Abstract
Engaging students in science inquiry (SI) is nothing new. Flick and Lederman (2006) cited from the US Bureau of Education in 1893 stressing the need for hands-on science instruction. A Framework for K-12 Science Education (Framework) (NRC, 2012) has re-examined what it means to engage students in inquiry and has shifted or refocused attention to include engineering practices (EP) and to replace the idea of “skills” with “practices” (p. 41).
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References:
Flick, L., & Lederman, N. G., (Eds.) (2006). Scientific inquiry and Nature of Science. Implications for teaching, learning, and teacher education. The Netherlands: Springer.
Koehler, C. M., Bloom, M. A. & Binns, I. C. (2013). Lights, camera, action: Developing a methodology to document mainstream films’ portrayal of nature of science and scientific inquiry. Electronic Journal of Science Education, 17(2).
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National Research Council. (2012). A framework for K-12 science education. Washington, DC: The National Academies Press.
Next Generation Science Standards. (2013). Next generation science standards: For states, by states (Vol 1) Washington, DC: The National Academies Press.
Next Generation Science Standards. (2013). Next generation science standards: For states, by states (Vol 2) Washington, DC: The National Academies Press.
Additional Readings:
Bell, R. L. (2008). Teaching the nature of science through process skills: Activities for grades 3–8. Pearson Allyn and Bacon.
Additional Readings:
Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit 1: Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University, PA.
Additional Readings:
Bayer Corporation. (2010). Planting the seeds for a diverse U.S. STEM pipeline: A compendium of best practice K-12 STEM education programs. Retrieved from http://www.bayerus.com/msms/web_docs/STEM_Forum_2006_COMPENDIUM.pdf
Hayden, K., Ouyang, Y., Scinski, L., Olszewski, B., & Bielefeldt, T. (2011). Increasing student interest and attitudes in STEM: Professional development and activities to engage and inspire learners. Contemporary Issues in Technology & Teacher Education, 11(1), 99–121.
Additional Readings:
Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317.
Lederman, N. G. & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.). The nature of science in science education: Rationales and strategies (pp.83–126). Dordrecht, Netherlands: Kluwer.
McComas, W. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics, 96, 10–16.
References:
Constraints Report. (2013). Retrieved from http://www.mae.buffalo.edu/courses/mae459/design-info/ConstraintsReport.ppt.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
Rivera, A., & Rivera, R. (2010). Rocks, jeans, and busy machines: An engineering kids storybook. San Antonio, TX: Rivera Engineering.
Van Cleave, J. (2007). Engineering for every kid: Easy activities that make learning science fun. San Francisco: John Wiley & Sons..
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Morrell, P.D., Popejoy, K. (2014). Scientific Inquiry/Engineering Design. In: Morrell, P.D., Popejoy, K. (eds) A Few of Our Favorite Things. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-779-7_4
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DOI: https://doi.org/10.1007/978-94-6209-779-7_4
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