Throughout the process of inquiry instruction, teachers should do all of the following, except
guide and focus student activities
use their knowledge of their students to inform instructional decisions.
encourage student learning
grade papers or read a book while students are investigating.
use their knowledge of how students learn science concepts.
Which is the correct sequential order of the phases of the 5-E Instructional Model?
Engage, Explore, Elaborate, Explain, Evaluate
Explore, Evaluate, Elaborate, Engage, Explain
Engage, Explore, Explain, Elaborate, Evaluate
Explain, Engage, Elaborate, Evaluate, Explore
Engage, Explain, Explore, Elaborate, Evaluate
Which of the following is not true of Inquiry Models of Instruction?
They mirror inquiry procedures of science.
They are consistent with constructivist models of learning
They are motivational and effective in teaching science to children
They require less planning on the part of the teacher.
Which instructional model is an expansion of the Science Curriculum Improvement Study (SCIS) Learning Cycle and has two additional phases?
Guided Discovery
Hunter’s Lesson Design
5- E
all of the above
none of the above
According to the National Science Education Standards, what should be the primary method for attaining the goal of understanding in science?
Cooperative grouping
Direct instruction
Inquiry instruction
Teacher directed learning
During which of the phases of the 5-E Instructional Model would you expect to see the teacher encouraging students to explain concepts and definitions in their own words, and formally providing definitions, and using students’ previous experiences as the basis for explaining concepts?
Engage
Explore
Explain
Elaborate
Evaluate
According to the authors, “scientific inquiry” can be used in several contexts. Which of the following is not one of them?
Scientific inquiry refers to student activities that lead to scientific knowledge and understanding
Scientific inquiry refers to different ways scientists study the natural world.
Scientific inquiry refers to memorization of technical terms, facts, and theories
Scientific inquiry refers to teaching methods designed to involve students in inquiry activities.
Which of these features of inquiry instruction are teachers supporting when they require students to report on their work, encourage multiple forms of communication, and facilitate small and large group discussion?
Learners are engaged by scientific questions.
Learners give priority to evidence as they plan and conduct investigations
Learners connect evidence and scientific knowledge in generating explanations.
Learners apply their knowledge to new scientific problems.
Learners engage in critical discourse with others about procedures, evidence, and explanations. Which phase of the 5-E Instructional Model is similar to the Concept Invention phase of the SCIS Learning Cycle?
Which phase of the 5-E Instructional Model is most like Guided Discovery?
Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Engage Phase?
Creates interest
Generates curiosity
Provides definitions and answers.
Raises questions
Attempts to uncover what students know or think about the concept/topic.
Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Elaborate Phase?
Leads students step-by-step to a solution
Expects students to use formal labels, definitions, and explanations provided previously
Encourages students to apply or extend the concepts and skills in new situations.
Refers students to existing data and evidence and asks: “What do you already know? Why do you think….?”
Reminds students of alternate explanations.
Which of the following would you expect a teacher to do during a Guided Discovery Lesson?
Introduce the problem.
Distribute materials in an orderly way.
Ask questions to guide the children’s exploration.
Listen to the students tell about their discoveries.
All of the above.
Research into the effectiveness of inquiry instruction has shown this approach to be effective in
fostering problem solving, creativity, and independent learning.
improving reasoning, observing, and logical analysis.
increasing scores on measures of general science achievement, process skills, analytical skills, and related skills such as language arts and mathematics.
enhancing positive attitudes toward science.
Which of the following might be more appropriately taught using a direct teach instructional model, such as Hunter’s Lesson Design, than by an inquiry approach?
The variables related to floating and sinking.
Which materials are attracted to magnets.
How to focus a microscope.
The cycle of the moon’s phases throughout the month.
A general arrangement of phases, steps, actions, or decision points for teaching and learning is known as
an advance organizer
a concept map.
an instructional model.
a lesson plan.
inquiry.
Guided Discovery:
Consists of three phases of instruction: exploration, concept invention, and application
Includes the following phases: engage, explore, explain, elaborate, and evaluate
Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.
Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.
SCIS Learning Cycle:
Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions
5-E :
Consists of three phases of instruction: exploration, concept invention, and application.
Hunter’s Lesson Design:
Benchmarks and the content standards of the National Science Education Standards (NSES) do NOT:
specify broad goals.
specify how students should progress toward science literacy.
recommend what students should know and be able to do by the time they reach certain grade levels.
inform teachers specifically of what to teach.
In the Next Generation Science Standards (NGSS), the “disciplinary core ideas” are similar to the __________ in the National Science Education Standards (NSES).
Science Content Standards
Science Education Program Standards
Science Education System Standards
Science Teaching Standards
School district curriculum guides are usually created during the summer by:
teachers
science coordinators
parents
all the above
A and B only.
Curriculum documents often include:
learning experiences
correlations to state standards
common assessments
instructional resources
A scope and sequence guide specifies:
key science vocabulary to be learned
the time of year and the length of time to spend on each part of the content.
the type of assessment to be employed.
how to teach the science content.
A novice teacher is required to teach a unit on the phases of the moon, but lacks a deep understanding of the topic. He should:
avoid the topic and substitute a different topic which he feels more comfortable with.
read textbook chapters, teachers’ guides for nationally funded science projects, and quality children’s books on the topic.
talk to other teachers and science education specialists.
use an Internet search engine such as Google or Yahoo! to locate appropriate science content discussions.
B, C, & D
Which of the following is NOT true of a well-written instructional objective?
It specifies the audience with a statement like: “students will be able to"
Uses verbs such as “know” or “understand” to describe student behaviors
It uses action words to specify the different performances and/or behaviors that display student knowledge, understandings, attitudes, and/or skills.
It specifies the content that is to be acted on by the learners.
It is aligned with the instructional and assessment activities of the lesson.
An instructional objective for a lesson that emphasizes the cognitive process of remembering would likely include verbs from which list?
Know, understand, realize
Distinguish, describe, compare
Identify, name, define, state
Classify, interpret, explain, apply, demonstrate
Well-designed science lesson plans generally include:
a science content outline or concept map.
instructional objectives.
learning activities
assessment tasks and procedures.
all of the above.
Instructional objectives
provide an organizational framework for lesson planning
describe specific learning targets for students to achieve during lessons.
do not need to be aligned with the lesson’s assessment strategies.
should be the same for learners at all grade levels.
Good lessons begin with
creating something new.
classificatory investigations
using information in a new way.
good engagements.
explanations of concepts.
A scientific phenomenon that has a surprising or unusual outcome for students to consider is called
an alternative conception.
an open inquiry activity
a discrepant event.
a rubric.
Engage:
Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.
The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.
The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color
Which of the following is NOT one of the purposes for setting up learning centers?
Learning centers are a good way to present inquiry activities, especially in the lower grades.
Learning centers involve students in developing a better understanding of specific science concepts.
Learning centers can be used as rewards for those students who finish their work early
Learning centers can motivate, guide, and support the learning of individuals and small groups.
Learning centers allow teachers to meet individual needs and provide students with self-directed learning.
Which of the following sequences of student grouping patterns most closely parallels a typical 5-E lesson?
Whole group—cooperative groups—whole group—cooperative groups—individual
Whole group—individual—cooperative groups—individual—whole group
Individual—whole group—pairs—cooperative groups—whole group
Cooperative groups—pairs—individual—whole group—cooperative groups
Cooperative groups—cooperative groups—cooperative groups—cooperative groups—cooperative groups
A main reason that formative assessment should be built into a lesson during planning is
It enables teachers to identify the amount and type of scaffolding assistance needed by their students during the lesson.
It provides a basis for grades and accountability
A rubric can be developed during the planning process
Students can’t remember everything they learn until the end of the lesson.
Summative assessment:
provides a basis for grades and accountability.
is assessment at the end of lessons.
is on-going assessment.
is both B and C.
is both A and B.
In order to provide a safe and supportive learning environment in the science classroom, teachers should take into consideration:
the room’s size and arrangement.
patterns of student movement.
the ratio of boys to girls.
A, B, & C.
A & B only.
One of the top reasons teachers leave the classroom is.
classroom management issues.
lack funds for instructional materials.
poor quality food in the cafeteria.
constant lesson planning
required attendance at after-school parent-teacher meetings
The main purpose of classroom management is to ensure safety and
control student behavior.
efficiently distribute materials.
establish a learning community
minimize noise level
facilitate learning.
When misbehavior prevents the learning of others or is potentially dangerous, it is called:
annoying
disruptive
illegal.
inappropriate.
off-task.
