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

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Lawrence Flick, N.G. Lederman
Springer Science & Business Media, 2007 M10 23 - 456 páginas

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.

 

Contenido

SCIENTIFIC INQUIRY AND SCIENCE TEACHING
1
HISTORICAL PERSPECTIVES ON INQUIRY TEACHING
17
THE SPECIAL ROLE OF SCIENCE TEACHING
36
ADDRESSING DISABILITIES IN THE CONTEXT OF
55
Greenhills School Ann Arbor MI
78
THE KNOWLEDGE BUILDING ENTERPRISES IN
105
COMMUNITY CULTURE AND CONVERSATION IN
131
DEVELOPING UNDERSTANDING OF SCIENTIFIC 157
156
CLASSROOMASSESSMENT OF OPPORTUNITY TO 263
262
SYNTAX OF NATURE OF SCIENCE WITHIN INQUIRY 301
299
RELATING HISTORY OF SCIENCE TO LEARNING AND
319
AUTHENTIC SCIENTIFIC INQUIRY AS CONTEXT FOR
331
FOR 357
356
COLLEGE 389
406
EXPLORING THE 427
426
University of Virginia
444

INQUIRY IN SCIENCE TEACHER EDUCATION
173
Curriculum and Assessment 219
221
ENVISIONING A CURRICULUM OF INQUIRY IN THE
249
ABOUT THE EDITORS
453
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Acerca del autor (2007)

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.

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