000			04175nam a2200433 i 4500
001			BRILL9789460914515
003			nllekb
005			20260610105420.0
007			cr un uuuua
008			191130s2011 ne sb 001 0 eng d
020			_a9789460914515 _q(electronic book)
020			_z9789460914508 _q(print)
024	7		_a10.1007/978-94-6091-451-5 _2DOI
035			_a(OCoLC)759842068
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1027
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.1 _223
245	0	0	_aVoices from the Classroom : _ba Elementary Teachers' Experience with Argument-Based Inquiry / _cEdited by Brian M. Hand; Lori Norton-Meier.
246	3		_aElementary Teachers' Experience with Argument-Based Inquiry
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2011.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rBrian Hand and Lori Norton-Meier -- Using Language to Learn / _rLynn Hockenberry -- Negotiation / _rMichelle Harris -- Science and Literacy / _rMichelle Griffen -- Writing for a Reason / _rAmy Higginbotham and Christine Sutherland -- Lens of Learning in the SWH / _rKim Wise -- The Power of Negotiation / _rJoshua Steenhoek , Kari Pingel and Jill Parsons -- Implementing Science Conversations with Young Learners / _rJulie Sander -- Claims and Evidence from the 5th Grade Classroom / _rPeggy Hansen -- Hide and Seek and the Air in the Closet / _rCarrie Johnson -- Literature and Writing are Big “Additions” to Science / _rCheryl Ryan and Gina Johnson -- What’s the Big Idea? / _rJulie Malin -- Science Argumentation and the Arts / _rSara Nelson -- Lessons Learned / _rBrian Hand and Lori Norton-Meier -- Contributing Authors / _rBrian Hand and Lori Norton-Meier.
520			_aThere is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that 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 elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.
588			_aDescription based on print version record.
650		0	_aEducation _xMethodology.
650		0	_aSciences humaines.
700	1		_aHand, Brian M., _eeditor.
700	1		_aNorton-Meier, Lori, _eeditor.
776	0	8	_iPrint version: _tVoices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry, _dLeiden Boston : Brill | Sense, 2011 _w9789460914508
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-451-5
999			_c35012 _d35012