[Home] [Learn More] [Product Catalog] [Order & Shipping Info.] [Mail Orders] [Contact Us]         
     Current owners of this book please click here

     Our Newest Scientific Practices Book- a RIP® Publication: Available Now!      

                             Look at Us Now!

  

  Click here               Making Scientific Practices Matter           

  to learn more            in the Classroom...and Beyond

 

                                            ...Using the Research Investigation Process (RIP®)                                                      

  

 

Edited by Robert E. Landsman, PhD

...Research Scientist & Developer of the RIP® Model

Foreword by Robert E. Yager, PhD

...Former President of the National Science Teachers Association (NSTA) & current Director of NSTA's Exemplary Science Programs (ESP)

Teachers! Learn how your colleagues have successfully invited scientific inquiry into the classroom as both a thinking and learning tool to meet the visions of the National Science Education Standards (NSES) and the Next Generation Science Standards (NGSS).

This book was written by classroom teachers and a research scientist to show the Why and How of inquiry-based instruction at its best.

456 pages.

ISBN:978-0-9766551-3-8

$78.95  (includes shipping & handling)

To order on-line using PayPal (secure) or credit card,

click "BUY NOW" tab below.

To order by mail, click here.

 
 
 
Want to learn more about this book? Click here
 
   

                                  Contents

 

   Foreword

More Emphasis on the How vs. the What

Robert E. Yager. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

 

   Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii

 

   How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

 

   More Emphasis on Next Generation Learners

Chapter 1: Supporting the Next Generation of Scientific Practices

with More Emphasis on Learners and Their Thinking

Robert E. Landsman and Irene H. Kamimura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

 

   Observation

Chapter 2: Spilling of Old Knowledge onto New Ways of Learning

Lori LoRusso . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Chapter 3: Caterpillar to Butterfly: Transforming Kindergartners

into Scientific Inquirers

Glendene Otake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

 

   Research Question

Chapter 4: How Noisy Is Sound? Science Building on Science

Wendy Gonsalves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  97

 

   Background Information

Chapter 5: RIP~ing Beyond Science with Slippers and

M&M’s (Critical Thinking in Social Studies and Mathematics)

Maki Fullerton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

 

   Hypothesis

Chapter 6: If Students RIP into Termite Nature, Then They Will Build

Science Understanding Because Inquiry Leads to Knowledge

Anne McKnight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

 

   Method

Chapter 7: The Special Needs Student and Scientific Inquiry:

A Successful Tale

Susan Kamida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

   Method and RIP® Storyboard

Chapter 8: Magnifying Student Wonder Through Scientific Inquiry

Joyce Luka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

 

   Results

Chapter 9: S-c-i-e-n-c-e in Our Class Spells Fun!

Crystal Doi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Chapter 10: Should I Keep My Lucky Socks?

Donna Chrisman, Barbara Enzensperger, Kyle Haws, & Brenna Enzensperger . . . . . . . . . . . 279

 

   Discussion and Conclusion

Chapter 11: Cigarette Smokers Conclude “Not in My Body!”

Carrie Bashaw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

 

   Next Step

Chapter 12: RIP~ing Away Barriers to Science Education:

Inquiry Through the Research Investigation Process

Robert E. Landsman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349

 

   Look at Us Now!

Chapter 13: Impact of Instruction Through Scientific Inquiry

Using the RIP Model

Robert E. Landsman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383

 

   References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398

 

   Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

  

                                                       Assistant Editors

    Irene H. Kamimura-Managing Editor

    Laurie Szostak-Layout Editor
    Linda Leveen-Assistant Copy Editor                         

                              

         
      © 2014-2023 ANOVA Science Education