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Episode Synopsis "“I notice” and “I wonder” "
This episode is about the power of the phrase “I notice... I wonder” in the process of scientific inquiry. In it, we’ll hear the noticings and wonderings of people aged 3 to 85. What’s similar? What’s different? How can these noticings and wonderings be used to begin science inquiry? Tune in to find out. Resources: BBC Video about the "White Glowy Thing." Narrated by David Attenborough! For more info about "Vocabulary first" science instruction, check out: Bruna, K. R., Vann, R., & Escudero, M. P. (2007). What's language got to do with it?: A case study of academic language instruction in a high school “English Learner Science” class. Journal of English for Academic purposes, 6(1), 36-54. For more info about the importance of engaging students in inquiry driven, discipline specific practices, check out: Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-278. For more info about a student's scientific identity, check out: Hill, P. W., McQuillan, J., Spiegel, A. N., & Diamond, J. (2018). Discovery orientation, cognitive schemas, and disparities in science identity in early adolescence. Sociological Perspectives, 61(1), 99-125. You can also reach out to me and I'd be happy to share a paper I wrote on this subject. For more info about why struggling students choose to stay silent in class, check out: Hall, L. A. (2007). Understanding the silence: Struggling readers discuss decisions about reading expository text. The Journal of Educational Research, 100(3), 132-141. For more info about "academic capital," check out Chapter 1 of this book: Zwiers, J. (2013). Building academic language: Essential practices for content classrooms, grades 5-12. John Wiley & Sons.
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