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More Voices from the Classroom

International Teachers’ Experience with Argument-Based Inquiry

  • Brian Hand
  • Lori Norton-Meier
  • Jeong-yoon Jang

Table of contents

  1. Front Matter
    Pages i-vii
  2. Turkey

    1. Front Matter
      Pages 11-11
    2. Mustafa Demir, Nilay Keskin Samanci
      Pages 17-34
    3. Funda Yesildag-Hasancebi, Yesrip Akbay
      Pages 35-44
    4. Nurten Mutlu-Pehlivan, Melike Ozer-Keskin
      Pages 45-59
    5. Selçuk Ozgur, Sevgi Kingir
      Pages 61-72
    6. Fatma Gundogan, Recai Akkus
      Pages 73-83
  3. Korea

    1. Front Matter
      Pages 85-85
    2. Hwamok Sung
      Pages 89-96
    3. Sunduk Lee
      Pages 97-103
    4. Kyunghwa Jang
      Pages 105-116
    5. Kyounghwa Kwak
      Pages 117-128
  4. United States

    1. Front Matter
      Pages 129-129
    2. Lydia Gatton, Megan Hach, Mary Grace Villanueva
      Pages 133-142
    3. Laurie Kammrad, Carrie Johnson
      Pages 143-154
    4. Peggy Hansen, Denise Lembke, Veronica Mckee, Lynn Hockenberry
      Pages 155-166
    5. Tracy Jarrett, Anne Campbell, Kim Wise
      Pages 167-175
  5. Back Matter
    Pages 183-189

About this book

Introduction

The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to 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 teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Keywords

science argument language pedagogy international perspectives science classrooms

Editors and affiliations

  • Brian Hand
    • 1
  • Lori Norton-Meier
    • 2
  • Jeong-yoon Jang
    • 3
  1. 1.University of IowaUSA
  2. 2.University of LouisvilleUSA
  3. 3.Seoul National UniversitySouth Korea

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6351-095-0
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2017
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Education
  • Online ISBN 978-94-6351-095-0
  • Buy this book on publisher's site
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