Thursday, May 17, 2018

Science References for Science Methods Students

Science References


Campbell, T., & Abd-Hamid, N. H. (2013). Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform. Journal of Science Education and Technology, 22(4), 572.

Czerniak, C. M., Lumpe, A. T., Haney, J. J., & Beck, J. (1999). Teachers’ beliefs about using educational technology in the science classroom. International Journal of Educational Technology, 1(2), 1–19.

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5.

Duschl, R., Yerrick, R., Roth, W. M., Gee, J. P., Gee, J. P., Kelly, G. J., … others. (2005). Establishing Scientific Classroom Discourse Communities:: Multiple Voices of Teaching and Learning Research.

Edens, K. M., & Potter, E. (2003). Using Descriptive Drawings as a Conceptual Change Strategy in Elementary Science. School Science and Mathematics, 103(3), 135–144.

Gado, I., Ferguson, R., & van t Hooft, M. (2006). Using handheld-computers and probeware in a science methods course: Preservice teachers’ attitudes and self-efficacy. Journal of Technology and Teacher Education, 14(3), 501.

Gallas, K. (1992). Metaphor and analogy in children’s science talks. In annual conference of the American Educational Research Association, San Francisco: CA.

Gallas, K. (1995). Talking their way into science: Hearing children’s questions and theories, responding with curricula. Teachers College Pr.

Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science & Education, 11(1), 55–67.

Gilbert, A., & Yerrick, R. (2001). Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching, 38(5), 574–598.

Glasgow, N. A., Cheyne, M., & Yerrick, R. K. (2010). What successful science teachers do: 75 research-based strategies. Corwin.

Hammer, D., & Van Zee, E. (2006). Seeing the science in children’s thinking. Portsmouth, NH: Heinemann.

Hewson, P. W., Kahle, J. B., Scantlebury, K., & Davies, D. (2001). Equitable science education in urban middle schools: Do reform efforts make a difference?*. Journal of Research in Science Teaching, 38(10), 1130–1144.

Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: Pushing analysis further. Science Education, 81(3), 277–294.

Levitt, K. E. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1–22.

Llewellyn, D., & Johnson, S. (2008). Teaching Science through a Systems Approach. Science Scope, 31(9), 21.

Lotter, C. (2004). Preservice science teachers’ concerns through classroom observations and student teaching: Special focus on inquiry teaching. Science Educator, 13(1), 29–38.

Lotter, C., Singer, J., & Godley, J. (2009). The influence of repeated teaching and reflection on preservice teachers’ views of inquiry and nature of science. Journal of Science Teacher Education, 20(6), 553–582.

McCrory, R. (2008). Science, technology and teaching: The topic-specific challenges of TPCK in science. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, 193–206.

Mintzes, J. J., Wandersee, J. H., Novak, J. D., & Mintzes, J. J. T. science for understanding. (2000). Assessing science understanding. San Diego : Academic Press, c2000.

Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37(5), 459–479.

Pedersen, J. E., & Yerrick, R. K. (2000). Technology in Science Teacher Education: Survey of Current Uses and Desired Knowledge among Science Educators. Journal of Science Teacher Education, 11(2), 131–153.

Power, C. (1977). A critical review of science classroom interaction studies.
Relationships between Prospective Elementary Teachers’ Classroom Practice and Their Conceptions of Biology and of Teaching Science.pdf. (n.d.).

Roth, K., & Garnier, H. (2006). What science teaching looks like: An international perspective. Educational Leadership, 64(4), 16.

Roth, K. J. (2006). Teaching science in five countries: results from the TIMSS 1999 video study: statistical analysis report. US Dept. of Education, National Center for Education Statistics.

Schwab, J. J. (1960). Inquiry, the Science Teacher, and the Educator. The School Review, 68(2), 176–195.

Shively, C. T., & Yerrick, R. (2014). A case for examining pre-service teacher preparation for inquiry teaching science with technology. Research in Learning Technology, 22(0).

Simon, S. (2008). Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31(3), 277–289.

Smith, L. K. (2005). The impact of early life history on teachersʼ beliefs: in-school and out-of-school experiences as learners and knowers of science. Teachers and Teaching, 11(1), 5–36.

Smith, L. K., & Gess-Newsome, J. (2004). Elementary Science Methods Courses and the National Science Education Standards: Are We Adequately Preparing Teachers? Journal of Science Teacher Education, 15(2), 91–110.

Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396–423.
Social Interaction and the Use of Analogy: An Analysis of Preservice Teachers’ Talk during Physics Inquiry Lessons. (n.d.).

Songer, N. B., Lee, H. S., & Kam, R. (2002). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*. Journal of Research in Science Teaching, 39(2), 128–150.

Southerland, S. A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669–691.

Southerland, S. A., Smith, L. K., Sowell, S. P., & Kittleson, J. M. (2007). Resisting Unlearning: Understanding Science Education’s Response to the United States’s National Accountability Movement. Review of Research in Education, 31(1), 45.

Thornton, R. K., & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58(9), 858–867.

Tobin, K. G., Kahle, J. B., & Fraser, B. J. (1990). Windows into science classrooms: problems associated with higher-level cognitive learning. London; New York: Falmer Press.

Ucar, S., & Trundle, K. C. (2011). Conducting Guided Inquiry in Science Classes Using Authentic, Archived, Web-Based Data. Computers & Education, 57(2), 1571–1582.

Williams, M., & Linn, M. C. (2002). WISE inquiry in fifth grade biology. Research in Science Education, 32(4), 415–436.

Windschitl, M., & Thompson, J. J. (2013). The modeling toolkit: making student thinking visible with public representations. The Science Teacher, 80(6), 63.

Yerrick, R. K., Ambrose, R., & Schiller, J. (2008). Ascribing Legitimacy: Pre-service Teachers Construction of Science Teaching Expertise in Multiple Communities. Electronic Journal of Science Education, 12(2), 132.

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