Examining science tools as mediators of students' learning about circuits

Journal of Research in Science Teaching

Volumn 36, Issue 1, 1999, Pages 89-105

  Carter, Glenda ^a   Westbrook, Susan L ^a   Thompkins, Cheryl D ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0008277515     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(199901)36:1<89::AID-TEA6>3.0.CO;2-7     Document Type: Article

References (37)

1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy: Project 2061. New York, NY: Oxford University Press.
2. Carter, G., & Jones, M.G. (1994). Relationship between ability-paired interactions and the development of fifth graders' concepts of balance. Journal of Research in Science Teaching, 3, 847-856.
3. Cobb, P., & Steffe, L.P. (1983). The constructivist researcher as teacher and model builder. Journal of Research in Mathematics Education, 14, 83-94.
4. Davydov, V. (1995). The influence of L.S. Vygotsky on education theory, research, and practice. Educational Researcher, 24, 12-21.
5. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (Vol. 3) (pp. 119-161). New York: Macmillan.
6. Girotto, V., & Light, P. (1993). The pragmatic basis of children's reasoning. In P. Light & G. Butterworth (Eds.), Context and cognition: Ways of learning and knowing. Hillsdale, NJ: Erlbaum.
7. Hofstein, A., & Lunetta, V. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52, 210-217.
8. Howe, A. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80, 35-51.
9. Jones, M.G., & Carter, G. (1994). Verbal and nonverbal behavior of ability-grouped dyads. Journal of Research in Science Teaching, 31, 603-619.
10. Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-130). New York: Macmillan.
11. Marson, R. (1983). Science with simple things series: Electricity. Canby, OR: TOPS Learning Systems.
12. Miller, P. (1993). Theories of developmental psychology. New York: W.H. Freeman.
13. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
14. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
15. Okebukola, P., & Ogunniyi, M. (1984). Cooperative, competitive, and individualistic laboratory interaction patterns: Effects on students' performance and acquisition of practical skills. Journal of Research in Science Teaching, 21, 875-884.
16. Renner, J.W., & Marek, E.A. (1990). An educational theory base for science teaching. Journal of Research in Science Teaching, 27, 241-246.
17. Roth, W.-M. (1991). Open-ended inquiry: How to beat the cookbook blahs. Science Teacher, April, 58.
18. Roth, W.-M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197-223.
19. Roth, W.-M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordretcht, The Netherlands: Kluwer Academic.
20. Roth, W.-M., & Roychoudhury, A.(1993). The development of science process skills in authentic context. Journal of Research in Science Teaching, 30, 127-152.
21. Roth, W.-M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
22. Saxe, G. (1992). Studying children's learning in context: Problems and prospects. Journal of Learning Sciences, 2, 215-234.
23. Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
24. Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions. School Science and Mathematics, 94, 118-123.
25. Tobin, K., & Garnett, P. (1987). Gender related differences in sciences activities. Science Education, 71, 91-103.
26. Valsiner, J. (1987). Culture and the development of children's actions: A cultural-historical theory of developmental psychology. New York: Wiley.
27. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.
28. Webb, N. (1982). Group composition, group interaction, and achievement in cooperative small groups. Journal of Educational Psychology, 74, 642-655.
29. Webb, N. (1984). Stability of small group interaction and achievement over time. Journal of Educational Psychology, 76, 211-224.
30. Webb, N. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
31. Wertsch, J. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22.
32. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
33. Wertsch, J. (1991). Voices of the mind. Cambridge, MA: Harvard University Press.
34. West, L., & Pines, A. (1985). Cognitive structure and conceptual change. Orlando, FL: Academic Press.
35. Westbrook, S.L., & Rogers, L.N. (1994). Examining the development of scientific reasoning in ninth grade physical science students. Journal of Research in Science Teaching, 31, 65-76.
36. Westbrook, S.L., & Rogers, L.N. (1996). Doing is believing: Do laboratory experiences promote conceptual change? School Science and Mathematics, 96, 271-279.
37. White, R.T. (1988). Learning science. Oxford: Basil Blackwell.