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Ohio Online Assessment Reporting System

High School — Science
Scientific Inquiry

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    Scientific Inquiry

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      Overview: Talking with Teachers about Scientific Inquiry

      In this benchmark, students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

      The content in this Teaching Tool is based on the OH Science Academic Content Standards with an awareness of the types of questions asked to date on the Ohio Graduation Test (OGT). While there are various suggestions and activities for working with students, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

      Additional Sources

      American Association for the Advancement of Science. Benchmarks for Science Literacy. Oxford University Press, 1993.

      American Association for the Advancement of Science. Atlas of Science Literacy. Washington, D.C.: Oxford University Press, 2001.

      Driver, Rosalind, et al. Making Sense of Secondary Science: Research into Children's Ideas. New York: Routledge, 1994.

      Hazen, Robert M. and James Trefil. Science Matters: Achieving Scientific Literacy. New York: Anchor Books, 1992.

      National Academy of Sciences. National Science Education Standards. Washington D.C.: National Academies Press, 1995.

      National Research Council. America's Lab Report: Investigations in High School Science. Washington, D.C.: National Academies Press, 2006.

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