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SCIENTIFIC INQUIRY AND NATURE OF SCIENCE Implications for Teaching, Learning, and Teacher Education

Edited by

L.B. Flick and N.G. Lederman

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 EDITORIAL BOARD 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 Library provides 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 978-1-4020-5150-0 (PB) ISBN 978-1-4020-2671-3 (HB) ISBN 978-1-4020-2672-0 (eBook)

Published by Springer, P.O. Box 17, 3300 AA Dordrecht, 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.

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 Biological Sciences Curriculum Study Part I: Historical and Contemporary Educational Contexts

2. HISTORICAL PERSPECTIVES ON INQUIRY TEACHING IN SCHOOLS

15

17

George E. DeBoer American Association for the Advancement of Science, Project 2061 3. THE SPECIAL ROLE OF SCIENCE TEACHING IN SCHOOLS SERVING DIVERSE CHILDREN IN URBAN POVERTY

37

Martin Haberman University of Wisconsin-Milwaukee 4. ADDRESSING DISABILITIES IN THE CONTEXT OF INQUIRY AND NATURE OF SCIENCE INSTRUCTION Judith Sweeney Lederman Illinois Institute of Technology Greg P. Stefanich University of Northern Iowa

v

55

vi

TABLE OF CONTENTS

5. USING TECHNOLOGY TO SUPPORT INQUIRY IN MIDDLE