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Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher Education de Lawrence Flick

Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher Education: Contemporary Trends and Issues in Science Education, cartea 25

Editat de Lawrence Flick, N.G. Lederman
en Limba Engleză Paperback – 18 iul 2006
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.
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Specificații

ISBN-13: 9781402051500
ISBN-10: 1402051506
Pagini: 476
Ilustrații: XVIII, 456 p.
Dimensiuni: 155 x 235 x 25 mm
Greutate: 0.66 kg
Ediția:2006
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Contemporary Trends and Issues in Science Education

Locul publicării:Dordrecht, Netherlands

Public țintă

Research

Cuprins

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

Recenzii

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)

Notă biografică

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.