Titlebook: Scientific Inquiry and Nature of Science; Implications for Tea Lawrence B. Flick,Norman G. Lederman Book 20061st edition Springer Science+B

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Relating History Of Science To Learning And Teaching Science: Using And Abusingf science in Key Stage 3 (UK) or Middle School (USA), and as a framework for engaging learners in scientific inquiry. The author participated in the development of each of the approaches. A description of each approach precedes a critical review of the use of history of science in science education.

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Historical Perspectives On Inquiry Teaching In Schools inquiry. Inquiry teaching mirrors scientific inquiry by emphasizing student questioning, investigation, and problem solving. Just as scientists conduct their inquiries and investigations in the laboratory, at field sites, in the library, and in discussion with colleagues, students engage in similar activities in inquiry-based classrooms.

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Using Technology To Support Inquiry In Middle School Scienceto providing examples of various learning technologies and how they aid learners in developing understandings. Within the entire chapter supporting evidence is provided of research on inquiry and learning technologies to support inquiry.

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媒介

1878-0482 e in its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes. The text would be appropriate for individuals preparing to become science teachers as well as experienced teachers. Researchers and teachers will find the text interesting as it careful