Exam 2: Science Practices and Inquiry Process Skills

Identify and briefly define the seven Inquiry Process Skills associated with descriptive modeling.

Identify and briefly define the three Inquiry Process Skills used to create experimental models.

According to the authors, which of the following is the most important component of discovery learning?

If a child observed the symmetry of a leaf, which of the following Inquiry Process Skills would the child be employing?

Imagine that you are teaching a lesson on animals, and a student raises their hand to say that insects are not animals. Describe in a paragraph what you would do in your classroom to correct this misconception by engaging your students in discovery learning but not using live insects.

Which Inquiry Process Skill is most closely identified with a child proposing a relationship to explain a phenomenon?

Refine the instructional plan you described in number 2 above to include two of the science and engineering practices. Name the two practices, and explain in a paragraph how you would incorporate them into your unit.

Choose one of the Inquiry Process Skills you identified and defined in question 5, and describe in four or five sentences a science activity you could do in your future elementary school classroom to provide your students practice with using that skill.

Experimental Design consists of several variables, and identifying these variables is one of the Inquiry Process Skills. In Experimental Design, the variable that is being tested is the

A child notices that the leaves on a plant sitting on the teacher's desk have new white spots on them. The child says to the teacher, "There might be mold growing on the plant." Which of the following most closely resembles the Inquiry Process Skill the child was using?

Identify and briefly define the two Inquiry Process Skills used to create explanations.

The ultimate goal inherent in discovery learning is for a student to uncover new information or glean new insight about how to approach a problem or task and then

According to the information provided in Chapter 2 regarding facilitating students' development of questions, which of the following is not a good example of a scientific question?

Choose one of the Inquiry Process Skills you identified and defined in question 9 above, and describe in four or five sentences a science activity you could do in your future elementary classroom to provide your students practice with using that skill.

Observing, question, and measuring are examples of Inquiry Process Skills commonly associated with

According to information presented in Chapter 2 related to the science and engineering practices, which of the following should teachers do first to facilitate their students' abilities to seek explanations?

Choose one of the Inquiry Process Skills you identified and defined in question 7 above, and describe in four or five sentences a science activity you could do in your future elementary classroom to provide your students practice with using that skill.

According to the authors, inquiry is defined as a

This chapter centers on the idea that elementary students need to discover new knowledge that is meaningful and offers a better explanation than their prior understanding, so as to dispel common misconceptions. Describe how you would plan instruction for a unit that will help students correct the misconception that things sink if they are heavy and float if they are light.

In this chapter, the authors provide a vision for learning science and engineering through discovery. In a paragraph, reflect on the three most important components of this vision and explain why you feel these components are important.