Kendall Hunt has some really good workshops coming up at NSTA National Convention at Philadelphia in March.  If you are headed there, make sure to check these out:

If you have begun looking at elementary school science textbooks, many publishers create programs which have the illusion of inquiry in an effort to meet NSES. Few truly understand that inquiry is more than providing a hands-on activity. Biological Science Curriculum Study (BSCS) developed the 5e learning cycle, found in most of its Prek-12 curriculum, in an effort to prove student the opportunity to learn science through true inquiry.  

The 5e learning cycle is an instructional design model that defines a learning sequence based on the on the experiential learning philosophy of John Dewey and the  experiential learning cycle proposed by David Kolb. Attributed to Roger Bybee of BSCS , the model presents a framework for constructivist learning theories and can be effectively used in teaching science.

The model

Engage

Here the task is introduced. Connections to past learning and experience can be invoked. A demonstration of an event, the presentation of a phenomenon or problem or asking pointed questions can be used to focus the learners' attention on the tasks that will follow. The goal is to spark their interest and involvement.

Explore

Learners should take part in activities that allow them to work with materials that give them a 'hands on' experience of the phenomena being observed. Simulations or models whose parameter can be manipulated by learners, so that they can build relevant experiences of the phenomena, can be provided. Questioning, sharing and communication with other learners should be encouraged during this stage. The teacher facilitates the process.

Explain

The focus at this stage is on analysis. The learner is encouraged to put observations, questions, hypotheses and experiences from the previous stages into language. Communication between learners and learner groups can spur the process. The instructor may choose to introduce explanations, definitions, mediate discussions or simply facilitate by helping learners find the words needed.

Elaborate/Extend

Using the understanding gained in the previous stages, now learners should be encouraged build and expand upon it. Inferences, deductions, and hypotheses can be applied to similar or real-world situations. Varied examples and applications of concepts learned strengthen mental models and provide further insight and understanding.

Evaluate

Evaluation should be ongoing and should occur at all stages, in order to determine that learning objectives have been met and misconceptions avoided. Any number of rubrics, checklists, interviews, observation or other evaluation tools can be used. If interest in a particular aspect or concept is shown, further inquiry should be encouraged and a new cycle can begin that builds upon the previous one. Inquiries may branch off and inspire new cycles, repeating the process in a spiraling fractal of interrelated concepts, where instruction is both structured and yet open to investigation.

Looking to learn about more about what science education textbook publishers had to offer for your classroom?  Want to attend some content specific professional development workshops?

A great opportunity to do both is just around the corner.  Take time to head out to one of three NSTA regional area conferences going on in the next two months. 

2009 NSTA Area Conferences (http://www.nsta.org/conferences/default.aspx#)

• Minneapolis: Oct. 29–31
• Ft. Lauderdale: Nov. 12–14
• Phoenix: Dec. 3–5

Here is a great list from NSTA of why you should attend one of their conferences:

Top 10 Reasons for Attending an NSTA Conference

1. Performance—You and your students deserve to be excellent in science
2. Leadership—Because new skills, knowledge and activities help build educational leaders who influence others to do extraordinary things
3. Discovery—Because looking at the world with a new perspective brings innovation and creativity in the classroom
4. Motivation—Because expert speakers, educators, and scientists serve to inspire and stimulate
5. Passion—Because sharing it with your peers, your mentors, and the leaders in science education is contagious
6. Expertise—Because educators are the best when they are well versed in their field
7. Inspiration—Because you will hear stories from the likes of renowned author Richard Louv that will move you to act.
8. Growth—Because your conference experience will expand your world personally and professionally
9. Freebies—Because exhibiting companies from across the nation will offer you hundreds of classroom giveaways, new products and samples
10. . Connections—Because you’ll meet peers, mentors, leaders, and acquaintances for support and friendship

Stop by the Kendall Hunt booths to see the different textbooks for elementary school, middle and high school. This includes science curriculum for high ability learners.   

About EDC

The Center for Science Education (CSE) is a division of Education Development Center, Inc. (EDC). CSE’s roughly 35 staff members comprise a diverse group of professionals—scientists, science educators and administrators, curriculum writers and developers, policy analysts, journalists, social and educational researchers, and educational program evaluators. We count among our staff experts who have an almost unrivalled depth of experience in the improvement of science education, here and abroad, and authors who have created some of the most highly regarded science instructional materials in the field. Together, our CSE team develops and supports projects and programs that are internationally recognized for their innovative approaches to the teaching and learning of science.

From after-school science programs to teacher mentoring to research into pedagogy, CSE’s work covers a broad range of science education initiatives. Most often, our initiatives fall into the following three categories:

• Research and evaluation of such facets of science education as inquiry teaching, teacher retention, capacity building, and the sustainability of reform efforts
• Professional development and technical support programs—online, and in-person—to encourage leadership and to build the capacity of teachers and administrators
• Development of science instructional materials, resources, and tools both for use in school for grades preK–12 and out of school

Working with funders, foundations, and corporations, we identify needs in the science education community and respond with programs and initiatives. Through this work, we develop resources and publications, provide customized services and support, and conduct comprehensive research and evaluation studies covering topics such as assessment, curriculum implementation, leadership, literacy, and that cover all grade levels—early childhood through high school.

Instructional Materials

Since 1958, EDC has produced high-quality science instructional materials. An in-depth understanding of education and scientific research and knowledge about how students learn and teachers teach continues to provide the foundation for all of our curricula.
Our materials are not only about students; they also support teachers. We acknowledge the professionalism of teachers by offering strategies to enhance their own skills and knowledge in science teaching and learning.

All of our curricula reflect the National Science Education Standards, adapted to the needs and interests of all students. They have been extensively pilot- and field-tested in classrooms across the country. All of our materials reflect:

• a focus on depth of understanding, rather than breadth of information.
• academically rigorous content framed in contexts relevant to students’ lives.
• a focus on scientific thinking and reasoning through a careful balance of direct experience with phenomena, use of secondary resources, discourse, and writing.
• close attention to the needs of a diverse student body.
• the use of formative assessment to guide instruction and learning.

We know that knowledge of science has many facets and to attain science literacy, students must master the concepts of subject matter, understand the nature of scientific inquiry, and gain insight into the many ways scientific knowledge affects them and their world.

The mediocre teacher tells.

The good teacher explains.

The superior teacher demonstrates.

The great teacher inspires.

                       -William Arthur Ward


When looking for high school science textbooks, not only is it important to find materials which meet your state standards but also assist you as a teacher to inspire students to want to learn more. Inquiry based science should be the foundation of any book you would seriously consider as it has been shown to develop independent and critical thinking skills, positive attitudes and curiosity toward science and increased achievement.