Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education

458 Pages·2004·5.647 MB·English

by  Rodger W. Bybee (auth.), Lawrence B. Flick, Norman G. Lederman (eds.)

Science & Technology Education Library
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SCIENTIFIC INQUIRY AND NATURE OF SCIENCE
Science & Technology Education Library
VOLUME 25
SERIES EDITOR
William W. Cobern, Western Michigan University, Kalamazoo, USA
FOUNDING EDITOR
Ken Tobin, City University of New York, N.Y., USA
EDITORIALBOARD
Henry Brown-Acquay, University College of Education of Winneba, Ghana
Mariona Espinet, Universitat Autonoma de Barcelona, Spain
Gurol Irzik, Bogazici University, Istanbul, Turkey
Olugbemiro Jegede, The Open University, Hong Kong
Lilia Reyes Herrera,Universidad Autónoma de Colombia, Bogota, Colombia
Marrisa Rollnick, College of Science, Johannesburg, South Africa
Svein Sjøberg,University of Oslo, Norway
Hsiao-lin Tuan,National Changhua University of Education, Taiwan
SCOPE
The book series Science & Technology Education Libraryprovides a publication forum
for scholarship in science and technology education. It aims to publish innovative books
which are at the forefront of the field. Monographs as well as collections of papers will
be published.
The titles published in this series are listed at the end of this volume.
Scientific Inquiry and Nature
of Science
Implications for Teaching, Learning,
and Teacher Education
Edited by
L.B. Flick
Oregon State University,
Corvallis,
OR, U.S.A.
and
N.G. Lederman
Illinois Institute of Technology,
Chicago,
IL, U.S.A.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 1-4020-5150-6 (PB)
ISBN-13 978-1-4020-5150-0 (PB)
ISBN-10 1-4020-2671-4 (HB)
ISBN-13 978-1-4020-2671-3 (HB)
ISBN-10 1-4020-2672-2 (e-book)
ISBN-13 978-1-4020-2672-0 (e-book)
Published by Springer,
P.O. Box 17, 3300 AADordrecht, The Netherlands.
www.springer.com
Printed on acid-free paper
All Rights Reserved
©2006 Springer
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming, recording
or otherwise, without written permission from the Publisher, with the exception
of any material supplied specifically for the purpose of being entered
and executed on a computer system, for exclusive use by the purchaser of the work.
Printed in the Netherlands.
TABLE OF CONTENTS
INTRODUCTION ix
Lawrence B. Flick
Oregon State University
Norman G. Lederman
Illinois Institute of Technology
1. SCIENTIFIC INQUIRY AND SCIENCE TEACHING 1
Rodger W. Bybee
Part I: Historical and Contemporary Educational Contexts 15
2. HISTORICAL PERSPECTIVES ON INQUIRY TEACHING 1 7
IN SCHOOLS
George E. DeBoer
American Association for the Advancement of Science Project 2061

3. THE SPECIAL ROLE OF SCIENCE TEACHING IN
3 7
SCHOOLS SERVING DIVERSE CHILDREN IN URBAN
POVERTY
Martin Haberman
University of Wisconsin-Milwaukee
4. ADDRESSING DISABILITIES IN THE CONTEXT OF 5 5
INQUIRY AND NATURE OF SCIENCE INSTRUCTION
Judith Sweeney Lederman
Illinois Institute of Technology
Greg P. Stefanich
University of Northern Iowa
v
TABLE OF CONTENTS

5. USING TECHNOLOGY TO SUPPORT INQUIRY IN 75
MIDDLE SCHOOL SCIENCE
Ann M. Novak
Greenhills School, Ann Arbor, MI
Joseph S. Krajcik
University of Michigan
Part II: Teaching and Learning Scientific Inquiry 103
6. THE KNOWLEDGE BUILDING ENTERPRISES IN 105
SCIENCE AND ELEMENTARY SCHOOL SCIENCE
CLASSROOMS
Kathleen E. Metz
University of California, Berkeley
7. COMMUNITY, CULTURE, AND CONVERSATION IN 131
INQUIRY BASED SCIENCE INSTRUCTION
Shirley J. Magnusson, Annemarie Sullivan Palincsar
University of Michigan
Mark Templin
University of Toledo
8. DEVELOPING UNDERSTANDING OF SCIENTIFIC
157
INQUIRY IN SECONDARY STUDENTS
Lawrence B. Flick
Oregon State University
9. INQUIRY IN SCIENCE TEACHER EDUCATION
173
Sandra K. Abell
University of Missouri, Columbia
Deborah C. Smith
Woodcreek Magnet School for Math, Science, and Technology,
Lansing, MO
Mark J. Volkmann
University of Missouri, Columbia
TABLE OF CONTENTS
10. A BALANCED APPROACH TO SCIENCE INQUIRY 201
TEACHING
William G. Holliday
University of Maryland
Part III: Curriculum and Assessment 219
11. ON THE CONTENT OF TASK-STRUCTURED SCIENCE 221
CURRICULA
Bruce Sherin
Daniel Edelson
Matthew Brown
Northwestern University
12. ENVISIONING A CURRICULUM OF INQUIRY IN THE 249
ELEMENTARY SCHOOL
Sandra K. Abell
University of Missouri, Columbia
James T. McDonald
Central Michigan University
13. CLASSROOM ASSESSMENT OF OPPORTUNITY TO 263
LEARN SCIENCE THROUGH INQUIRY
Edith Gummer
Oregon State University
Audrey Champagne
State University of New York Albany
Part IV: Teaching and Learning About Na ture of Science 299
14. SYNTAX OF NATURE OF SCIENCE WITHIN INQUIRY 301
AND SCIENCE INSTRUCTION
Norman G. Lederman
Illinois Institute of Technology
TABLE OF CONTENTS

15. RELATING HISTORY OF SCIENCE TO LEARNING AND 319
TEACHING SCIENCE: USING AND ABUSING
Richard A. Duschl
Rutgers - The State University of New Jersey
16. AUTHENTIC SCIENTIFIC INQUIRY AS CONTEXT FOR 331
TEACHING NATURE OF SCIENCE: IDENTIFYING
CRITICAL ELEMENTS FOR SUCCESS
Reneé S. Schwartz
Western Michigan University
Barbara A. Crawford
Cornell University
17. INQUIRY LEARNING IN COLLEGE CLASSROOMS: FOR 357
THE TIMES, THEY ARE, A CHANGING
Harry L. Shipman
University of Delaware
18. OVER AND OVER AND OVER AGAIN: COLLEGE 389
STUDENTS’ VIEWS OF NATURE OF SCIENCE
Fouad Abd-El-Khalick
University of Illinois
19. PERUSING PANDORA’S BOX: EXPLORING THE 427
WHAT, WHEN, AND HOW OF NATURE OF SCIENCE
INSTRUCTION
Randy L. Bell
University of Virginia
INDEX 447
ABOUT TH E EDITORS 453
LAWRENCE B. FLICK & NORMAN G. LEDERMAN
INTRODUCTION

A renewed stress on scientific inquiry and nature of science are what distinguish
current reform documents in science education from previous efforts. Unfortunately,
classroom teachers, as well as teacher educators, remain uncertain about the specific
attributes of scientific inquiry and nature of science, let alone their integration into
current science instruction and curricula. Although intimately related, scientific
inquiry and nature of science are different constructs. The purpose of this text is to
help clarify both the theoretical and practical aspects of inquiry and nature of science
as well as provide some guidance relative to their inclusion in science teaching,
teacher education, and research. Consequently, the text contains chapters that are
dedicated solely to inquiry, solely to nature of science, and to the interaction of
inquiry and nature of science. To introduce these two complex ideas, we use the
term inquiry, and variously the terms learning (teaching) about inquiry and
learning(teaching) about science in our discussion of the nature of science.
Not since the introduction of the term “hands-on” into science education have
teachers and scholars in the field been so dominated by a single concept. The
concept capturing the imagination of so many people is, inquiry. The contemporary
stimulus prompting the use of the term in popular and scholarly discourse was the
publication of the National Science Education Standards (NRC, 1996). Publication
of this document was part of a larger movement to generate national standards for
science subject matter, science teaching, and assessment, among other concerns. But
as ubiquitous as the standards movement has become, it can not be the only or,
perhaps, even the main reason that the term inquiry has captured so much attention.
With so much being written on the subject of teaching science as inquiry, there is
always the tendency for the quantity of discourse to dilute the meaning of key terms.
As usage flows between popular and professional literature, concepts are applied in
an increasing number of settings and to increasingly diverse instances. It is
important for a profession to periodically take a reading on the directions major
ideas have been taken. This book examines inquiry and nature of science, two major
and interrelated foci of the reforms in science education. The first concept is inquiry.
The term has taken on three different meanings in the context of the National
Science Education Standards. Inquiry stands for a fundamental principle of how
modern science is conducted. Inquiry refers to a variety of processes and ways of
thinking that support the development of new knowledge in science. In addition to
the doing of science, inquiry also refers to knowledge about the processes scientists
use to develop knowledge, that is the nature of science itself. Thus, inquiry is
viewed as two different student outcomes, ability to do scientific processes and
knowledge about these processes. Finally, inquiry is viewed as a teaching approach
ix
L.B. Flick and N.G. Lederman (eds.) Scientific Inquiry and Nature of Science, ix-xviii.
© 2006 Springer. Printed in the Netherlands.