基本説明
New in paperback. Hardcover was published in 2005. Synthesizes the most current literature and research on scientific inquiry and nature of science in K-12 instruction.
Full Description
This book synthesizes the most current literature and research on scientific inquiry and nature of science in K-12 instruction. It is unique in its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes. The text would be appropriate for individuals preparing to become science teachers as well as experienced teachers. 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.
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'sBox: Exploring the What, When, and How of Nature of Science Instruction
427-446
Randy L. Bell
University of Virginia
index
447-452
