High School Biology: What Makes It a Challenge for Teachers?

Journal of Research in Science Teaching

Volumn 33, Issue 7, 1996, Pages 753-772

  Strage, Amy A ^a   Bol, Linda ^b  

^a SAN JOSE STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007246999     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(199609)33:7<753::AID-TEA4>3.0.CO;2-M     Document Type: Article

References (71)

1. Abraham, M. (1989). Research and teaching: Research on instructional strategies. Journal of College Science Teaching, 18, 185-187.
2. Adams, P., & Tillotson, J. (1995). Why research in the service of science teacher education is needed. Journal of Research in Science Teaching, 32, 441-443.
3. Ahlquist, R., & Sapiens, A. (1988). Handbook of multicultural teacher education. Unpublished manuscript, San Jose State University, San Jose, CA.
4. Anderson, R. (1992) Perspectives on complexity: An essay on curricular reform. Journal of Research in Science Teaching, 29, 861-876.
5. Anderson, R., Anderson, B., Varanka Martin, M.A., & Romagnano, L. (1993, April). Conducting case studies of curriculum reform in science and mathematics education. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
6. Anderson, R., Anderson, B., Varanka-Martin, M.A., Romagnano, L., Bielenberg, J., Mieras, B., & Whitworth, J. (1992). Review of literature pertaining to curriculum reform in science, mathematics and higher order thinking across the disciplines. Unpublished manuscript, University of Colorado, Boulder.
7. Anderson, R., & Mitchener, C. (1994). Research on science teacher education. In D. Gabel (Ed.), Handbook of research on science teaching and learning. (pp. 3-44). New York: MacMillan Publishing Company.
8. Berg, B. (1995). Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.
9. Bol, L., & Strage, A. (1996). The contradiction between teachers instructional goals and their assessment practices in high school biology courses. Science Education, 80 (2), 145-163.
10. Bower, J. (1991). Scientific and technological literacy: Education for change. Special study for the world conference on Education for All, Thailand.
11. Bronkhurst, H.K., & Yaeger, R.E. (1986). A new rationale for science education - 1985. School Science and Mathematics, 86, 364-374.
12. Collins, R. (1994). Middle school science: A problem-solving approach. Clearing House, 68, 5-6.
13. Curley, R. & Strage, A. (1996). Instructional supports and demands: Helping teachers help students meet increasing academic standards. Education, 117(1), 1-5.
14. Deacon, J. (1987) Forces which shape the practices of exemplary high school physics teachers. In K. Tobin and B.J. Fraser (Eds.), Exemplary practices in science and mathematics teaching. Perth: Curtin University of Technology.
15. Denzin, N., & Lincoln, Y. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
16. Doyle, A. (1986). Classroom organization and management. In M. Whittrock (Ed.), Handbook of research on teaching. (pp. 392-431). New York: Macmillan.
17. Frederiksen, J.R., & Collins, A.(1989). A systems approach to educational testing. Educational Researcher, 18, 27-32.
18. Gabal, D. (1994). Handbook of research on science teaching and learning. New York: MacMillan Publishing Company.
19. Gallagher, J.J., & Tobin, K. (1987). Teacher management and student engagement in high school science. Science Education, 71, 535-555.
20. Garnett, P., & Tobin, K. (1988). Teaching for understanding: Exemplary practice in high school chemistry. Journal of Research in Science Teaching, 26, 1-14.
21. Goodrum, D. (1987). Exemplary teaching in upper primary science classes. In K. Tobin & B.J. Fraser (Eds.), Exemplary practice in science and mathematics teaching. Perth: Curtin University of Technology.
22. Gottfried, S., & Kyle, W. (1992). Textbook use and the biology education desired state. Journal of Research in Science Teaching, 29, 35-49.
23. Kyle, W. (1994). School reform and the reform of teacher education: Can we orchestrate harmony? Journal of Research in Science Teaching, 31, 785-786.
24. Lavoie, D. (1992, March). The effects of adding a prediction/discussion phase to a science learning cycle. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
25. Lawson, A. (1991). Exploring growth (& mitosis) through a learning cycle. The American Biology Teacher, 53, 107-110.
26. Lawson, A., Abraham, M., & Renner, J. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. Monograph of the National Association for Research in Science Teaching (No. 1). Cincinnati OH: NARST.
27. Linn, M. (1990) Essentials of student assessment: From accountability to instructional aid. In S. Tozer, T. Anderson, & B. Arbruster (Eds.), Foundational studies in teacher education: A reexamination (pp. 124-138). New York: Teachers College Press.
28. Lomax, R., West, M., Harmon, M., Viator, K., & Madaus, G. (1992). The impact of standardized testing on minority students. Unpublished report on a study conducted by the Center for the Study of Testing, Evaluation and Educational Policy, Boston College, MA.
29. Madaus, G.F. (1988). The influence of testing on the curriculum. In I.N. Tanner (Ed.), Critical issues in curriculum: 87th yearbook of the National Society for the Study of Education. (pp. 83-121). Chicago: University of Chicago Press.
30. Marek, E., Haack, C., & McWhirter, L. (1994). Long-term use of learning cycles following inservice institutes. Journal of Science Teacher Education, 5, 48-55.
31. Marek, E., & Methven, S. (1991). Effects of the Learning Cycle upon student and classroom teacher performance. Journal of Research in Science Teaching, 28, 31-53.
32. Marek, E., Eubanks, C., & Gallagher, T. (1990). Teachers' understanding and use of the learning cycle. Journal of Research in Science Teaching, 27, 821-834.
33. Mittman, A.L., Mergendoller, J.R., Packer, M.J., & Marchman, V.A. (1984). Secondary science and mathematics improvement program. Report, Far West Laboratory for Educational Research and Development, San Francisco, CA.
34. Nakhleh, M., & Krajcik, J. (1993). A protocol analysis of the influence of technology on students: Actions, verbal commentary, and thought processes during the performance of acid-base titrations. Journal of Research in Science Teaching, 30, 1149-1168.
35. Nakhleh, M., & Krajcik, J. (1994). Influence of levels of information as presented by different technologies on students' understanding of acid, base, and pH concepts. Journal of Research in Science Teaching, 31, 1077-1096.
36. National Education Goals Panel (1993). National Education Goals Report. Washington, DC.
37. National Science Teachers Association Position Statement. (1982). Science-technology-society: Science Education for the 1980's. NSTA: Washington, DC.
38. Nickerson, R.S. (1989). New directions in educational assessment. Educational Researcher, 18, 3-7.
39. Norris, S.P. (1989). Can we test validly for critical thinking? Educational Researcher, 18, 21-26.
40. Osborne, R., & Wittrock, M. (1983). Learning science: A generative process. Science Education, 67, 489-508.
41. Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12, 59-87.
42. Patton, M. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
43. Renner, J., Abraham, M., & Birnie, H. (1985). The importance of the form of student acquisition of data in physics learning cycles. Journal of Research in Science Teaching, 22, 303-325.
44. Renner, J., & Marek, E.A. (1990). An educational theory base for science teaching. Journal of Research in Science Teaching, 27, 241-246.
45. Resnick, L., & Resnick, D. (1994) Assessing the thinking curriculum: New tools for educational reform. In B. Gifford & M.C. O'Connor (Eds.), Cognitive approaches to assessment. Boston: Kluwer.
46. Riley, J. (1986). The effects of teachers' wait-time and knowledge comprehension questioning on pupil science achievement. Journal of Research in Science Teaching, 23, 335-342.
47. Rowe, M. (1983). Getting Chemistry off the killer course list. Journal of Chemical Education, 60, 954-956.
48. Rubba, P. (1992). The learning cycle as a model for the design of science teacher preservice and inservice education. Journal of Science Teacher Education, 3, 97-101.
49. Samiroden, W. (1983). The effects of higher cognitive level questions' wait-time ranges by biology student teachers on student achievement and perceptions of teacher effectiveness. (Doctoral dissertation, Oregon State University). Dissertation Abstracts International, 43, 3208A.
50. Scharmann, L. (1992, March). Teaching evolution: The influence of peer instructional modeling. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
51. Sanford, J.P. (1987). Management of science classroom tasks and effects on students' learning opportunities. Journal of Research in Science Teaching, 24, 249-265.
52. Shepard, L.A. (1989). Why we need better assessments. Educational Leadership, 46, 4-9.
53. Slavin, R. (1983). Cooperative learning. New York: Longman.
54. Smith, E., Blakeslee, T., & Anderson, C. (1993) Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30, 111-126.
55. Snow, R. (1989). Toward assessment of cognitive and conative structures in learning. Educational Researcher, 18, 8-14.
56. Strage, A., Christopoulos, J., Rohwer, W. Jr., Thomas, J., Curley, R. & Jensen Delucchi, J. (1988, March). Grade level differences in study activities as a function of perceived and observed course characteristics. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
57. Strage, A., Thomas, J., Christopoulos, J., & Rohwer, W.D. Jr. (1989, April). A comparison of researchers', students' and teachers' perceptions of the academic challenge of social science courses at three educational levels. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
58. Strage, A., & Thomas, J. (1988). Fostering learner independence in the middle school grades: Rising to the challenge. Newsletter of the California League of Middle Schools, 7, 1-2.
59. Strage, A., Tyler, A.B., Rohwer, W. Jr., Thomas, J.W., & Christopoulos, J. (1987, April). Age and course differences in the effectiveness of academic studying. Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
60. Subcommittee on Technology and Competitiveness. (1992). Quality in education. Report submitted to the House Committee on Science, Space, and Technology, Washington, DC.
61. Tasker, C.R. (1981). Children's views and classroom experiences. Australian Science Teachers Journal, 27, 33-37.
62. Thomas, J.W., Bol, L., Warkentin, R., Wilson, M., Strage, A., & Rohwer, W.D. Jr. (1993). Interrelationships among students' study activities, self-concept of academic ability, and achievement as a function of characteristics of high school biology courses. Applied Cognitive Psychology, 7, 499-532.
63. Thomas, J., & Rohwer, W. Jr. (1993). Proficient autonomous learning: Problems and prospects. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 1-32). Hillsdale, NJ: Erlbaum.
64. Thomas, J., Strage, A., Bo., L., and Warkentin, R. (1990, April). A survey of the features of high-school science courses presumed to affect students' study activities. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
65. Thomas, J.W., Strage, A., & Curley, R.G. (1988). Improving students' self-directed learning: Issues and guidelines. Elementary School Journal, 88, 313-326.
66. Tobin, K., & Fraser, B.J. (1990). What does it mean to be an exemplary science teacher? Journal of Research in Science Teaching, 27, 3-26.
67. Tobin, K. & Gallagher, J.J. (1987). What happens in high school science classrooms? Journal of Curriculum Studies, 19, 549-560.
68. Tobin, K., Treagust, D.F., & Fraser, B. (1988). An investigation of exemplary biology teaching. The American Biology Teacher, 50, 142-147.
69. Treagust, D.F. (1987). Exemplary practice in high school biology classes. In K. Tobin & B.J. Fraser (Eds.), Exemplary practices in science and mathematics teaching. Perth: Curtin University of Technology.
70. Treagust, D.F. (1991) A case study of two exemplary biology teachers. Journal of Research in Science Teaching, 28, 329-342.
71. Yager, R., & Blosser, P. (1991). Meeting national goals for 2000 and beyond in science education (ERIC/SMEAC Science Education Digest No. 1), Columbus, OH.