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

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

byLawrence FlickEditorN.G. Lederman

Paperback | July 18, 2006

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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.

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 tea...
Title:Scientific Inquiry and Nature of Science: Implications for Teaching,Learning, and Teacher EducationFormat:PaperbackDimensions:456 pagesPublished:July 18, 2006Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1402051506

ISBN - 13:9781402051500

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Table of Contents

Table of Contents

Introduction ix-xviii

Lawrence B. Flick

Oregon State University

Norman G. Lederman

Illinois Institute of Technology

Scientific Inquiry and Science Teaching


Rodger W. Bybee


Part I: Historical and Contemporary Educational Contexts 15

Historical Perspectives on Inquiry Teaching in Schools


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



Martin Haberman

University of Wisconsin-Milwaukee

Addressing Disabilities in the Context of Inquiry and Nature of Science Instruction


Judith Sweeney Lederman

Illinois Institute of Technology

Greg P. Stefanich

University of Northern Iowa


Using Technology to Support Inquiry in Middle School Science


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


Kathleen E. Metz

University of California, Berkeley

Community, Culture, and Conversation in Inquiry Based Science Instruction


Shirley J. Magnusson, Annemarie Sullivan Palincsar

University of Michigan

Mark Templin

University of Toledo

Developing Understanding of Scientific Inquiry in Secondary Students


Lawrence B. Flick

Oregon State University

Inquiry in Science Teacher Education


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


William G. Holliday

University of Maryland

Part III: Curriculum and Assessment 219

On the Content of Task-Structured Science Curricula


Bruce Sherin

Daniel Edelson

Matthew Brown

Northwestern University

Envisioning a Curriculum of Inquiry in the Elementary School


Sandra K. Abell

University of Missouri, Columbia

James T. McDonald

Central Michigan University

classroom assessment of opportunity to learn science through inquiry


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


Norman G. Lederman

Illinois Institute of Technology

Relating History of Science to Learning and Teaching Science: Using and Abusing


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


Reneé S. Schwartz

Western Michigan University

Barbara A. Crawford

Cornell University

Inquiry Learning in College Classrooms: For the Times, They Are, A Changing


Harry L. Shipman

University of Delaware

Over and Over and Over Again: College Students' Views of Nature of Science


Fouad Abd-El-Khalick

University of Illinois

Perusing Pandora's Box: Exploring the What, When, and How of Nature of Science Instruction


Randy L. Bell

University of Virginia



Editorial Reviews

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)