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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.
From the contentsPart I: Historical and Contemporary Educational Contexts.- Part II: Teaching and Learning Scientific Inquiry.- Part III: Curriculum and Assessment.- Part IV:Teaching and Learning about Nature of Science.
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. 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. 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&T Distance Learning Network. 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 Secondary Education. Prior to his 20 + years in science teacher education, Dr. Lederman was a high school teacher of biology and chemistry for 10 years. He received the Illinois Outstanding Biology Teacher Award (1979), the Burlington Resources Foundation Faculty Achievement Award for Excellence in Teaching and Research (1992), and the AETS Outstanding Mentor Award (2000). 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 book chapters, published over 150 articles in professional journals, and made over 500 presentations at professional conferences around the world. Dr. Lederman is a former President of the National Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS). He has also served as Director of Teacher Education for the National Science Teachers Association (NSTA), and has served on the Board of Directors of NSTA, AETS, NARST, and the School Science and Mathematics Association.
From the reviews: "This book examines and synthesizes research on a wide variety of contemporary theoretical and practical trends and issues about including inquiry and NOS in science teaching, science teacher education, and research in science education. ! an appropriate resource book for science teachers, science teacher educators, science education researchers, and graduate students. Both practical and theoretical issues around teaching science as inquiry and teaching about the NOS are examined thoroughly." (Mustafa Cakir, Science & Education, June, 2010)