www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Role of Questioning in an Inquiry Science Classroom
- Template 2022
- Section SAMPLE
- 1 Credits
- 06/28/2022 to 07/29/2100
- Modified 06/28/2022
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Examines methods and techniques related to the role of questioning in K-12 science classrooms. Question asking is the hallmark of an inquiry-based classroom for students and educators. Candidates will explore the art and science of asking questions - including how to teach your students to utilize effective questioning. Candidates will modify traditional lessons to include inquiry-based instruction and innovative questioning techniques.
COLLEGE OF EDUCATION MISSION
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will create an inclusive classroom experience for students through the implementation of effective questioning utilizing inquiry instruction.
Serving the Community
Candidates will plan culturally-responsive learning opportunities utilizing inquiry instruction.
Finding Our Professional Selves
Candidates will demonstrate professional skills implementing inquiry-based instruction.
Standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Plan learning units of study and equitable, culturally-responsive opportunities for all students based upon their understandings of how students learn and develop science knowledge, skills, and habits of mind (NSTA/ASTE Standard 2)
- Incorporate appropriate differentiation strategies, wherein all students develop conceptual knowledge and an understanding of the nature of science (NSTA/ASTE Standard 2b)
- Plan lessons in which all students have a variety of opportunities to investigate, collaborate, communicate, evaluate, learn from mistakes, and defend their own explanations of scientific phenomena, observations, and data (NSTA/ASTE Standard 3c)
- Implement assessments that show all students have learned and can apply disciplinary knowledge, nature of science, science and engineering practices, and crosscutting concepts in practical, authentic, and real-world situations (NSTA/ASTE Standard 5a)
- Engage in critical reflection on their own science teaching to continually improve their instructional effectiveness (NSTA/ASTE Standard 6a)
- Participate in professional development opportunities to deepen their science content knowledge and practices (NSTA/ASTE Standard 6b)
- Participate in professional development opportunities to expand their science-specific pedagogical knowledge (NSTA/ASTE Standard 6c)
Discussions and Reflections
Candidates will respond to content discussions and provide thoughtful feedback others.
Science Talk Moves Assignments
Candidates will review science classroom questioning experiences or sessions and create running records of science talk moves. Candidates will analyze the student and/or teacher questions and interactions.
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