By Carole Hayward
Posted on 2015-08-18
In the new NSTA Press book Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8, 20 lab activities present an innovative approach to lab instruction called argument-driven inquiry (ADI). Use of these labs can help teachers align their instruction with current recommendations for making life science more meaningful for students and more effective for teachers.
Authors Patrick Enderle, Ruth Bickel, Leeanne Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphy, Victor Sampson, and Sherry Southerland organize the labs around four Life Science core ideas, providing introductory and application labs for each.
Section 1 of the book begins with two chapters describing the ADI instructional model and the development and components of the ADI lab investigations. Sections 2–5 contain the lab investigations, including notes for the teacher, student handouts, and checkout questions. Section 6 contains four appendixes with connections to the NGSS timeline, proposal options for the investigations, and a form for assessing the investigation reports.
Here are a few examples of the lab investigations:
From Molecules to Organisms: Structures and Processes
Introduction Lab
Application Lab
Ecosystems: Interactions, Energy, and Dynamics
Introduction Lab
Application Lab
Heredity: Inheritance and Variation in Traits
Introduction Lab
Application Lab
Biological Evolution: Unity and Diversity
Introduction Lab
Application Lab
The ADI instructional model focuses on authentic lab activities so that students have more experiences engaging in scientific practices such as asking questions and defining problems, developing and using models, and analyzing and interpreting data. This type of instruction requires that students receive feedback and learn from their mistakes so they can incorporate their new knowledge and experiences into future labs and investigations. The ADI activities presented in this book are thoughtfully constructed to help students learn science in authentic contexts and also to develop the required knowledge, skills, abilities, and habits of mind to do science.
This book is also available as an e-book. To learn more, visit the Argument-Driven Inquiry Series page.
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