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Contemporary Trends and Issues in Science Education

Scientific Inquiry and Nature of Science

Implications for Teaching,Learning, and Teacher Education

Editors: Flick, Lawrence, Lederman, N.G. (Eds.)

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Hardcover $249.99
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Softcover $109.99
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  • ISBN 978-1-4020-5150-0
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  • Usually ready to be dispatched within 3 to 5 business days, if in stock
About this book

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.

About the authors

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.

 

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)

Table of contents (19 chapters)

Table of contents (19 chapters)
  • Scientific Inquiry And Science Teaching

    Pages 1-14

    Bybee, Rodger W.

  • Historical Perspectives On Inquiry Teaching In Schools

    Pages 17-35

    Deboer, George E.

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

    Pages 37-53

    Haberman, Martin

  • Addressing Disabilities In The Context Of Inquiry And Nature Of Science Instruction

    Pages 55-74

    Lederman, Judith Sweeney (et al.)

  • Using Technology To Support Inquiry In Middle School Science

    Pages 75-101

    Novak, Ann M. (et al.)

Buy this book

eBook $84.99
price for USA in USD
  • ISBN 978-1-4020-2672-0
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $249.99
price for USA in USD
  • ISBN 978-1-4020-2671-3
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
Softcover $109.99
price for USA in USD
  • ISBN 978-1-4020-5150-0
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
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Bibliographic Information

Bibliographic Information
Book Title
Scientific Inquiry and Nature of Science
Book Subtitle
Implications for Teaching,Learning, and Teacher Education
Editors
  • Lawrence Flick
  • N.G. Lederman
Series Title
Contemporary Trends and Issues in Science Education
Series Volume
25
Copyright
2006
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-1-4020-2672-0
DOI
10.1007/978-1-4020-5814-1
Hardcover ISBN
978-1-4020-2671-3
Softcover ISBN
978-1-4020-5150-0
Series ISSN
1878-0482
Edition Number
1
Number of Pages
XVIII, 456
Topics