Teaching Inquiry Science in Middle and Secondary Schools

Dr. Anton Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for three years before completing his Ph.D. at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery, (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach, (Kendall/Hunt; Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for Distinguished Contributions to Science Education Research as well as the Outstanding Science Educator of the Year Award by the Association for the Education of Teachers in Science.

• Part I. The Nature of Science1. Educational Goals and The Nature of Science InquiryExploring Instructional AlternativesThe Goals of American EducationHow Science Is PracticedTesting Hypothesis Using ExperimentsBasic and Applied Research2. The Nature of Scientific TheoriesThe Greek Four-Material TheoryThe "Discovery" of OxygenDescription Versus Explanation: Why Do Objects Fall?Proof and DisproofThe Elements of Scientific DiscoveryHow Do Science and Religion Differ?Part II. Student Thinking, Development, and Learning3. How Students ThinkExploring Student ReasoningHow Do Student Responses Relate to Intellectual Development?Is There A Fifth State?Why Developmental Stages Are Important to Teachers4. Developing and Learning Different Types of KnowledgeDeveloping Procedural KnowledgeProvoking Self-Regulation In The ClassroomWhy Does State "Retardation" Occur?Learning Declarative KnowledgeProvoking Development and Learning In The ClassroomTeaching for Development and LearningPart III. Elements of Inquiry Instruction5. The Origins And Outcomes of Inquiry InstructionA Brief History of Science InstructionOutcomes of Inquiry Instruction6. Inquiry InstructionExploring Instructional AlternativesTypes of Learning CyclesHow Do Learning Cycles Relate to Doing Science?Using Textboks to Introduce New Terms7. Planning For InquiryQuestions to ConsiderPreparing Good Lesson Plans8. Technology, Labs, and Safety in the Inquiry ClassroomClassroom TechnologyLabs in the Inquiry ClassroomLab Safety and Organism UsePart IV. Instructional Strategies9. Demonstrations, Lectures, Discussions, and Field TripsDemonstrationsLecturesDiscussionsField Trips10. Managing the Inquiry ClassroomClassrooms Rules and ProceduresSolving Management ProblemsThe Classroom Management Survey11. Inquiry Instruction and Diverse LearnersStrategies for English Language LearnersAvoiding Gender BiasStudents With Learning DisabilitiesMeeting the Needs of Gifted StudentsSelecting and Using a Textbook for Diverse Learners12. Curriculum DevelopmentTypes of ConceptsConceptual SystemsInititating and Sequencing UnitsTeaching the Ecosystem Conceptual SystemScheduling Learning CyclesIntegrating Technological and Societal Issues13. Assessing Student ProgressTypes of AssessmentAnticipating and Reducing BiasAssigning GradesDeveloping Effective ExamsBloom′s Taxonomy of Educational ObjectivesUsing Exams to Encourage Self-RegulationDeveloping and Scoring Essay ExamsUsing Homework Problems to Encourage Self-RegulationUsing Written Assignments to Encourage Self-RegulationPart V. Professional Induction and Development14. Helping More Teachers Use InquiryInquiry Doesn′t Take Too Much Time and EnergyInquiry Can "Cover" Enough MaterialReading Inquiry Textbooks Can Be EasierRisk Is Not Too HighConcrete Thinkers Can InquireStudents Don′t Waste Too Much TimeOld "Dogs" Can Learn New "Tricks"Inquiry Is FlexibleInquiry Increases ComfortInquiry Is Not Too ExpensiveUsing the RTOP to Measure and Improve Inquiry Teaching15. Professional DevelopmentProfessional Development StandardsGood Teaching Really MattersConducting Action Research in Your Classroom

"This is an excellent and needed contribution to the science education teacher preparation field."