Scientific Inquiry and Nature of Science

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<P>Table of Contents</P>
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<P>Introduction ix-xviii</P>
<P>Lawrence B. Flick</P>
<P>Oregon State University</P>
<P>Norman G. Lederman</P>
<P>Illinois Institute of Technology</P>
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<P>Scientific Inquiry and Science Teaching
<P>1-14</P>
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<P>Rodger W. Bybee</P>
<P>BSCS</P>
<P>Part I: Historical and Contemporary Educational Contexts 15</P>
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<P>Historical Perspectives on Inquiry Teaching in Schools
<P>17-35</P>
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<P>George E. DeBoer</P>
<P>American Association for the Advancement of Science Project 2061</P>
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<P>The Special Role of Science Teaching in Schools Serving Diverse Children in Urban Poverty
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<P>&nbsp;</P>
<P>37-53</P>
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<P>Martin Haberman</P>
<P>University of Wisconsin-Milwaukee</P>
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<P>Addressing Disabilities in the Context of Inquiry and Nature of Science Instruction
<P>55-74</P>
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<P>Judith Sweeney Lederman</P>
<P>Illinois Institute of Technology</P>
<P>Greg P. Stefanich</P>
<P>University of Northern Iowa</P>
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<P>&nbsp;</P>
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<P>Using Technology to Support Inquiry in Middle School Science
<P>75-101</P>
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<P>Ann M. Novak </P>
<P>Greenhills School, Ann Arbor, MI </P>
<P>Joseph S. Krajcik </P>
<P>University of Michigan</P>
<P>Part II: Teaching and Learning Scientific Inquiry 103</P>
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<P>The Knowledge Building Enterprises In Science and Elementary School Science Classrooms
<P>105-130</P>
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<P>Kathleen E. Metz</P>
<P>University of California, Berkeley</P>
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<P>Community, Culture, and Conversation in Inquiry Based Science Instruction
<P>131-155</P>
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<P>Shirley J. Magnusson, Annemarie Sullivan Palincsar</P>
<P>University of Michigan</P>
<P>Mark Templin</P>
<P>University of Toledo</P>
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<P>Developing Understanding of Scientific Inquiry in Secondary Students
<P>157-172</P>
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<P>Lawrence B. Flick</P>
<P>Oregon State University</P>
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<P>Inquiry in Science Teacher Education
<P>173-199</P>
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<P>Sandra K. Abell</P>
<P>University of Missouri, Columbia</P>
<Deborah C. Smith</P>
<P>Woodcreek Magnet School for Math, Science, and Technology,</P>
<P>Lansing, MO</P>
<P>Mark J. Volkmann</P>
<P>University of Missouri, Columbia</P>
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<P>A Balanced Approach to Science Inquiry Teaching
<P>201-217</P>
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<P>William G. Holliday</P>
<P>University of Maryland</P>
<P>Part III: Curriculum and Assessment 219</P>
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<P>On the Content of Task-Structured Science Curricula
<P>221-248</P>
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<P>Bruce Sherin</P>
<P>Daniel Edelson</P>
<P>Matthew Brown</P>
<P>Northwestern University</P>
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<P>Envisioning a Curriculum of Inquiry in the Elementary School
<P>249-261</P>
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<P>Sandra K. Abell</P>
<P>University of Missouri, Columbia</P>
<P>James T. McDonald</P>
<P>Central Michigan University</P>
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<P>classroom assessment of opportunity to learn science through inquiry
<P>263-297</P>
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<P>Edith Gummer</P>
<P>Oregon State University</P>
<P>Audrey Champagne</P>
<P>State University of New York Albany</P>
<P>Part IV: Teaching and Learning About the Nature of Science 299</P>
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<P>Syntax of Nature of Science Within Inquiry and Science Instruction
<P>301-317</P>
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<P>Norman G. Lederman</P>
<P>Illinois Institute of Technology</P>
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<P>Relating History of Science to Learning and Teaching Science: Using and Abusing
<P>319-330</P>
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<P>Richard A. Duschl</P>
<P>Rutgers - The State University of New Jersey</P>
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<P>Authentic Scientific Inquiry as Context for Teaching Nature of Science: Identifying Critical Elements for Success
<P>331-355</P>
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<P>Reneé S. Schwartz</P>
<P>Western Michigan University</P>
<P>Barbara A. Crawford</P>
<P>Cornell University</P>
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<P>Inquiry Learning in College Classrooms: For the Times, They Are, A Changing
<P>357-387</P>
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<P>Harry L. Shipman</P>
<P>University of Delaware</P>
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<P>Over and Over and Over Again: College Students’ Views of Nature of Science
<P>389-425</P>
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<P>Fouad Abd-El-Khalick</P>
<P>University of Illinois</P>
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<P>Perusing Pandora’s Box: Exploring the What, When, and How of Nature of Science Instruction
<P>427-446</P>
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<P>Randy L. Bell</P>
<P>University of Virginia</P>
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<P>index</P>
<P>447-452</P>
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