Science as Inquiry

Topics: Science education, Moon, National Science Teachers Association Pages: 212 (51162 words) Published: March 5, 2013
Copyright © 2008 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

Edited by Julie Luft, Randy L. Bell, and Julie Gess-Newsome

Arlington, Virginia

Copyright © 2008 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

Claire Reinburg, Director
Judy Cusick, Senior Editor
Andrew Cocke, Associate Editor
Betty Smith, Associate Editor
Robin Allan, Book Acquisitions Manager
Art and Design
Will Thomas, Jr., Director
Tim French, Senior Graphic Designer (cover and interior design) Printing and Production
Catherine Lorrain, Director
National Science Teachers Association
Gerald F. Wheeler, Executive Director
David Beacom, Publisher
Copyright © 2008 by the National Science Teachers Association. All rights reserved. Printed in the United States of America. 11 10 09 08
4321
Library of Congress Cataloging-in-Publication Data
Science as inquiry in the secondary setting / edited by Julie Luft, Randy L. Bell, and Julie Gess-Newsome. p. cm.
Includes bibliographical references and index.
ISBN 978-1-933531-26-7
1. Science--Study and teaching (Secondary)--United States. 2. Inquiry-based learning. I. Luft, Julie. II. Bell, Randy L. III. Gess-Newsome, Julie.
Q183.3.A1S3526 2007
507.1’2--dc22
2007042206
NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein. Permissions

You may photocopy, print, or email up to five copies of an NSTA book chapter for personal use only; this does not include display or promotional use. Elementary, middle, and high school teachers only may reproduce a single NSTA book chapter for classroom- or noncommercial, professional-development use only. For permission to photocopy or use material electronically from this NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please access www.nsta.org/permissions/ for further information about NSTA’s rights and permissions policies. This book was made possible by National Science Foundation grant #0540041. The ideas expressed herein are those of the authors and do not reflect the views of personnel affiliated with the National Science Foundation.

Copyright © 2008 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

Contents
Foreword. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. vii . Page.Keeley
Preface. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ix Julie.Luft,.Randy.L .Bell,.and.Julie.Gess-Newsome

Science aS inquiry

Chapter.1. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1 . What.Is.Inquiry?.A.Framework.for.Thinking.About.Authentic.Scientific. Practice.in.the.Classroom.
Mark.Windschitl
Chapter.2. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 21 . Historical.Development.of.Teaching.Science.as.Inquiry
. Eugene.L .Chiappetta

imageS of inquiry

Chapter.3. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 31. Inquiry.in.the.Earth.Sciences.
. Eric.J .Pyle
Chapter.4. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 41 . Inquiry.in.the.Chemistry.Classroom:.Perplexity,.Model.Testing,. . and.Synthesis.
Scott.McDonald,.Brett.Criswell,.and.Oliver.Dreon,.Jr
Chapter.5. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .....


References: Aarons, A. B. 1990. A guide to introductory physics teaching. New York: John
Wiley and Sons.
American Association for the Advancement of Science (AAAS). 1990. Science for
all Americans
American Association for the Advancement of Science (AAAS). 1993. Benchmarks
for science literacy
Ault, C. R., Jr. 1998. Criteria of excellence for geological inquiry: The necessity of
ambiguity
Ausubel, D. P. 1963. The psychology of meaningful verbal learning. New York:
Grune and Stratton.
Barman, C. R., and J. D. Stockton. 2002. An evaluation of the SOAR–High Project: A
web-based science program for deaf students
Bell, P. 2005. The school science laboratory: Considerations of learning, technology and scientific practice. Washington, DC: National Academies Press.
Bell, P., and M. Linn. 2000. Scientific arguments as learning artifacts: Designing for
learning from the web with KIE
Biological Sciences Curriculum Study (BSCS). 1994. BSCS middle school science
and technology, teacher’s guide
Bishop, B. 1985. The social construction of meaning—A significant development
in mathematics education
Borron, R. 1978. Modifying science instruction to meet the needs of the hearing
impaired
Bransford, J. D., A. L. Brown, and R. R. Cocking, eds. 2000. How people learn: Brain,
mind, experience, and school
Bruner, J. 1961. The act of discovery. Harvard Educational Review 31: 21.
Burgstahler, S. 2004. Universal design of instruction. Retrieved January 12, 2007,
from the University of Washington DO-IT website: www.washington.edu/doit/
Bybee, R. W. 1997. Achieving scientific literacy. Portsmouth, NH: Heinemann.
Caldwell, O. W. 1920. Reorganization of science in secondary schools (Bulletin No.
Caldwell, O. W. 1924. Report of the American Association for the Advancement of
Science, Committee on the Place of Science in Education
Carnap, R. 1995. An introduction to the philosophy of science. New York: Dover.
Cartier, J. 2000. Using a modeling approach to explore scientific epistemology with
high school biology students (Research Report No
25, 2007, from the Wisconsin Center for Educational Research web site: www.
Central Association of Science and Mathematics Teachers. 1915. Report of the Central Association of Science and Mathematics Teachers Committee on the Unified High School Science Course. School Science and Mathematics 15(4): 334.
Chinn, C., and B. Malhotra. 2002. Epistemologically authentic inquiry in schools:
A theoretical framework for evaluating inquiry tasks
Collette, A. T., and E. L. Chiappetta. 1989. Science instruction in the middle and
secondary schools
Commission on the Reorganization of Secondary Education. 1918. The cardinal
principles of secondary education (Bulletin No
Committee on Secondary School Studies. 1893. Report of the Committee of Ten on
secondary school studies
Dalton, B., C. Morocco, T. Tivnan, and P. Mead. 1997. Supported inquiry science:
Teaching for conceptual change in urban and suburban science classrooms.
DeBoer, G. E. 2000. A history of ideas in science education: Implications for practice. New York: Teachers College, Columbia University.
Dewey, J. 1910. How we think. Mineola, NY: Dover.
Dewey, J. 1938. Experience and education. New York: Macmillan.
Donohoe, K., and M. Zigmond. 1988. High school grades of urban LD students and
low achieving peers
Donovan, M. S., and J. D. Bransford. 2005. How students learn: Science in the
classroom
Driver, R., and B. F. Bell. 1986. Students’ thinking and the learning of science: A
constructivist view
Driver, R., and J. Easley. 1978. Pupils and paradigms: A review of literature related
to concept development in adolescent science students
Driver, R., J. Leach, R. Millar, and P. Scott. 1996. Young people’s images of science.
Driver, R., P. Newton, and J. Osborne. 2000. Establishing the norms of scientific
argumentation in classrooms
Erwin, E., J. Ayala, and T. Perkins. 2001. You don’t have to be sighted to be a scientist do you? Issues and outcomes in science education. Journal of Visual
Impairment and Blindness 95: 338–352.
Ford, D. 2006. Representation of science within children’s trade books. Journal of
Research in Science Teaching 43: 214–235.
Frank, J., G. R. Luera, and W. B. Stapp. 1996. Air pollution ozone study and action.
Giere, R. N. 1991. Understanding scientific reasoning (3rd ed.). New York: Harcourt
Brace Jovanovich.
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • science Research Paper
  • science Essay
  • Science and its Future Essay
  • political science as a social science Essay
  • science Essay
  • science Essay
  • Science Essay
  • Social Science Inquiry: Review Test Essay

Become a StudyMode Member

Sign Up - It's Free