Norman G. Lederman

Norman G. Lederman
Illinois Institute of Technology | IIT · Department of Mathematics and Science Education

PhD in Science Education

About

246
Publications
207,176
Reads
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23,469
Citations
Citations since 2017
33 Research Items
8909 Citations
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Introduction
Still working on my primary interests: teachers' and students' conceptions of nature of science and scientific inquiry, as well as how to teach and assess these constructs. Most recently, published the Second Volume of the Handbook of Research on Science Education
Additional affiliations
September 2001 - present
Illinois Institute of Technology
Position
  • Distinguished Professor and Chair
September 2001 - present
Illinois Institute of Technology
Position
  • Chair
August 1985 - June 2001
Oregon State University
Position
  • Professor (Full)
Education
September 1979 - May 1983
Syracuse University
Field of study
  • Sciebce Education

Publications

Publications (246)
Article
Full-text available
This paper reports on a case study of South African Grade 12 learners’ views about scientific inquiry. The study focuses on a non-fee-paying government school that receives curricular support and resources to specifically develop Science, Technology, Engineering and Mathematics (STEM) teaching in a low socioeconomic setting. Data were collected usi...
Article
Full-text available
The development of attitudes toward science instruments has recently emerged in science education research. However, a comprehensive review of their psychometric properties, using currently accepted assessment standards, has not yet been completed. Consequently , this review discusses the validity and reliability of 18 measures published between 20...
Presentation
Full-text available
Abstract: Despite the vast research conducted in the field of environmental education (EE), there is still concern of the convergence between science and environmental education (Wals et al., 2014). It is apparent that the field has been saturated with ideology instead of scientific knowledge as the foundational goal of instruction and that there a...
Presentation
Full-text available
Abstract Since the foundational roots of environmental education (EE); i.e., the nature-study movement, conservation education, and outdoor education, there has been a critical need by Ministers of Education for K-12 schools to prepare environmentally literate citizens (NAAEE, 2011, Stevenson et al., 2013). This historical investigation was conduct...
Article
Full-text available
Understandings of the nature of scientific inquiry (NO) is included in science education reform documents around theworld. However, little is known about what students have learnedabout NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents...
Article
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This paper analyses data from the Swedish sample of the international VASI (Views about scientific inquiry) study (Lederman et al. [2019]. An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. Published online. https:/...
Chapter
The emphasis on the integration of science, technology, engineering, and mathematics (STEM) is viewed as a curriculum/teaching approach to achieve scientific literacy. Nature of scientific knowledge (known as NOS or NOSK) and scientific inquiry (SI) have been identified as critical components of scientific literacy. Hence, this chapter concretely d...
Article
Addressing socioscientific issues (SSIs) in the classroom provides an appropriate context to concentrate on several components of scientific literacy. The purpose of the study was to develop a valid, reliable, instrument to assess teachers’ PCK for biological socioscientific issues (PCK-BSSIs). In this paper, two aspects of the research have been d...
Chapter
This chapter contains a rich set of classroom-tested student-centered activities that can be easily integrated into existing science curricula to teach required science content as well as NOS concepts. Here we offer several engaging experiences for science students as well as preservice and inservice teachers. We have provided detailed instructiona...
Chapter
Full-text available
Following a systematic review procedure, the psychometric properties of science education attitude instruments (N = 62) retrieved from the WOS and SCOPUS database were in-depth analyzed. Findings reveal that attitude instruments published in science education between 2004 and 2018 years are generally lacking theoretically underpinnings and validity...
Chapter
Full-text available
Based on recent conceptualization of the cost construct from the expectancy-value model, this study reports on the development of the Negative Appraisals for Studying School Science (NASSS) scale and initial psychometric evidence performed with elementary school Spanish Students (N = 442). Results revealed a two-factor structure consistent with the...
Article
The purposes of this study were to (1) investigate 127 high school students’ views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher’s views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students’ views about scientific inquiry. The majority of students h...
Article
Full-text available
Science education researchers agree that a better understanding of Scientific Inquiry (SI) is one of the main objectives of Scientific Literacy. Considering the Brazilian scenario in which SI is being implemented as a proposal for science education based on Base Nacional Comum Curricular (BNCC), the aim of this study was to assess the notions of 16...
Article
Full-text available
This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distingui...
Chapter
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scie...
Article
This study provides an example of a systematic professional development project designed to build capacity for the teaching of nature of science and scientific inquiry, while not sacrificing the learning of more traditional science subject matter. Specifically, this project examined the impact of a 5-year professional development project on K-12 sc...
Article
Full-text available
How nature of scientific knowledge (NOSK) or nature of science (NOS) and scientific inquiry (SI) are contextualized, or related to each other, significantly impacts both curriculum and classroom practice, specifically with respect to the teaching and learning of NOSK. NOS and NOSK are considered synonymous here, with NOSK more accurately conveying...
Article
Full-text available
The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teach...
Conference Paper
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This study is intended to further validate an integrative STEM model for elementary education which integrates inquiry-based science education with the use of the Engineering Design Process and computational thinking and coding-related activities. More specifically, drawing on the Technology Acceptance Model (TAM), this study aims at examining stud...
Article
Full-text available
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what stu- dents have learned about inquiry during their elementary school years. This is partially due to the lack of any assess- ment instrument to measure understandings about...
Article
Full-text available
Many have expressed concerns over the marginalization of nature of science (NOS) in the Next Generation Science Standards (NGSS). However, a careful conceptual analysis of how the NGSS addresses NOS relative to previous U.S. reform documents reveals a complex situation related to how NOS is contextualized and apparent assumptions about how NOS is b...
Conference Paper
Full-text available
Although understandings of scientific inquiry (as opposed to conducting inquiry) is included in science education reform documents around the world, little is known about what students have learned about inquiry during their primary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientif...
Article
The present study explores ways to enhance students’ question-asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students’ questioning behavior was not well develo...
Article
Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experim...
Chapter
The quality of the K-16 science curriculum and the level of students’ science achievement remains a critical global concern. Science education has always chased the ever elusive goal of scientific literacy and dissatisfaction with students’ knowledge and ability typically leads to concerns about the science curriculum and science teachers. Eventual...
Chapter
Attempting to provide a summarizing commentary that unified the three chapters in this section initially seemed like a daunting task. After all, the two chapters by Cheung and Fortus are clearly about, with Cheung focusing on assessment of students’ practical skills in Hong Kong and Fortus taking on the broader issue of assessing Israeli students’...
Article
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This paper describes an integrated science and math activity that promotes students learn about nature of science (NOS). Besides the science and math content, the activity focuses on the following NOS aspects: inferential, tentative, and empirical characteristics of scientific knowledge. The 5-E instructional model, a constructivist method, is u...
Conference Paper
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The purpose of this paper is to describe the framework on which PCK-SSI is based, the development of the instrument, and a description of the administration and analysis procedure. Items in the instrument were developed based on Shulman’s PCK model and results of previous research about SSI instruction. The items were examined and validated by five...
Chapter
This chapter is to present some reflections from international scholars who have been visiting Taiwan for the past few years. These scholars would like to share their insightful feedback of their interactions with scholars, teachers, and students during their stay in Taiwan.
Article
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The divergent thinking skills in science of 282 US high school students were investigated across 16 weeks of instruction in order to determine whether typical academic time periods can significantly influence changes in thinking skills. Students’ from 6 high school science classrooms completed the Scientific Structures Creativity Measure (SSCM) bef...
Article
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It is amazing how serendipitous experiences, that are truly enlightening, enter our lives. Last month we were invited to speak to the Ministry of Education in N’Djamena, the capital city of the Republic of Chad. Neither of us had ever been there, nor did either of us directly know anyone from the country. We were asked to speak about the NGSS (NGSS...
Article
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Action research has become a common component of preservice and inservice teacher education programs (Gore & Zeichener, 1991; Sagor, 1992). The primary rationale for its inclusion is the belief that any systematic reflection by teachers on teaching, learning, and curriculum facilitates teachers’ professional growth. Although many believe that actio...
Article
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Historically, science teacher education (regardless of grade level) has been the primary focus of our organization. And, our organization’s journal, the Journal of Science Teacher Education, necessarily maintains this narrow, but critical, focus in the pages of each published issue. It would be nice to conclude that there is a single best way to ed...
Article
Interest and opportunities for undergraduate research programs continues to increase at universities throughout the United States. Despite the significant level of interest and support for these activities our understanding of the characteristics of a successful program and its long-term impact on student outcomes remains is limited. The purpose of...
Article
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This paper reports a study on South African learners' knowledge about scientific inquiry using the Views About Scientific Inquiry (VASI) Questionnaire. The sample consisted of 105 grade 11 learners from 7 schools across the socio-economic spectrum in a South African city. A rubric for scoring the VASI Questionnaire was developed and refined during...
Article
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Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experie...
Article
Research on nature of science (NOS) and scientific inquiry (SI) has indicated that a teacher's knowledge of each, however well developed, is not sufficient to ensure that these conceptions necessarily manifest themselves in classroom practice (Lederman & Druger, 1985; Lederman, 2007). In light of considerable research that has examined teachers' su...
Article
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Recent years have witnessed a dramatic rise in the number of middle and high school students from Asian countries participating in U.S.-based summer experiences (Perlez & Gao, 2013). Although summer science camps have been shown to improve students' attitudes and interests related to science and science learning, whether there are cognitive gains f...
Article
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Understanding nature of science (NOS) is considered critical to the development of students' scientific literacy. However, various studies have shown that a large number of elementary and secondary science teachers do not possess an adequate understanding of NOS. This study investigated how elementary teachers' understanding of NOS was impacted thr...
Chapter
Full-text available
In this chapter, we provide promising examples of professional development (PD) programmes for teachers targeted at using inquiry-based approaches. This chapter summarises a symposium at the 2011 ESERA involving researchers from Europe, North America, Australia and Asia. Two main questions guided the discussion: (1) What are your views for supporti...
Article
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As we travel to various places around the world, there continues to be discussion about what are considered essential components of a science teacher education. Naturally, there is much discussion about the nature and quality of some of the most well-known experiences/elements, such as early field experiences, methods courses, student teaching, mic...
Article
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In a recent internet discussion, the following advice was given to young faculty members, “Here is How to Make Tenure Fast.” Readers were encouraged to follow these directions, and tenure and promotion would be assured:Include in your journal article the citations below.Remove the first citation from the list and add a citation to your journal arti...
Article
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At the 2012 ASTE International Meeting in Clearwater, Fl, Norman Lederman delivered a plenary address titled, “Nature of Science (NOS) Left Behind.” The title was a parody of “No Child Left Behind” and the address bemoaned his concern that the yet to be released Next Generation Standards (NGSS Lead States, 2013) would omit or drastically decrease a...
Article
Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not necessarily transla...
Article
Full-text available
Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the “doing” of inquiry. We contend that this is partially a f...
Chapter
Efforts to assess students' and teachers' understandings of nature of science have extended for over 50 years. During this time, numerous instruments have been developed that span the full range of assessments from the traditional to open-ended assessments with interviews. As one might expect, the development, use, and interpretation of these asses...
Article
Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the follo...
Article
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This study looked at a life science course that was offered at and taught by education staff of a large informal science institution (ISI) located in the Midwest. The curriculum, materials, and agendas for the course were developed by education staff and complemented a permanent life science exhibition. The researcher developed a content test based...
Article
The purpose of this study was to analyze seven widely used high school biology textbooks in order to assess the nature of science knowledge (NOS) and scientific inquiry (SI) aspects they, explicitly or implicitly, conveyed in the Mendelian genetics sections. Textbook excerpts that directly and/or fully matched our statements about NOS and SI were l...
Article
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Publications such as Surrounded by science: Learning science in informal environments [Fenichel, M., & Schweingruber, H. A. (2010). Washington, DC: The National Academies Press] and Learning science in informal environments: People, places, and pursuits [National Research Council. (200932. National Research Council (2009). Learning science in infor...
Article
This study investigated a Research Experience for Undergraduates (REU) program at a Midwest research university that had two community college student participants in the summer of 2012. In the 10-week summer program, under the supervision of a faculty member, the community college students were paired with a graduate student and an experienced und...
Article
Research experiences for undergraduates have increased in availability at universities and government laboratories throughout the nation. Government agencies, universities and private donors support these activities with a variety of expectations, including providing a more skilled workforce, creating a greater emphasis on graduate education and in...