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.

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)

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.

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 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