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Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference

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Abstract

We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers of science with three goals:

  1. 1.

    to establish how much consensus exists about scientific inquiry,

  2. 2.

    to discuss implications of that consensus for teaching science,

  3. 3.

    to identify areas where consensus is lacking to establish where further research and discussion would be most valuable.

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Authors and Affiliations

  1. Department of Philosophy, Rice University, MS 14, 6100 Main St., Houston, TX, 77005, U.S.A

    Richard Grandy

  2. Graduate School of Education, Rutgers University, New Brunswick, NJ, U.S.A

    Richard A. Duschl

Authors
  1. Richard Grandy
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  2. Richard A. Duschl
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Corresponding author

Correspondence to Richard Grandy.

Additional information

This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005.

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Grandy, R., Duschl, R.A. Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference. Sci Educ 16, 141–166 (2007). https://doi.org/10.1007/s11191-005-2865-z

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