Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher EducationLawrence 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
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 |
444 | |
INQUIRY IN SCIENCE TEACHER EDUCATION | 173 |
Curriculum and Assessment 219 | 221 |
ENVISIONING A CURRICULUM OF INQUIRY IN THE | 249 |
ABOUT THE EDITORS | 453 |
Otras ediciones - Ver todas
Scientific Inquiry and Nature of Science: Implications for Teaching,Learning ... Lawrence Flick,N.G. Lederman Vista previa limitada - 2004 |
Scientific Inquiry and Nature of Science: Implications for Teaching,Learning ... Lawrence Flick,N.G. Lederman Vista previa limitada - 2007 |
Scientific Inquiry and Nature of Science: Implications for Teaching,Learning ... Lawrence Flick,N.G. Lederman Sin vista previa disponible - 2004 |
Términos y frases comunes
activities Advancement American analysis answer approach appropriate asked aspects assessment Association authentic become believe claims classroom cognitive collection concepts consider construct course critical curriculum described direct disciplines discussion documents effective elementary engage evidence example experiences explanations explicit facts Figure focus goals ideas important indicated individual instruction interpretation interview issues Journal laws learners learning Lederman light materials Mathematics meaning method nature of science noted objects observations opportunities participants particular perspective phenomena physical practice present Press problems programs questions reasoning refer reflect relationships reported responses role science education Science Teaching scientific inquiry scientific knowledge scientists sense skills social specific standards strategies structure task teachers theories things thinking understanding University views York
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Página ii - Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong...