Negotiating Science: The Critical Role of Argument in Student Inquiry, Grades 5-10

Hand, Brian, Norton-Meier, Lori, Staker, Jay, Bintz, Jody

ISBN 10: 0325026076 / ISBN 13: 9780325026077

Published by Heinemann, 2009

About this Item

Very Good condition. A copy that may have a few cosmetic defects. May also contain light spine creasing or a few markings such as an owner's name, short gifter's inscription or light stamp.

Seller Inventory # H02A-03309

Bibliographic Details

• Title: Negotiating Science: The Critical Role of Argument in Student Inquiry, Grades 5-10
• Publisher: Heinemann
• Publication Date: 2009
• Language: English
• ISBN 10: 0325026076
• ISBN 13: 9780325026077
• Binding: Soft cover
• Condition: Very Good

About this title

Synopsis

Knowing from the inside out how argument works is a literacy skill now universally recognized as essential. This is the goal of real reading, writing, and speakingand finally the gift of real science. I am grateful to the authors of this volume for making these gifts available to science and literacy teachers, but most importantly, to all of our students.

Wendy Saul

Author of Science Workshop

The best way to transform students scientific thinking is by transforming their science writing. Writing is thinking and with Negotiating Science youll move from rote procedures to the kind of writing that real scientists do. Your students will learn to negotiate meaning from the results of their work and to argue for their ideasposing questions, documenting evidence, making claims, and sharing data. Perfect for science notebooks!

Leading you through an argument-based approach to science writing that is grounded in highly effective practices, Negotiating Science:

• demonstrates what good science arguments look like through student samples.
• models and supports top-notch instruction through teaching tools and templates adaptable to any classroom.
• containsguidelines that make assessment seamless and manageable.
• includes Have a Go activities help you make the transition from traditional science writing to argument-based writing.

Best of all, the writing Negotiating Science advocates can support your schools nonfiction and content-area writing goals.

Give students the chance to deepen their connection to science by writing for authentic purposes. See the dramatic difference it makes when students negotiate the meaning of concepts and content the way real scientists do. All while you meet schoolwide writing objectives. Read Negotiating Science and unlock the power of writing in your science classroom.

About the Authors

Brian Hand is the coauthor of the Heinemann titles Negotiating Science and Questions, Claims, and Evidence. He is a science educator at the University of Iowa who is involved in research on student learning and how we use language in science classrooms to help the learning process. Brian was a school teacher for eleven years before moving into the university system, where he has published in a wide range of journals.

Lori Norton-Meier is the coauthor of the Heinemann titles Negotiating Science and Questions, Claims, and Evidence. She has been intrigued by children's stories since her time as a kindergarten teacher. She is currently an assistant professor at Iowa State University in Literacy Education. Her areas of interest include early childhood literacy, science literacy, family literacy, and media literacy.