Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher Education

by Lawrence Flick (Editor), N.G. Lederman (Editor)

Overview

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.

Product Details

ISBN-13:	9781402051500
Publisher:	Springer Netherlands
Publication date:	07/19/2006
Series:	Contemporary Trends and Issues in Science Education , #25
Edition description:	2006
Pages:	456
Product dimensions:	6.10(w) x 9.25(h) x 0.04(d)

About the Author

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

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

Deborah C. Smith

Woodcreek Magnet School for Math, Science, and Technology,

Lansing, MO

Mark J. Volkmann

University of Missouri, Columbia

A Balanced Approach to Science Inquiry Teaching

201-217

William G. Holliday

University of Maryland

Part III: Curriculum and Assessment 219

On the Content of Task-Structured Science Curricula

221-248

Bruce Sherin

Daniel Edelson

Matthew Brown

Northwestern University

Envisioning a Curriculum of Inquiry in the Elementary School

249-261

Sandra K. Abell

University of Missouri, Columbia

James T. McDonald

Central Michigan University

classroom assessment of opportunity to learn science through inquiry

263-297

Edith Gummer

Oregon State University

Audrey Champagne

State University of New York Albany

Part IV: Teaching and Learning About the Nature of Science 299

Syntax of Nature of Science Within Inquiry and Science Instruction

301-317

Norman G. Lederman

Illinois Institute of Technology

Relating History of Science to Learning and Teaching Science: Using and Abusing

319-330

Richard A. Duschl

Rutgers - The State University of New Jersey

Authentic Scientific Inquiry as Context for Teaching Nature of Science: Identifying Critical Elements for Success

331-355

Reneé S. Schwartz

Western Michigan University

Barbara A. Crawford

Cornell University

Inquiry Learning in College Classrooms: For the Times, They Are, A Changing

357-387

Harry L. Shipman

University of Delaware

Over and Over and Over Again: College Students’ Views of Nature of Science

389-425

Fouad Abd-El-Khalick

University of Illinois

Perusing Pandora’sBox: Exploring the What, When, and How of Nature of Science Instruction

427-446

Randy L. Bell

University of Virginia

index

447-452

Editorial Reviews

From the reviews: “This book examines and synthesizes research on a wide variety of contemporary theoretical and practical trends and issues about including inquiry and NOS in science teaching, science teacher education, and research in science education. … an appropriate resource book for science teachers, science teacher educators, science education researchers, and graduate students. Both practical and theoretical issues around teaching science as inquiry and teaching about the NOS are examined thoroughly.” (Mustafa Cakir, Science & Education, June, 2010)

From the Publisher