Details

<P></P>
<P>
<P>Table of Contents</P>
<P></P>
<P>Introduction ix-xviii</P>
<P>Lawrence B. Flick</P>
<P>Oregon State University</P>
<P>Norman G. Lederman</P>
<P>Illinois Institute of Technology</P>
<P>
<P>Scientific Inquiry and Science Teaching
<P>1-14</P>
<P></P>
<P>Rodger W. Bybee</P>
<P>BSCS</P>
<P>Part I: Historical and Contemporary Educational Contexts 15</P>
<P>
<P>Historical Perspectives on Inquiry Teaching in Schools
<P>17-35</P>
<P></P>
<P>George E. DeBoer</P>
<P>American Association for the Advancement of Science Project 2061</P>
<P>
<P>The Special Role of Science Teaching in Schools Serving Diverse Children in Urban Poverty
<P></P>
<P>&nbsp;</P>
<P>37-53</P>
<P></P>
<P>Martin Haberman</P>
<P>University of Wisconsin-Milwaukee</P>
<P>
<P>Addressing Disabilities in the Context of Inquiry and Nature of Science Instruction
<P>55-74</P>
<P></P>
<P>Judith Sweeney Lederman</P>
<P>Illinois Institute of Technology</P>
<P>Greg P. Stefanich</P>
<P>University of Northern Iowa</P>
<P></P>
<P>&nbsp;</P>
<P>
<P>Using Technology to Support Inquiry in Middle School Science
<P>75-101</P>
<P></P>
<P>Ann M. Novak </P>
<P>Greenhills School, Ann Arbor, MI </P>
<P>Joseph S. Krajcik </P>
<P>University of Michigan</P>
<P>Part II: Teaching and Learning Scientific Inquiry 103</P>
<P>
<P>The Knowledge Building Enterprises In Science and Elementary School Science Classrooms
<P>105-130</P>
<P></P>
<P>Kathleen E. Metz</P>
<P>University of California, Berkeley</P>
<P>
<P>Community, Culture, and Conversation in Inquiry Based Science Instruction
<P>131-155</P>
<P></P>
<P>Shirley J. Magnusson, Annemarie Sullivan Palincsar</P>
<P>University of Michigan</P>
<P>Mark Templin</P>
<P>University of Toledo</P>
<P>
<P>Developing Understanding of Scientific Inquiry in Secondary Students
<P>157-172</P>
<P></P>
<P>Lawrence B. Flick</P>
<P>Oregon State University</P>
<P>
<P>Inquiry in Science Teacher Education
<P>173-199</P>
<P></P>
<P>Sandra K. Abell</P>
<P>University of Missouri, Columbia</P>
<Deborah C. Smith</P>
<P>Woodcreek Magnet School for Math, Science, and Technology,</P>
<P>Lansing, MO</P>
<P>Mark J. Volkmann</P>
<P>University of Missouri, Columbia</P>
<P>
<P>A Balanced Approach to Science Inquiry Teaching
<P>201-217</P>
<P></P>
<P>William G. Holliday</P>
<P>University of Maryland</P>
<P>Part III: Curriculum and Assessment 219</P>
<P>
<P>On the Content of Task-Structured Science Curricula
<P>221-248</P>
<P></P>
<P>Bruce Sherin</P>
<P>Daniel Edelson</P>
<P>Matthew Brown</P>
<P>Northwestern University</P>
<P>
<P>Envisioning a Curriculum of Inquiry in the Elementary School
<P>249-261</P>
<P></P>
<P>Sandra K. Abell</P>
<P>University of Missouri, Columbia</P>
<P>James T. McDonald</P>
<P>Central Michigan University</P>
<P>
<P>classroom assessment of opportunity to learn science through inquiry
<P>263-297</P>
<P></P>
<P>Edith Gummer</P>
<P>Oregon State University</P>
<P>Audrey Champagne</P>
<P>State University of New York Albany</P>
<P>Part IV: Teaching and Learning About the Nature of Science 299</P>
<P>
<P>Syntax of Nature of Science Within Inquiry and Science Instruction
<P>301-317</P>
<P></P>
<P>Norman G. Lederman</P>
<P>Illinois Institute of Technology</P>
<P>
<P>Relating History of Science to Learning and Teaching Science: Using and Abusing
<P>319-330</P>
<P></P>
<P>Richard A. Duschl</P>
<P>Rutgers - The State University of New Jersey</P>
<P>
<P>Authentic Scientific Inquiry as Context for Teaching Nature of Science: Identifying Critical Elements for Success
<P>331-355</P>
<P></P>
<P>Reneé S. Schwartz</P>
<P>Western Michigan University</P>
<P>Barbara A. Crawford</P>
<P>Cornell University</P>
<P>
<P>Inquiry Learning in College Classrooms: For the Times, They Are, A Changing
<P>357-387</P>
<P></P>
<P>Harry L. Shipman</P>
<P>University of Delaware</P>
<P>
<P>Over and Over and Over Again: College Students’ Views of Nature of Science
<P>389-425</P>
<P></P>
<P>Fouad Abd-El-Khalick</P>
<P>University of Illinois</P>
<P>
<P>Perusing Pandora’sBox: Exploring the What, When, and How of Nature of Science Instruction
<P>427-446</P>
<P></P>
<P>Randy L. Bell</P>
<P>University of Virginia</P>
<P>
<P>index</P>
<P>447-452</P>
<P></P>

<P>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 teaching profession where he taught middle school science in both public and private schools. </P>
<P>His research is in the area of student conceptual development and the application of social cognition theory to classroom teaching practices. His work has investigated strategies for developing strategic thinking skills that support student understanding of science as inquiry. </P>
<P>He has been president of the Association for the Education of Teachers of Science and is currently co-editor, with Norm Lederman, of School Science and Mathematics. Dr. Flick has served on the board of directors of NSTA, AETS, Council for Elementary Science International, and the School Science and Mathematics Association. He has served on the editorial boards of the Journal for Research in Science Teaching, the Journal of Science Teacher Education, and School Science and Mathematics. He has been a national consultant for numerous educational projects such as WGBH Teaching High School Science, PBS SCIENCELINE, Westinghouse Hanford Company, Environmental Education, and the AT&amp;T Distance Learning Network. </P>
<P>&nbsp;</P>
<P>Dr. Norman G. Lederman is Chair and Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education and he possesses MS degrees in both Biology and <BR>Secondary Education. Prior to his 20 + years in science teacher education, Dr. <BR>Lederman was a high school teacher of biology and chemistry for 10 years.</P>
<P></P>
<P>He received the Illinois Outstanding Biology Teacher Award (1979), the Burlington <BR>Resources Foundation Faculty Achievement Award for Excellence in Teaching and <BR>Research (1992), and the AETS Outstanding Mentor Award (2000). </P>
<P></P>
<P>Dr. Lederman is internationally known for his research and scholarship on the development of students' and teachers' conceptions of the nature of science and scientific inquiry. He has been author or editor of 10 books, written 15&nbsp;book chapters, published over 150 articles in professional journals, and made over 500 <BR>presentations at professional conferences around the world.</P>
<P></P>
<P>Dr. Lederman is a former President of the National Association for Research in <BR>Science Teaching (NARST) and the Association for the Education of Teachers in <BR>Science (AETS). He has also served as Director of Teacher Education for the National <BR>Science Teachers Association (NSTA), and has served on the Board of Directors of <BR>NSTA, AETS, NARST, and the School Science and Mathematics Association.</P>
<P>&nbsp;</P>