Academic journal article The Science Teacher

Argument-Driven Inquiry in Biology

Academic journal article The Science Teacher

Argument-Driven Inquiry in Biology

Article excerpt

Argument-Driven Inquiry in Biology By Victor Sampson, Patrick Enderle, Leeanne Gleim, Jonathon Grooms, Melanie Hester, Sherry Southerland, and Kristin Wilson. $42.95. 418 pp. NSTA Press. Arlington, VA. 2014. ISBN: 9781938946202.

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The authors seek to help teachers increase the level of scientific literacy in grades 9-12 using the argument-driven inquiry (ADI) model in biology laboratory investigations. This model focuses on the nature of science and the nature of scientific inquiry and is divided into two basic parts.

Part One, composed of two chapters, describes the eight stages in this instructional model and optimal teacher behaviors. It then explains the development and components of ADI lab investigations, which are classified as introduction or application labs. These investigations are aligned with A Framework for K-12 Science Education and the Common Core State Standards in English language arts and mathematics. In Part Two, 27 laboratory investigations cover four life science core ideas: From Molecules to Organisms: Structures and Processes; Ecosystems: Interactions, Energy, and Dynamics; Heredity: Inheritance and Variation of Traits; and Biological Evolution: Unity and Diversity. Each lab has Teacher Notes, Lab Handouts, and Checkout Questions. Some of the procedures found in traditional labs are incorporated.

The teacher notes clearly describe the role of the teacher, crosscutting concepts, scientific practices, and concepts to help students understand the nature of science and the nature of scientific inquiry. …

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