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**ED5740b Reading List** **(10/10/2010 Revision)** = Education Research  = Berliner, D. C. (2002)..Educational research: The hardest science of all. //Educational Researcher, 31//(8), 18-20. Schoenfeld, A. (1999). Looking toward the 21st century: Challenges of educational theory and practice. //Educational Researcher//, 28(7), 4-14. Ahlberg, M. (1993). Concept maps, vee diagrams and argumentation analysis as tools to make research on conceptions and misconceptions. In J. Novak (Ed.), //Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics//. Ithaca, New York: Cornell University (distributed electronically). = Inquiry  = Sears, P., Kessen, W. (1964). Statement of purposes and objectives of science education in school: A statement from the AAAS Commission on Science Education. //Jouranl of Research in Science Teaching, 2//(1), 3-6. Rutherford, F. J. (1964). The role of inquiry in science teaching. //Journal of Research in Science Teaching, 2//, 80-84. Kyle, W. C. J. (1980). The distinction between inquiry and scientific inquiry and why high school students should be cognizant of the distinction. //Journal of Research in Science Teaching, 17//(2), 123-130. Schauble, L., Klopfer, L. E., Raghavan, K. (1991). Students' transition from an engineering model to a science model of experimentation. //Journal of Research in Science Teaching, 28//(9), 859-882. 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//(4), 417-736. Keselman, A. (2003). Supporting inquiry learning and promoting normative understanding of multivariable causality. //Journal of Research in Science Teaching//, 40(9), 898-921. Volkmann, M., Abell, S. (2003). Rethinking laboratories: Tools for converting cookbook labs into inquiry. The Science Teacher, 70(6), 38-41. Lawrenz, F., Huffman, D. (2002). //Science education reform: The impact of teacher enhancement and curriculum implementation on student performance 1995-2001.// Minneapolis, MN: University of Minnesota.

Science Literacy and Learning Science
Roth, K. J. (1989). Science education: It's not enough to 'do' or 'relate'. //The American Educator, 13//(4), 16-22; 46-48. Palmer, D. H. (1999). Exploring the link between students' scientific and nonscientific conceptions. //Science Education, 83//(6), 639-653. Grosslight, L., Unger, C. M., Jay, E. , Smith, C. L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. //Journal of Research in Science Teaching, 28//(9), 799-822. Bishop, B., & Anderson, C. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27 (5),415-427. Metz, K. E. (1991). Development of explanation: Incremental and fundamental change in children's physics knowledge. //Journal of Research in Science Teaching, 28//(9), 785-797. Taylor, J., Dana, T. (2003). Secondary school physics teachers' conceptions of scientific evidence: An exploratory case study. //Journal of Research in Science Teaching, 40//(8), 721-736. <span style="font-family: 'Times New Roman'; font-size: medium; line-height: normal; margin-bottom: 4pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: -0.5in;">Chin, C., Brown, D. (2000). Learning in science: A comparison of deep and surface approaches. //Journal of Research in Science Teaching, 37//(2), 109-138. <span style="font-family: 'Times New Roman'; font-size: medium; line-height: normal; margin-bottom: 4pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0in; text-indent: -0.5in;">Casey, S. (1989). 'An experiment is when you try it and see if it works': A study of grade 7 students' understanding of the construction of scientific knowledge. //International Journal of Science Education,// 11, 514-529. Driver, R., Asoko, H., Leach, J. , Mortimer, E. , Scott, P. (1994). Constructing scientific knowledge in the classroom. //Educational Researcher, 23//(7), 5-12.

Stavy, R. and Tirosh, D. (2000).How Children and Adults Use the Intuitive Rule "More A&endash;More B". In Stavy, R. and Tirosh, D., How Students (Mis-)Understand Science and Mathematics.(pp. 1-63). New York: Teachers College Press.

Stavy, R. and Tirosh, D. (2000).Using Knowledge About Intuitive Rules: Educational Implications. In Stavy, R. and Tirosh, D., How Students (Mis-)Understand Science and Mathematics.(pp. 89-106). New York: Teachers College Press.