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.

Autorentext

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.

Zusammenfassung

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.

Inhalt

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

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 &...