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

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Lawrence Flick, N.G. Lederman
Springer Science & Business Media, Jan 1, 2004 - Education - 453 pages
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This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. 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.

  

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Contents

SCIENTIFIC INQUIRY AND SCIENCE TEACHING
1
Historical and Contemporary Educational Contexts
15
HISTORICAL PERSPECTIVES ON INQUIRY TEACHING IN SCHOOLS
17
THE SPECIAL ROLE OF SCIENCE TEACHING IN SCHOOLS SERVING DIVERSE CHILDREN IN URBAN POVERTY
37
ADDRESSING DISABILITIES IN THE CONTEXT OF INQUIRY AND NATURE OF SCIENCE INSTRUCTION
55
USING TECHNOLOGY TO SUPPORT INQUIRY IN MIDDLE SCHOOL SCIENCE
75
Teaching and Learning Scientific Inquiry
103
THE KNOWLEDGE BUILDING ENTERPRISES IN SCIENCE AND ELEMENTARY SCHOOL SCIENCE CLASSROOMS
105
ON THE CONTENT OF TASKSTRUCTURED SCIENCE CURRICULA
221
ENVISIONING A CURRICULUM OF INQUIRY IN THE ELEMENTARY SCHOOL
249
CLASSROOM ASSESSMENT OF OPPORTUNITY TO LEARN SCIENCE THROUGH INQUIRY
263
Teaching and Learning About Nature of Science
299
SYNTAX OF NATURE OF SCIENCE WITHIN INQUIRY AND SCIENCE INSTRUCTION
301
RELATING HISTORY OF SCIENCE TO LEARNING AND TEACHING SCIENCE USING AND ABUSING
319
AUTHENTIC SCIENTIFIC INQUIRY AS CONTEXT FOR TEACHING NATURE OF SCIENCE IDENTIFYING CRITICAL ELEMENTS FOR SUC...
331
INQUIRY LEARNING IN COLLEGE CLASSROOMS FOR THE TIMES THEY ARE A CHANGING
357

COMMUNITY CULTURE AND CONVERSATION IN INQUIRYBASED SCIENCE INSTRUCTION
131
DEVELOPING UNDERSTANDING OF SCIENTIFIC INQUIRY IN SECONDARY STUDENTS
157
INQUIRY IN SCIENCE TEACHER EDUCATION
173
A BALANCED APPROACH TO SCIENCE INQUIRY TEACHING
201
Curriculum and Assessment
219
OVER AND OVER AGAIN COLLEGE STUDENTS VIEWS OF NATURE OF SCIENCE
389
PERUSING PANDORAS BOX EXPLORING THE WHAT WHEN AND HOW OF NATURE OF SCIENCE INSTRUCTION
427
INDEX
447
ABOUT THE EDITORS
453
Copyright

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About the author (2004)

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.

 

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