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This book synthesizes current literature and research on scientific inquiry and the nature of science in K instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. 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.

Norman G. Lederman received his Ph. Lederman was a high school teacher of biology and chemistry for 10 years. 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 articles in professional journals, and made over presentations at professional conferences around the world. See All Customer Reviews.

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

USD Sign in to Purchase Instantly. Temporarily Out of Stock Online Please check back later for updated availability. Overview This book synthesizes current literature and research on scientific inquiry and the nature of science in K instruction.

Science Inquiry and the Nature of Science

Journal of Research in Science Teaching, 36 8 , — Journal of Research in Science Teaching, 39 6 , Science and Education, Liu, A. International Journal of Science Education, 29 10 , Mayring, P. Qualitative content analysis — theoretical foundation and basic procedures. Accessed 25 Oct McComas, W.

F, Ten myths of science: reexamining what we think about the nature of science. School Science and Mathematics, 96, MEB, Millar, R. National science education standards. Taking science to school: Learning and teaching science in grades K Washington, D. Ready, set, science! National Academy Press, Washington. How people learn: Brain, experience and school. Bransford, A. Cocking Eds. A framework for K science education: Practices, crosscutting concepts, and core ideas.

Committee on a conceptual framework for new K science education standards. Washington, DC. Osborne, J. What ideas about science' should be taught in school science? Roberts, D. Lederman Eds. Competing visions of scientific literacy: The influence of a science curriculum policy image. Linder, L.

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The National Academies Press. NSTA position statement scientific inquiry. Windschitl, M.

Physics Education and STSE: Perspectives From the Literature

Science Education, 92 5 , All rights reserved. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. Article Tools Print this article.

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