of instructional strategies and lesson adaptations used by educators to instruct a diverse group of students in a learning environment; often used in heterogeneously grouped classrooms.
  • Directed inquiry. A laboratory exercise in which the teacher specifies the question or problem, and the procedures to be used by students; also known as structured inquiry; sometimes called a cookbook lab.
  • Disabilities. Conditions recognized by the Individuals with Disabilities Education Act (IDEA) that may interfere with learning; students with disabilites are often described as learners with special needs.
  • Disciplinary Core Ideas. One of the three dimensions of the Next Generation Science Standards; abbreviated as DCIs; singular form is Disciplinary Core Idea (DCI).
  • Discourse. Expressing one's own questions, observations, concepts, ideas, and thinking, while listening to and reflecting on the ideas of others.
  • Discrepant event. A scientific phenomenon that has a surprising or unusual outcome for students to consider.
  • Diverse learners. A varied population of students that teachers are expected to teach; differences are demographic, intellectual, experiential, physical, cultural and linguistic; in learning styles, motivation, etc.
  • EL. Stands for English Learner, the current term for referring to students who are in need of English language acquisition to be successful learners in their classes. The plural form of EL is ELs.
  • ELL. Stands for English language learners, a term that was used in the past to refer to ELs including students for which English was not their first language or the language spoken in their home. The plural form of ELL is ELLs.
  • Elaboration. A learning strategy that is an important part of the Makes Sense Strategies (MSS); occurs when one transforms an idea without losing the essence of its meaning; involves recognizing the idea, showing the idea through a drawing, writing a sentence about the idea in your own words, identifing the most important part of the idea, becoming aware of what the idea helps you infer, explain, or figure out; writing three questions about the idea, and stating what knowing the idea could help you predict.
  • Emotional disturbance. A category of disability listed in the Individuals with Disabilities Education Act (IDEA); a student with emotional disturbance may consistently act out in class, be unable to exhibit appropriate behavior, be unable to maintain relationships with teachers or other students, or seem depressed or anxious or fearful.
  • Equitable. Equal, fair; when referring to questions, those that are inclusive, potentiality answerable by all students regardless of background or experience.
  • Equity. Same learning opportunities for all students.
  • Essential questions. Questions that relate to an idea that is foundational in science and revisited multiple times in a K-12 learning sequence; they address puzzling ideas that signal the need for inquiry to answer them.
  • Evaluation. Using assessment data in judging student performance and making decisions about learning and instruction.
  • Excellence. Very high quality.
  • Extend. One way a teacher might respond to student answers; involves adding something new to a student's answer.
  • Extrapolation. A prediction about values of data beyond the observed data set.
  • Fair test. An elementary school–level description of a controlled experiment.
  • Formal assessment. Planned efforts to gather data about student learning; typically scheduled and systematically recorded; typically summative and scored or graded.
  • Formative assessment. A practice quiz or performance task administered during instruction to inform teachers of what students know, understand, and can do; enables teachers to plan ongoing instruction; typically not graded and focuses on student feedback.
  • Formative assessment probes. Tools for uncovering student ideas (conceptions and misconceptions); generally used during the engage phase of a lesson.
  • Foundation boxes. Part of the layout of the Next Generation Science Standards located between the performance expectations and the connection boxes; include statements from the three dimensions of the Framework for K–12 Science Education related to the performance expectation.
  • Framework for K–12 Science Education. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012); the document that provided the basis of the Next Generation Science Standards (NGSS).
  • Full inquiry. A lesson that includes all of the five essential features of classroom inquiry.
  • Grade band "endpoints". Statements from the Framework for K–12 Science Education that describe what students should understand about a component idea at the end of grades 2, 5, 8, and 12.
  • Graphic organizers. Visual displays that show relationships among terms, facts, concepts, or ideas; there are many forms: chart, concept map, Venn diagram, storyboard, flow chart, etc.
  • Guided inquiry. A laboratory exercise in which the teacher specifies the question or problem but students plan procedures and determine how to gather and analyze results.
  • Habits of mind. Attitudes and ways of thinking scientists are expected to exhibit; i.e., curiosity, critical and analytic thinking, desire for knowledge, reliance on evidence, willingness to modify explanations when they are not supported by evidence, honesty, cooperation in investigating questions, and solving problems.
  • Histogram. A visual representation of data; a type of graph that shows the frequency of occurrence of quantified data in specified intervals.
  • Holistic. Taken as a whole; when using a holistic rubric, teachers consider the student product created as a whole, they compare the student work with several descriptors, and they determine at which level the student is performing; the score range is typically between 0 and 4.
  • Hypothesis. A statement about a possible answer to a question that could be answered by investigating; a prediction about the expected outcome of an experiment.
  • I-Checks. Formative assessments embedded in FOSS 3 modules after each investigation; short for "I check my own understanding."
  • Independent variable. A factor in an experiment that is changed on purpose by the experimenter; sometimes called a manipulated variable.
  • Individualized education. Plan an official document listing specific academic, communication, motor, learning, functional, and socialization goals to advance the education of a student with disabilities, developed and reviewed regularly by a team including parents, teachers, and other school staff; sometimes refered to as an IEP.
  • Inequitable. Unequal, unfair; when referring to questions, those that are not accessible by all students due to lack of comparable background experience.
  • Inference. An interpretation of observations based on what was observed and prior knowledge.
  • Informal assessment. Gathering data about student learning "on the fly," not scheduled or standardized or systematically recorded; may include using asking questions, listening to student discussion, looking over student work, checklists; they are typically formative, not graded.
  • Inquiry. The method of teaching and learning science emphasized in the National Science Education Standards; a term that was often misused, resulting in the introduction of Scientific and Engineering Practices in the Next Generation Science Standards.
  • Inquiry-based. A constructivist approach to science teaching and learning advocated by the National Science Education Standards.
  • Instructional model. Sequence of teaching and learning designed to accomplish a learning goal.
  • Intellectual disabilities. Cognitive discrepancies that are more severe than learning disabilities; students with intellectual disabilities used to be known as students with mental retardation.
  • Interpolation. A prediction about values of data expected between two observed data points.
  • Knowing. Mental process generally relating to facts and things that can be directly observed.
  • Large-scale assessments. Tests or performance tasks administered across a district, state, nation, or internationally that are designed to make decisions about high-stakes issues such as modifying science programs.
  • LD. Learning disabilities.
  • Learner response devices. Clickers or mobile electronic devices that enable students to respond to questions for display or discussion.
  • Learning goals. Broad science concepts and practices that guide a unit of study; in the planning process, they should be identified before selecting instructional strategies.
  • Learning progressions. Research-based pathways or sequences that suggest how the understanding of ideas develops as learners progress through school; a guiding principle of the Framework for K–12 Science Education upon which the Next Generation Science Standards were based.
  • Learning targets. Short term, student-friendly learning expectations; they guide the selection of instructional activities and teaching strategies.
  • Least restrictive environment. The educational setting appropriate for students with disabilities; as much like a regular class setting with nondisabled students as possible considering educational needs and safety.
  • Levels of inquiry. A continuum of lessons that differ based on the amount of learner self-direction and teacher direction involved; from very student directed to very teacher directed the sequence is open inquiry, guided inquiry, directed inquiry, and confirmation lab.
  • Line graph. A visual representation of data that is appropriate for showing numerical data about continuous (not discrete) variables.
  • Manipulated variable. The factor in an experiment that is changed on purpose by the experimenter to answer a question or test a hypothesis; sometimes called the independent variable.
  • Measuring. Quantifying variables using appropriate instruments and units (standard or nonstandard).
  • Metacognition. Thinking about one's own thinking.
  • Metric system. The common name of the measurement system that uses the following basic units: meter for length or distance, gram for mass, second for time, liter for capacity; officially known as the International System of Units (SI). mnemonic a memory device, i.e., an acrostic or the use of pegwords.
  • Multistage classification system. A method of sorting or organizing things so that objects in the set are sorted into groups, then each group is sorted into subgroups, etc.
  • Nature of science. The characteristics of science, i.e.: testable, replicable, reliable, tentative, collaborative, and evidence based.
  • NGSS. Next Generation Science Standards, standards based on the Framework for K–12 Science Education, released in April 2013.
  • NSES. National Science Education Standards, released in 1996.
  • Observation. The action of gathering information about one's surroundings by using appropriate senses.
  • Open inquiry. A science lesson or unit that involves all of the essential features of classroom inquiry and is very student directed.
  • Open-ended question. A question that has many acceptable answers so it typically invites many students to answer; it encourages divergent thinking, reflection, and helps to build toward understanding.
  • Partial inquiry. A lesson that includes at least one, but not all five of the essential features of classroom inquiry.
  • Performance assessment. A task that requires students to demonstrate their understanding of a concept and/or abilities to perform a skill.
  • Performance expectations. What a student is expected to know and be able to do on an assessment; or statements in the Next Generation Science Standards that integrate the three dimensions of the Framework for K–12 Science Education into an assessment target.
  • Person-centered. When describing a question, one focused on learners' ideas and thinking; usually includes the word you or your in its construction; ask for personal ideas without suggesting that there is one right or best answer.
  • Phenomena. Objects or events used to anchor NGSS units or lessons by engaging students in figuring out explanations about interesting real-world core ideas; they must be academically productive, but don't need to be phenomenal; phenomenon is the singular form of phenomena.
  • Physical environment. The surroundings in a classroom, nonhuman aspects of a classroom that affect learning, including: arrangement of desks, posted resources, accessible equipment and materials, lighting, temperture, etc.
  • Practice. To do something repeatedly in the same way to improve a performance.
  • Prediction. A forecast of a future outcome based on knowledge of patterns and relationships in data.
  • Probe one way. A teacher might respond to student answers; asking the student a question based on their answer, they might ask for elaboration, clarification, justification, or verification.
  • Procedural facilitators. Scaffolds used to assist students with learning disabilities in meaningfully accessing the general curriculum, i.e., checklists, structures to help self-monitoring, examples for imitation, visual representation to make cognitive processes visible.
  • Productive questions. Teachers' questions that promote learners' activity and reasoning.
  • Qualitative observation. A description of qualities or properties of the thing(s) observed.
  • Quantitative observation. A description of the thing(s) observed that involves numbers, based on counting or measurement.
  • Question. What is asked; or in science, a possible starting point for inquiry.
  • Response to intervention. Known as the RTI process; based on the use of research-based curricula and evidence-based interventions; its three tiers are: Tier 1 – Core Instruction, Tier 2 – Supplemental Supports, and Tier 3 – Intensive Interventions.
  • Reflection. A powerful strategy for developing deep knowledge; introspective thinking, deep consideration.
  • Rehearsal. To do a series of similar, but not identical, tasks to reinforce learning and make it more generalizable.
  • Reliable. In educational assessment, a test is reliable if it is likely that a given student would make a similar score if repeatedly given the same test several times under the same conditions (i.e., with no additional learning).
  • Responding variable. The factor in an experiment that responds or changes due to manipulation of the independent variable, also called a dependent variable.
  • Rubric. A scoring guide that helps to make scoring of essays and/or performance tasks more objective; they may be holistic or analytic.
  • Science. A way to study and answer questions about the natural world through collection and analysis of observation-based evidence.
  • Science education. Teaching and facilitating learning about science facts, concepts, and inquiry skills; includes aspects of curriculum, instruction, and assessment.
  • Scientific and Engineering Practices. One of the three dimensions introduced by the Framework for K–12 Science Education; referred to as Science and Engineering Practices in the NGSS; also referred to as: Practices, or Science and Engineering Practices; abbreviated as SEPs; the singular is Scientific and Engineering Practice (SEP); there are eight Practices in the NGSS.
  • Scientific literacy. Ability to think scientifically and to understand the scientific point of view; a goal for all citizens in the National Science Education Standards of 1996.
  • Selected-response item. A question on an assessment that involves identifying the correct answer from a list of possible answers, i.e., multiple-choice, true-false, or matching items; also known as a forced-choice item.
  • Sequencing. Putting things in order by the value of a specific property; serial ordering, a type of classification.
  • Sheltered instruction. A method of teaching science and English to English Learners that focuses on concept development and nonlanguage cues and prompts.
  • Social constructivism. A learning theory that posits that learners construct new knowledge more effectively when they talk and work with others, including teachers.
  • Specific learning disability. A disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language.
  • Statistically signficant difference. When the results of an assessment or experiment are not likely to be due to chance alone.
  • STEM. An acronym for Science, Technology, Engineering, and Mathematics.
  • Structured inquiry. A laboratory exercise in which the teacher specifies the question or problem, and the procedures to be used by students; also known as directed inquiry; sometimes called a cookbook lab.
  • Student-initiated inquiry. A lesson or lab activity in which learners develop the question to be investigated; also known as open inquiry.
  • Subject-centered. When describing learning, an environment where students generate questions which guide the instructional process.
  • Summative assessment. A quiz, test, or performance task administered soon after the completion of a lesson or a unit to evaluate what has been learned and to assign grades.
  • T-chart. A graphic organizer composed of two columns, each with a heading; useful for organizing two categories of observations.
  • Three dimensions. Organizing structure of the Framework for K–12 Science Education upon which the Next Generation Science Standards were based. The three dimensions are Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.
  • Tiered learning. A basic type of differentiation of instruction; whole class shares the same content focus, but teacher designs different learning paths and qualitatively different objectives for student groups formed based on their readiness to comprehend various texts and activities.
  • Tiers. Levels or groups of students formed on the basis of readiness levels, learning styles, or interests.
  • Traditional assessment items. Test questions that are in a customary form, i.e., multiple-choice, true-false, matching, short-answer, or essays.
  • Understanding. Mental processing generally relating to comprehension.
  • Valid. In educational assessment, a test is valid if the test measures what it is purported to measure; the items on a valid test must be aligned with the content and skills that were taught.
  • Variable. A property of objects or events that can change, has variations, or has differing amounts.
  • Venn diagram. A graphic organizer composed of circles; provides a visual frame for comparing and contrasting terms and concepts.
  • Visual impairments. A category of disability listed in the Individuals with Disabilities Education Act (IDEA); students whose visual challenges cannot be corrected by wearing glasses or contacts are described as having visual impairments.
  • Wait time 1. The pause that follows a question by the teacher.
  • Wait time 2. The pause that follows a burst of responses from students before the teacher responds or asks another question.
  • Wait times intervals between. A teacher asking a question and calling on a student to answer it; wait times longer than three seconds are recommended to encourage a variety of positive student behaviors.
  • Zone of proximal development. A term used by Vygotsky to refer to the gap between what learners can do on their own and what they can do with assistance.
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