Scientific Inquiry and Nature of Science

Implications for Teaching, Learning, and Teacher Education

  • Lawrence B. Flick
  • Norman G. Lederman

Part of the Science & Technology Education Library book series (CTISE, volume 25)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Historical and Contemporary Educational Contexts

  3. Teaching and Learning Scientific Inquiry

    1. Shirley J. Magnusson, Annemarie Sullivan Palincsar, Mark Templin
      Pages 131-155
    2. Sandra K. Abell, Deborah C. Smith, Mark J. Volkmann
      Pages 173-199
    3. William G. Holliday
      Pages 201-217
  4. Curriculum and Assessment

    1. Bruce Sherin, Daniel Edelson, Matthew Brown
      Pages 221-248
    2. Sandra K. Abell, James T. McDonald
      Pages 249-261
    3. Edith Gummer, Audrey Champagne
      Pages 263-297
  5. Teaching and Learning About Nature of Science

About this book

Introduction

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.

Keywords

Syntax design education history nature science teacher education

Editors and affiliations

  • Lawrence B. Flick
    • 1
  • Norman G. Lederman
    • 2
  1. 1.Oregon State UniversityCorvallisUSA
  2. 2.Illinois Institute of TechnologyChicagoUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4020-5814-1
  • Copyright Information Springer Science+Business Media B.V. 2006
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4020-2671-3
  • Online ISBN 978-1-4020-2672-0
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • About this book