Abstract
This chapter examines John Dewey’s statements on inquiry and science and relates them to current trends in science education. Beginning with a brief biographical sketch of Dewey, the chapter proceeds to outline his statements on science and science education with attention to the role and scope of inquiry, or method. Attention will be paid to the experiential, epistemic, social and political role of inquiry, science and science education. After discussing Dewey’s understanding of inquiry, science and science education, more recent developments in Dewey scholarship in science education will be noted. Themes common to Dewey and science education (including the role of constructivism and inquiry in the science curriculum) will be broached.
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Johnston, J.S. (2014). John Dewey and Science Education. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_75
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