This page has the conference schedule from the NSF Conference held at Rutgers University in February 2005 and a picture of the participants. The conference proceedings will be available soon in a volume published by Sense Publishers. The table of contents is below. Conference papers have been removed from the website because of copyright considerations; if you have questions please contact the organizers or authors (bios below include email addresses.)
Draft of our paper presented in Leeds summarizing the conference in Word
Draft of our paper presented in Leeds summarizing the conference in PDF
For the Conference Schedule click here
Participant Brief Bios (updated 2/15/2005)
Conference Organizers
Richard Grandy rgrandy@rice.edu and Richard A. Duschl
rduschl@rci.rutgers.edu
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Table of Contents of the forthcoming book:
Teaching Scientific Inquiry: Recommendations for Research and Application
Edited by
Richard A. Duschl
Rutgers University, USA
and
Richard E. Grandy
Rice University, USA
SENSE PUBLISHERS
ROTTERDAM / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-90-8790-271-1 (paperback)
ISBN 978-90-8790-272-8 (hardback)
Published by: Sense Publishers,
P.O. Box 21858, 3001 AW Rotterdam, The Netherlands
http://www.sensepublishers.com
Printed on acid-free paper
All rights reserved © 2008 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or
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written permission from the Publisher, with the exception of any material supplied specifically for the
purpose of being entered and executed on a computer system, for exclusive use by the purchaser of
the work.
TABLE OF CONTENTS
Preface ix
Introduction
Chapter 1. Reconsidering the Character and Role of Inquiry in School
Science: Framing the Debates 1
Richard Duschl & Richard Grandy
Day 1 – Foundations of Science Education
Inquiry: The Child as Scientist
Chapter 2. In What Sense Can The Child Be Considered to Be a
“Little Scientist”? 38
William Brewer
Chapter 3. Commentary: Three Questions about Development 50
Leona Schauble
Inquiry: How Science Works
Chapter 4. Model-Based Reasoning in Scientific Practice 57
Nancy Nersessian
Chapter 5. Commentary: Modeling Science Classrooms after
Scientific Laboratories 80
Fouad Ab-El-Khalick
Inquiry: Knowledge as Social Processes
Chapter 6. Social Epistemology of Science 86
Miriam Solomon
Chapter 7. Commentary: Should the Sociology of Science Be Rated X? 95
Nancy Brickhouse
Inquiry: Conceptual Change and Constructivism
Chapter 8. Inquiry, Activity and Epistemic Practice 99
Gregory Kelly
Chapter 9. Commentary on “Inquiry, Activity and Epistemic Practice” 118
John Rudolph
Day 1 Panel Discussion – Foundations of Science Education
Chapter 10. Philosophical Issues and Next Steps for Research 123
Stephen Stich 123
Harvey Siegel 129
Helen Longino 134
Day 2 – Practice and Policy in Science Education
Inquiry: Epistemic Practices in Classrooms
Chapter 11. Identifying Inquiry and Conceptualizing Abilities 138
David Hammer, Rosemary Russ, Jamie Mikeska & Rachel Scherr
Chapter 12. Commentary: Exploring Children’s Understanding of the
Purpose and Value of Inquiry 157
William Sandoval
Inquiry: Engineering the Design of Learning Environments
Chapter 13. Engineering Pedagogical Reform: A Case Study of Technology
Supported Inquiry 164
Daniel Edelson
Chapter 14. A Commentary on Engineering Pedagogical Reform 182
Janice Bordeaux
Inquiry: Learning to use Data, Models and Explanations
Chapter 15. Learning to Use Scientific Models: Multiple Dimensions of
Conceptual Change 191
Clark Chinn & Ala Samarapungavan
Chapter 16. Commentary on Chinn’s & Samarapungavan’s Paper 226
Joseph Krajick
Inquiry: Literacy Practices and Science Communication
Chapter 17. Reading as Inquiry 233
Stephen Norris & Linda Phillips
Chapter 18. Inquiry as InscriptionalWork: A Commentary on Norris &
Phillips 263
Philip Bell
Day 2 Panel Discussion Practice & Policy in Science Education
Chapter 19. Practice and Next Steps for Educational Research 268
Drew Gitomer 268
Cindy Hmelo-Silver 272
Eugenia Etkina 275
Mark Windschitl 278
Reflections and Recommendations
Chapter 20. Codas
What is Inquiry? To Whom Should It be Authentic? 284
Nancy Brickhouse
Continuing Conversation Regarding Inquiry 288
Greg Kelly
Our Challenges in Disrupting Popular Folk Theories of
“Doing Science” 292
Mark Windschitl
Chapter 21. Consensus: Expanding The Scientific Method and
School Science 304
Richard Grandy & Richard Duschl
Bibliography 323
Authors Bios 351
Index 360
