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...
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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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Reviews

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

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

427-446

Randy L. Bell

University of Virginia

index

447-452

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)