Scientific Inquiry and Nature of Science

1. Front Matter

   Pages i-xviii

   PDF

2. Historical and Contemporary Educational Contexts

   1. Scientific Inquiry And Science Teaching

      • Rodger W. Bybee

      Pages 1-14

   2. Historical Perspectives On Inquiry Teaching In Schools

      • George E. Deboer

      Pages 17-35

   3. The Special Role Of Science Teaching In Schools Serving Diverse Children In Urban Poverty

      • Martin Haberman

      Pages 37-53

   4. Addressing Disabilities In The Context Of Inquiry And Nature Of Science Instruction

      • Judith Sweeney Lederman, Greg P. Stefanich

      Pages 55-74

   5. Using Technology To Support Inquiry In Middle School Science

      • Ann M. Novak, Joseph S. Krajcik

      Pages 75-101

3. Teaching and Learning Scientific Inquiry

   1. The Knowledge Building Enterprises In Science And Elementary School Science Classrooms

      • Kathleen E. Metz

      Pages 105-130

   2. Community, Culture, And Conversation In Inquiry Based Science Instruction

      • Shirley J. Magnusson, Annemarie Sullivan Palincsar, Mark Templin

      Pages 131-155

   3. Developing Understanding Of Scientific Inquiry In Secondary Students

      • Lawrence B. Flick

      Pages 157-172

   4. Inquiry In Science Teacher Education

      • Sandra K. Abell, Deborah C. Smith, Mark J. Volkmann

      Pages 173-199

   5. A Balanced Approach To Science Inquiry Teaching

      • William G. Holliday

      Pages 201-217

4. Curriculum and Assessment

   1. On The Content Of Task-Structured Science Curricula

      • Bruce Sherin, Daniel Edelson, Matthew Brown

      Pages 221-248

   2. Envisioning A Curriculum Of Inquiry In The Elementary School

      • Sandra K. Abell, James T. McDonald

      Pages 249-261

   3. Classroom Assessment Of Opportunity To Learn Science Through Inquiry

      • Edith Gummer, Audrey Champagne

      Pages 263-297

5. Teaching and Learning About Nature of Science

   1. Syntax Of Nature Of Science Within Inquiry And Science Instruction

      • Norman G. Lederman

      Pages 301-317

   2. Relating History Of Science To Learning And Teaching Science: Using And Abusing

      • Richard A. Duschl

      Pages 319-330

   3. Authentic Scientific Inquiry As Context For Teaching Nature Of Science: Identifying Critical Element

      • Reneé S. Schwartz, Barbara A. Crawford

      Pages 331-355

   4. Inquiry Learning In College Classrooms: For The Times, They Are, A Changing

      • Harry L. Shipman

      Pages 357-387

   5. Over And Over And Over Again: College Students' Views Of Nature Of Science

      • Fouad Abd-El-Khalick

      Pages 389-425

   6. Perusing Padora's Box: Exploring The What, When, And How Of Nature Of Science Instruction

      • Randy L. Bell

      Pages 427-446

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.

• Syntax
• design
• education
• history
• nature
• science
• teacher education

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)

• Oregon State University, Corvallis, USA

  Lawrence B. Flick

• Illinois Institute of Technology, Chicago, USA

  Norman G. Lederman

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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