Scientific Inquiry and Nature of Science

Implications for Teaching,Learning, and Teacher Education
2006
ISBN: 978-1-4020-2671-3
Verlag: Springer Netherlands

Buch, Englisch, Band 25, 456 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 1860 g

Reihe: Contemporary Trends and Issues in Science Education

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.

Zielgruppe

Research

Autoren/Hrsg.

Lederman, N. G.

Flick, Lawrence

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines
• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Naturwissenschaften, Technik, Medizin

Inhaltsverzeichnis

Table of Contents

Introduction ix-xviii

Lawrence B. Flick

Oregon State University

Norman G. Lederman

Illinois Institute of Technology

Scientific Inquiry and Science Teaching

1-14

Rodger W. Bybee

BSCS

Part I: Historical and Contemporary Educational Contexts 15

Historical Perspectives on Inquiry Teaching in Schools

17-35

George E. DeBoer

American Association for the Advancement of Science Project 2061

The Special Role of Science Teaching in Schools Serving Diverse Children in Urban Poverty



37-53

Martin Haberman

University of Wisconsin-Milwaukee

Addressing Disabilities in the Context of Inquiry and Nature of Science Instruction

55-74

Judith Sweeney Lederman

Illinois Institute of Technology

Greg P. Stefanich

University of Northern Iowa



Using Technology to Support Inquiry in Middle School Science

75-101

Ann M. Novak

Greenhills School, Ann Arbor, MI

Joseph S. Krajcik

University of Michigan

Part II: Teaching and Learning Scientific Inquiry 103

The Knowledge Building Enterprises In Science and Elementary School Science Classrooms

105-130

Kathleen E. Metz

University of California, Berkeley

Community, Culture, and Conversation in Inquiry Based Science Instruction

131-155

Shirley J. Magnusson, Annemarie Sullivan Palincsar

University of Michigan

Mark Templin

University of Toledo

Developing Understanding of Scientific Inquiry in Secondary Students

157-172

Lawrence B. Flick

Oregon State University

Inquiry in Science Teacher Education

173-199

Sandra K. Abell

University of Missouri, Columbia

Über Autor(innen)

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.