SEARCH

SEARCH BY CITATION

REFERENCES

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417436.
  • Abd-El-Khalick, F., & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673699.
  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. L.Gabel (Ed.), Handbook of science teaching and learning (pp. 344). New York: Macmillan.
  • Baird, D. (2004). Thing knowledge: A philosophy of scientific instruments. Berkeley, CA: University of California Press.
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 114.
  • Barnes, B., & Bloor, D. (1982). Relativism, rationalism, and the sociology of knowledge. In M.Hollis & S.Lukes (Eds.), Rationality and relativism (pp. 2147). Oxford: Blackwell.
  • Bourdieu, P. (1977). Outline of a theory of practice (R.Nice, Trans.). Cambridge: Cambridge University Press.
  • Brickhouse, N. W., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29, 471485.
  • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141178.
  • Brown, A. L., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 17, 3242.
  • Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 314.
  • Cartier, J. L., & Stewart, J. (2000). A modeling approach to teaching high school genetics. BioQUEST Notes, 10(2), 14, 10–12.
  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175218.
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 913.
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263272.
  • Collins, A. (1992). Toward a design science of education. In E.Scanlon & T.O'Shea (Eds.), New directions in educational technology. New York: Springer-Verlag.
  • Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
  • Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399483.
  • Ford, M. J. (2005). The game, the pieces, and the players: Generative resources from alternative instructional portrayals of experimentation. The Journal of the Learning Sciences, 14(4), 449487.
  • Ford, M. J. (in press). “Grasp of practic” as a reasoning resource for inquiry and nature of science understanding. Science & Education.
  • Ford, M. J., & Forman, E. A. (2006). Research on instruction and learning in science: Elaborating the design approach. In C. F.Conrad & R. C.Serlin (Eds.), The Sage handbook for research in education (pp. 139156). Thousand Oaks, CA: Sage.
  • Geddis, A. N. (1993). Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education, 15(6), 673683.
  • Gess-Newsome, J., & Lederman, N. G. (1993). Pre-service biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77, 2445.
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606633.
  • Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 526.
  • Greeno, J. G. (2006). Theoretical and practical advances through research on learning. In J.Green, G.Camilli, & P. B.Elmore (Eds.), Handbook of complementary methods in education research. Washington, DC: American Educational Research Association.
  • Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C.Clinton (Ed.), Knowledge base for beginning teachers (pp. 2336). New York: Pergamon Press.
  • Hacking, I. (1983). Representing and intervening. Cambridge: Cambridge University Press.
  • Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L. B.Resnick, J. M.Levine, & S. D.Teasley (Eds.), Perspectives on socially shared cognition (pp. 331348). Washington, DC: American Psychological Association.
  • Herrenkohl, L., Palincsar, A. S., DeWater, L., & Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. The Journal of the Learning Sciences, 8(3,4), 451494.
  • Krajcik, J., Blumenfeld, P., Marx, R., Bass, K., Fredericks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7(3,4), 313350.
  • Latour, B. (1990). Drawing things together. In M.Lynch & S.Woolgar (Eds.), Representation in scientific practice (pp. 1968). Cambridge, MA: MIT Press.
  • Laudan, L. (1984). Science and values: The aims of science and their role in scientific debate. Berkeley, CA: University of California Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  • Lehrer, R., Schauble, L., & Petrosino, A. (2001). Reconsidering the role of experiment in science education. In K.Crowley, C.Schunn, & T.Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum.
  • Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135176.
  • Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
  • Longino, H. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.
  • Luft, J. A., & Pizzini, E. L. (1998). The demonstration classroom in-service: Changes in the classroom. Science Education, 82, 147162.
  • Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
  • Mellado, V. (1997). Preservice teachers' classroom practice and their conceptions of the nature of science. Science & Education, 6, 331354.
  • Minstrell, J., & van Zee, E. H. (Eds.). (2000). Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science.
  • National Research Council, National Academy of Sciences (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • O'Neill, D. K. (2001). Knowing when you've brought them in: Scientific genre knowledge and communities of practice. The Journal of the Learning Sciences, 10, 223264.
  • Palmquist, B. C., & Finley, F. N. (1997). Preservice teachers' views of the nature of science during a post-baccalaureate science teaching program. Journal of Research in Science Teaching, 34, 595615.
  • Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press.
  • Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.
  • Roth, W. M., McGinn, M. K., & Bowen, G. M. (1998). How prepared are pre-service teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9, 2548.
  • Rouse, J. (1987). Knowledge and power: Toward a political philosophy of science. Ithaca, NY: Cornell University Press.
  • Rouse, J. (1996). Engaging science: How to understand its practices philosophically. Ithaca, NY: Cornell University Press.
  • Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic supports for science inquiry. Science Education, 88, 345372.
  • Schoenfeld, A. H. (2006). Design experiments. In J.Green, G.Camilli, & P. B.Elmore (Eds.), Handbook of complementary methods in education research. Washington, DC: American Educational Research Association.
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610645.
  • Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies. Educational Researcher, 32(1), 2528.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 414.
  • Stevens, R., Wineburg, S., Herrenkohl, L. R., & Bell, P. (2005). Comparative understanding of school subjects: Past, present, and future. Review of Educational Research, 75(2), 125157.
  • Tyack, D., & Tobin, W. (1994). The “gramma” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453479.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal for Research in Science Teaching, 38(5), 529552.
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
  • White, B. Y., & Fredericksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3118.
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173209.
  • Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112143.
  • Windschitl, M. (2004). Folk theories of “inquiry” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481512.
  • Wisconsin Fast Plants Program. (2000). Spiraling through life with fast plants. Dubuque, IA: Kendall/Hunt Publishing Company.
  • Yerrick, R., Pedersen, J., & Arnason, J. (1998). “We're just spectator”: An interaction of science epistemologies and teaching. Science Education, 82, 619648.