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Richard A. Duschl and Richard E. Grandy

Richard A. Duschl and Richard E. Grandy

Teaching Scientific Inquiry

Recommendations for Research and Implementation

Edited by Richard A. Duschl and Richard E. Grandy

What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science.

Towards Scientific Literacy

A Teachers' Guide to the History, Philosophy and Sociology of Science

Derek Hodson

This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS). A number of books cover essentially the same ground, but what makes this book unique is that it is written from the perspective of science education. The author’s purpose is twofold. First, to identify, clarify and critique elements in the HPS literature that are of key importance in developing students’scientific and technological literacy, as defined in the opening chapter of the book. Second, to enhance teachers’ capacity to build and present curricula that afford a much higher profile to HPS than has been traditional. The significance of the book can be judged from the prominence given to nature of science understanding in much recent international debate and writing in science education and in the plethora of influential reports on science and technology education published around the world that identify HPS knowledge and understanding as central components of 21st century science education.

Engineering Pedagogical Reform

A Case Study of Technology-Supported Inquiry

Daniel C. Edelson

Exploring Alternative Views of Science

The Ideas of Popper, Lakatos and Kuhn

Derek Hodson