Del 25 - Contemporary Trends and Issues in Science Education

Scientific Inquiry and Nature of Science

Implications for Teaching,Learning, and Teacher Education

Inbunden, Engelska, 2005

Av Lawrence Flick, N.G. Lederman, N. G. Lederman

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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.

Produktinformation

Utgivningsdatum2005-02-14
Mått210 x 297 x 30 mm
Vikt875 g
FormatInbunden
SpråkEngelska
SerieContemporary Trends and Issues in Science Education
Antal sidor456
Upplaga2006
FörlagSpringer-Verlag New York Inc.
ISBN9781402026713

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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.

Table of ContentsIntroduction ix-xviiiLawrence B. FlickOregon State UniversityNorman G. LedermanIllinois Institute of TechnologyScientific Inquiry and Science Teaching 1-14Rodger W. BybeeBSCSPart I: Historical and Contemporary Educational Contexts 15Historical Perspectives on Inquiry Teaching in Schools 17-35George E. DeBoerAmerican Association for the Advancement of Science Project 2061The Special Role of Science Teaching in Schools Serving Diverse Children in Urban Poverty 37-53Martin HabermanUniversity of Wisconsin-MilwaukeeAddressing Disabilities in the Context of Inquiry and Nature of Science Instruction 55-74Judith Sweeney LedermanIllinois Institute of TechnologyGreg P. StefanichUniversity of Northern Iowa Using Technology to Support Inquiry in Middle School Science 75-101Ann M. Novak Greenhills School, Ann Arbor, MI Joseph S. Krajcik University of MichiganPart II: Teaching and Learning Scientific Inquiry 103The Knowledge Building Enterprises In Science and Elementary School Science Classrooms 105-130Kathleen E. MetzUniversity of California, BerkeleyCommunity, Culture, and Conversation in Inquiry Based Science Instruction 131-155Shirley J. Magnusson, Annemarie Sullivan PalincsarUniversity of MichiganMark TemplinUniversity of ToledoDeveloping Understanding of Scientific Inquiry in Secondary Students 157-172Lawrence B. FlickOregon State UniversityInquiry in Science Teacher Education 173-199Sandra K. AbellUniversity of Missouri, ColumbiaWoodcreek Magnet School for Math, Science, and Technology,Lansing, MOMark J. VolkmannUniversity of Missouri, ColumbiaA Balanced Approach to Science Inquiry Teaching 201-217William G. HollidayUniversity of MarylandPart III: Curriculum and Assessment 219On the Content of Task-Structured Science Curricula 221-248Bruce SherinDaniel EdelsonMatthew BrownNorthwestern UniversityEnvisioning a Curriculum of Inquiry in the Elementary School 249-261Sandra K. AbellUniversity of Missouri, ColumbiaJames T. McDonaldCentral Michigan Universityclassroom assessment of opportunity to learn science through inquiry 263-297Edith GummerOregon State UniversityAudrey ChampagneState University of New York AlbanyPart IV: Teaching and Learning About the Nature of Science 299Syntax of Nature of Science Within Inquiry and Science Instruction 301-317Norman G. LedermanIllinois Institute of TechnologyRelating History of Science to Learning and Teaching Science: Using and Abusing 319-330Richard A. DuschlRutgers - The State University of New JerseyAuthentic Scientific Inquiry as Context for Teaching Nature of Science: Identifying Critical Elements for Success 331-355Reneé S. SchwartzWestern Michigan UniversityBarbara A. CrawfordCornell UniversityInquiry Learning in College Classrooms: For the Times, They Are, A Changing 357-387Harry L. ShipmanUniversity of DelawareOver and Over and Over Again: College Students’ Views of Nature of Science 389-425Fouad Abd-El-KhalickUniversity of IllinoisPerusing Pandora’sBox: Exploring the What, When, and How of Nature of Science Instruction 427-446Randy L. BellUniversity of Virginiaindex447-452

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)