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Bibliographic Record Display

• Title:Inspiring young minds : scientific inquiry in the early years / Julie Smart.
  
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• Author/Creator:Smart, Julie (Writer of educational textbooks), author.
  
• Published/Created:St. Paul, MN : Redleaf Press, 2017.
  ©2017
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1585 .S55 2017
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Science--Study and teaching (Elementary)
  Inquiry-based learning.
  
• Edition:First edition.
  
• Description:xi, 144 pages ; 26 cm
  
• Summary:"Learn to use inquiry-based practice to inspire young minds through science. This book provides educators a concrete guide for using research-based principles of inquiry to help children explore their world. Using real-life examples and discussions on facilitating and guiding children, you will be able to engage and maximize STEM learning. This book uses case studies to focus on the teacher's interaction with children and includes how to use inquiry-based practice, in addition to why you should use this method. Web content and reproducible lesson plans make it easy to begin using proven inquiry-based instruction. Detailed accounts of conversations with children about science will help you understand different methods and tools. Enrich and inspire young minds with inquiry-based instruction. Julie Smart holds a PhD in curriculum and instruction and is currently a professor of math and science education at Clemson University. She is also a consultant in research methodology and program accreditation with a focus on inquiry-based instruction, teacher effectiveness, and classroom management. Smart resides in Greenville, SC, with her husband and two children"-- Provided by publisher.
  "Inquiring Young Minds provides teachers of young children with a concrete guide for using research-based principles of inquiry to help children explore their world. Each chapter in the book provides a real-life example of children exploring a specific topic in science, followed by a discussion of the critical ideas related to facilitating and guiding children in their natural exploration of the world around them"-- Provided by publisher.
  
• Notes:"Ages 3-8"--Cover.
  Includes bibliographical references and index.
  
• ISBN:9781605545189 (paperback)
  160554518X (paperback)
  
• Contents:Machine generated contents note: ch. 1 Inquiring Minds Want to Know
  What are the main elements of inquiry-based instruction?
  ch. 2 Feed Me
  How do we select appropriate materials for children in science?
  ch. 3 Eggs in the Roses
  How do we give children opportunities to explore science for themselves?
  ch. 4 Physics in the Breezeway
  How can we help children conduct a simple investigation?
  ch. 5 Now You See Me
  How can we ask children effective questions in science?
  ch. 6 Timber!
  How can we use visual representations and models to support student learning?
  ch. 7 Stayin' Alive
  How do we adjust science instruction based on student learning?
  ch. 8 Making a List, Checking It Twice
  How can we support children in representing data in developmentally appropriate ways?
  ch. 9 Baby Bird Birthday
  How can we encourage children to communicate their scientific ideas in multiple ways?
  ch. 10 Shake, Rattle, and Roll
  How can we make science relevant to the lives of young children?
  ch. 11 Take Cover!
  How can we accumulate meaningful resources for our science instruction?
  ch. 12 Playing with Fire
  How can we ensure safety for all children during science instruction?
  ch. 13 Swimming in the Deep End
  How can we meet the needs of all students in science instruction?
  ch. 14 When the Train Derails
  How do we respond to unexpected challenges during science instruction?
  ch. 15 Creepy-Crawlies
  How can we model positive attitudes about science for children?
  ch. 16 On the Road Again
  How can we maximize the learning potential of field trips in science?
  ch. 17 Flying Monkeys
  How do we capture teachable science moments?.