Inquiry in science education: International perspectives

This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an in- structional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from

[1]  M. Linn,et al.  Computers, Teachers, Peers: Science Learning Partners , 2000 .

[2]  Fouad Abd-El-Khalick,et al.  Improving science teachers' conceptions of nature of science: a critical review of the literature , 2000 .

[3]  Mansoor Niaz,et al.  The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks , 2000 .

[4]  E. Soloway,et al.  A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction , 1994, The Elementary School Journal.

[5]  Fouad Abd-El-Khalick,et al.  Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science , 2000 .

[6]  Bas C. van Fraassen,et al.  The False Hopes of Traditional Epistemology , 2000 .

[7]  Vincent N. Lunetta,et al.  The Laboratory in Science Education: Foundations for the Twenty-First Century , 2004 .

[8]  Jonathan Osborne,et al.  Improving science education : the contribution of research , 2000 .

[9]  J. Wertsch.  Vygotsky and the Social Formation of Mind , 1985 .

[10]  J. Frederiksen,et al.  Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students , 1998 .

[11]  M. R. Matthews,et al.  Time for science education , 2000 .

[12]  Dennis W. Sunal,et al.  Assessing Inquiry Potential: A Tool For Curriculum Decision Makers , 1980 .

[13]  F. Rutherford.  The role of inquiry in science teaching , 1964 .

[14]  J. Trent.  The attainment of the concept “understanding science” using contrasting physics courses , 1965 .

[15]  K. Kortland.  An STS case study about students' decision making on the waste issue , 1996 .

[16]  Ronald N. Giere,et al.  Science without laws , 1999 .

[17]  P. Tamir.  Understanding the process of science by students exposed to different science curricula in israel , 1972 .

[18]  Saouma BouJaoude,et al.  Balance of scientific literacy themes in science curricula: The case of Lebanon , 2002 .

[19]  Andrea A. diSessa,et al.  Changing Minds: Computers, Learning, and Literacy , 2000 .

[20]  A. Ahlgren,et al.  Science for all Americans , 1990 .

[21]  J. Shea.  National Science Education Standards , 1995 .

[22]  Ronald D. Anderson.  Reforming Science Teaching: What Research Says About Inquiry , 2002 .

[23]  Rola Khishfe,et al.  Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science. , 2002 .

[24]  Mansoor Niaz.  From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks , 1998 .

[25]  Leopold E. Klopfer,et al.  The role of inquiry in science education: Analysis and recommendations , 1981 .

[26]  R. Duschl,et al.  Strategies and Challenges to Changing the Focus of Assessment and Instruction in Science Classrooms. , 1997 .

[27]  Avi Hofstein,et al.  Assessment of the Learning Environment of Inquiry-Type Laboratories in High School Chemistry , 2001 .

[28]  Randy L. Bell,et al.  The nature of science and instructional practice: Making the unnatural natural , 1998 .

[29]  I. Lakatos,et al.  Criticism and the Growth of Knowledge: Falsification and the Methodology of Scientific Research Programmes , 1970 .

[30]  P. Durkee.  An analysis of the appropriateness and utilization of TOUS with special reference to high‐ability students studying physics , 1974 .

[31]  Richard A. Duschl,et al.  Conceptual Change in Science and in the Learning of Science , 1998 .

[32]  I. Lakatos.  Falsification and the Methodology of Scientific Research Programmes , 1976 .

[33]  James W. Pellegrino,et al.  Chapter 9 : Addressing the “Two Disciplines” Problem: Linking Theories of Cognition and Learning With Assessment and Instructional Practice , 1999 .

[34]  N. Cartwright.  How the laws of physics lie , 1984 .

[35]  T. Kuhn,et al.  The Structure of Scientific Revolutions. , 1964 .

[36]  Avi Hofstein,et al.  The Role of the Laboratory in Science Teaching: Neglected Aspects of Research , 1982 .

[37]  Dorothy L. Gabel,et al.  Handbook of Research on Science Teaching and Learning Project. , 1993 .

[38]  E. Glasersfeld.  Cognition, Construction of Knowledge, and Teaching , 1989 .

[39]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[40]  Joseph Krajcik,et al.  Teaching Children Science: A Project-Based Approach , 1998 .

[41]  Piet Lijnse,et al.  “Developmental research” as a way to an empirically based “didactical structure” of science , 1995 .