Scientific Inquiry And The Nature Of Science

by Flick, L. B.; Lederman, Norman G.

• ISBN13: 9781402026713
• ISBN10: 1402026714
• Format: Hardcover
• Copyright: 2005-06-20
• Publisher: Kluwer Academic Pub

Summary

This book synthesizes the most current literature and research on scientific inquiry and nature of science in K-12 instruction. It is unique in its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes. The text would be appropriate for individuals preparing to become science teachers as well as experienced teachers. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

Author Biography

Dr. Lawrence B. Flick is chair of Science and Mathematics Education at Oregon State University. He has a B.S. in Electrical Engineering from Purdue University, an MAT from Northwestern University, and a Ph.D. in Science and Environmental Education from Indiana University. He worked in the communications industry before entering the teaching profession where he taught middle school science in both public and private schools. His research is in the area of student conceptual development and the application of social cognition theory to classroom teaching practices. His work has investigated strategies for developing strategic thinking skills that support student understanding of science as inquiry. He has been president of the Association for the Education of Teachers of Science and is currently co-editor, with Norm Lederman, of School Science and Mathematics. Dr. Flick has served on the board of directors of NSTA, AETS, Council for Elementary Science International, and the School Science and Mathematics Association. He has served on the editorial boards of the Journal for Research in Science Teaching, the Journal of Science Teacher Education, and School Science and Mathematics. He has been a national consultant for numerous educational projects such as WGBH Teaching High School Science, PBS SCIENCELINE, Westinghouse Hanford Company, Environmental Education, and the AT&T Distance Learning Network.  Dr. Norman G. Lederman is Chair and Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education and he possesses MS degrees in both Biology and Secondary Education. Prior to his 20 + years in science teacher education, Dr. Lederman was a high school teacher of biology and chemistry for 10 years.He received the Illinois Outstanding Biology Teacher Award (1979), the Burlington Resources Foundation Faculty Achievement Award for Excellence in Teaching and Research (1992), and the AETS Outstanding Mentor Award (2000). Dr. Lederman is internationally known for his research and scholarship on the development of students' and teachers' conceptions of the nature of science and scientific inquiry. He has been author or editor of 10 books, written 15 book chapters, published over 150 articles in professional journals, and made over 500 presentations at professional conferences around the world.Dr. Lederman is a former President of the National Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS). He has also served as Director of Teacher Education for the National Science Teachers Association (NSTA), and has served on the Board of Directors of NSTA, AETS, NARST, and the School Science and Mathematics Association. 

Table of Contents

Introduction	ix
Lawrence B. Flick
Norman G. Lederman
Scientific Inquiry and Science Teaching	1	(14)
Rodger W. Bybee
Part I: Historical and Contemporary Educational Contexts	15	(88)
Historical Perspectives on Inquiry Teaching in Schools	17	(20)
George E. DeBoer
The Special Role of Science Teaching in Schools Serving Diverse Children in Urban Poverty	37	(18)
Martin Haberman
Addressing Disabilities in the Context of Inquiry and Nature of Science Instruction	55	(20)
Judith Sweeney Lederman
Greg P. Stefanich
Using Technology to Support Inquiry in Middle School Science	75	(28)
Ann M. Novak
Joseph S. Krajcik
Part II: Teaching and Learning Scientific Inquiry	103	(116)
The Knowledge Building Enterprises in Science and Elementary School Science Classrooms	105	(26)
Kathleen E. Metz
Community, Culture, and Conversation in Inquiry Based Science Instruction	131	(26)
Shirley J. Magnusson
Annemarie Sullivan Palincsar
Mark Templin
Developing Understanding of Scientific Inquiry in Secondary Students	157	(16)
Lawrence B. Flick
Inquiry in Science Teacher Education	173	(28)
Sandra K. Abell
Deborah C. Smith
Mark J. Volkmann
A Balanced Approach to Science Inquiry Teaching	201	(18)
William G. Holliday
Part III: Curriculum and Assessment	219	(80)
On the Content of Task-Structured Science Curricula	221	(28)
Bruce Sherin
Daniel Edelson
Matthew Brown
Envisioning a Curriculum of Inquiry in the Elementary School	249	(14)
Sandra K. Abell
James T. McDonald
Classroom Assessment of Opportunity to Learn Science Through Inquiry	263	(36)
Edith Gummer
Audrey Champagne
Part IV: Teaching and Learning About Nature of Science	299	(148)
Syntax of Nature of Science within Inquiry and Science Instruction	301	(18)
Norman G. Lederman
Relating History of Science to Learning and Teaching Science: Using and Abusing	319	(12)
Richard A. Duschl
Authentic Scientific Inquiry as Context for Teaching Nature of Science: Identifying Critical Elements for Success	331	(26)
Renee S. Schwartz
Barbara A. Crawford
Inquiry Learning in College Classrooms: For the Times, They are, a Changing	357	(32)
Harry L. Shipman
Over and Over and Over Again: College Students' Views of Nature of Science	389	(38)
Fouad Abd-El-Khalick
Perusing Pandora's Box: Exploring the What, When, and How of Nature of Science Instruction	427	(20)
Randy L. Bell
Index	447	(6)
About the Editors	453