Scientific inquiry and nature of science : implications for teaching, learning, and teacher education

著者

    • Flick, L. B.
    • Lederman, N. G.

書誌事項

Scientific inquiry and nature of science : implications for teaching, learning, and teacher education

edited by L.B. Flick and N.G. Lederman

（Science & technology education library, v. 25）

Kluwer Academic Publishers, c2004

  • : hard

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

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.

目次

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 Renee 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

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