SEARCH

SEARCH BY CITATION

References

  • Abd-El-Khalick, F. & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34, 673699.
  • Alters, B. (1997). Whose nature of science? Journal of Research in Science Teaching, 34, 3955.
  • American Association for the Advancement of Science. (1993). Science for all Americans. New York: Oxford University Press.
  • Boudon, R. (1986). The analysis of ideology (M. Slater, Trans.). Chicago: University of Chicago Press.
  • Bowen, G.M. & Roth, W.M. (1998, April). Isolation of variables and enculturation to a reductionist epistemology during ecology lectures. Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA.
  • Chinn, C. & Malhotra, B. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175218.
  • D'Andrade, R. (1987). A folk model of the mind. In D.Holland & N.Quinn (Eds.), Folk theories in language and thought (pp. 114148). Cambridge, England: Cambridge University Press.
  • D'Andrade, R. (1995). The development of cognitive anthropology. Cambridge, England: Cambridge University Press.
  • D'Andrade, R. & Strauss, C. (1992). Human motives and folk theories. Cambridge, England: Cambridge University Press.
  • DeBoer, G. (1991). A history of science ideas in science education: Implications for practice. New York: Teachers College Press.
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Philadelphia: Open University Press.
  • Feiman-Nemser, S. & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87, 5365.
  • Fowler, H.R. & Aaron, J.E. (1989). The little brown handbook. New York: Harper Collins.
  • Gee, J. (1999). Introduction to discourse analysis. London: Routledge.
  • Gee, J., Michaels, S., & O'Connor, M.C. (1992). Discourse analysis. In M.D.LeCompte, W.L.Millroy, & J.Priessle (Eds.), The handbook of qualitative research in education (pp. 227291). San Diego: Academic Press.
  • Germann, P.J., Haskins, S., & Auls, S. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry. Journal of Research in Science Teaching, 33, 475499.
  • Holland, D. & Quinn, N. (1987). Culture and cognition. In D.Holland & N.Quinn (Eds.), Folk theories in language and thought (pp. 340). Cambridge, England: Cambridge University Press.
  • Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
  • Keesing, R. (1987). Models, folk and cultural. In D.Holland & N.Quinn (Eds.), Folk theories in language and thought (pp. 369393). Cambridge, England: Cambridge University Press.
  • Knorr-Cetina, K. (1999). Epistemic cultures: How sciences make knowledge. Cambridge, MA: Harvard University Press.
  • Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
  • Latour, B. (1999). Pandora's hope: Essays on the reality of science studies. Cambridge, MA: Harvard University Press.
  • Lederman, N.G. (1992). Students' and teachers' conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331359.
  • McGinn, M. & Roth, W.-M. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28, 1424.
  • McLaughlin, C. & Thompson, M. (1999). Physical science. New York: Glencoe.
  • Miles, M. & Huberman, A. (1994). Qualitative data analysis. Beverly Hills, CA: Sage.
  • Mitchell, C. (1990). Process writing in theory and practice. Unpublished doctoral dissertation, Boston University, Boston.
  • National Public Radio. (2002, March). Teaching curiosity and the scientific method.
  • National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
  • National Science Teachers Association. (1995). Scope, sequence, and coordination of secondary school science (Vol. II). Washington, DC: Author.
  • National Society for the Study of Education. (1947). Science education in American schools: Forty-sixth yearbook of the NSSE. Chicago: University of Chicago Press.
  • Roth, W.M. (1999, April). Scientific research expertise from middle school to professional practice. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec.
  • Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press.
  • Tamir, P. (1983). Inquiry and the science teacher. Science Education, 67, 657672.
  • Trumbull, D. & Kerr, P. (1993). University researchers' inchoate critiques of science teaching: Implications for the content of preservice science teacher education. Science Education, 77, 301317.
  • van Zee, E., Lay, D., & Roberts, D. (2000, March). Fostering collaborative research by prospective and practicing elementary and middle school teachers. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Wartofsky, M. (1966). The model muddle: Proposals for an immodest realism. In M.Wartofsky (Ed.), Models: representation and scientific understanding (pp. 111). London: Reidel.
  • Welch, W., Klopfer, L., Aikenhead, G., & Robinson, J. (1981). The role of inquiry in science education: Analysis and recommendations. Science Education, 65, 3350.
  • Windschitl, M. (2001, April). An analysis of preservice science teachers' independent inquiry experiences. Paper presented atAmerican Educational Research Association Conference. Seattle, WA.
  • Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112143.