Student Lab Manual for Argument-Driven Inquiry in Physical Science - PB349X4S

Grooms, Jonathon

ISBN 10: 1681405261 / ISBN 13: 9781681405261

Verlag: National Science Teachers Associ, 2016

Beschreibung

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Bestandsnummer des Verkäufers S_350465126

Bibliografische Details

• Titel: Student Lab Manual for Argument-Driven Inquiry in Physical Science - PB349X4S
• Verlag: National Science Teachers Associ
• Veröffentlichungsdatum: 2016
• Sprache: Englisch
• ISBN-10: 1681405261
• ISBN-13: 9781681405261
• Bindung: paperback
• Zustand: Good

Über diesen Titel

Inhaltsangabe

Are you interested in using argument-driven inquiry for middle school lab instruction but just aren’t sure how to do it? Argument-Driven Inquiry in Physical Science will provide you with both the information and instructional materials you need to start using this method right away. The book is a one-stop source of expertise, advice, and investigations to help physical science students work the way scientists do. Student Lab Manual for Argument-Driven Inquiry in Life Science provides the student materials you need to guide your students through these investigations. With lab details, student handouts, and safety information, your students will be ready to start investigating.

Über die Autorin bzw. den Autor

Dr. Victor Sampson is an Associate Professor of STEM Education at the University of Texas in Austin. He is also the co-founder and Chief Innovation Officer at Argument-Driven Inquiry. Dr. Sampson received his Ph.D. from Arizona State University in 2007 and is an expert in STEM education, education theory and practice, educational research, and the development and research of new instructional models and materials. He also has expertise in the design and development of educational technology products. Victor Sampson has published 52 research articles and has written 11 books in the field of STEM education (citations: 5964, h-index: 33, i10-index: 52). While at Florida State University (2007-2014) and the University of Texas (2014-2021) he served as the PI or a Co-PI on 6 large research and development projects that were funded by either the NSF (4 projects, $5,030,826 in funding) or the IES (2 projects, $2,218,722 in funding). He has received several awards for his scholarship, including the 2008 National Association for Research in Science Teaching Outstanding Dissertation award and the 2012 National Association for Research in Science Teaching Early Career award.