Supported Inquiry Science: Teaching for Conceptual Change in Urban and Suburban Science Classrooms

Journal of Learning Disabilities

Volumn 30, Issue 6, 1997, Pages 670-684

  Dalton, Bridget ^d   Morocco, Catherine Cobb ^a,c   Tivnan, Terrence ^d   Rawson Mead, Penelope L ^b  

^a Educational Development Center   (United States)

^b BENEDICTINE UNIVERSITY   (United States)

^c EDUCATION DEVELOPMENT CENTER   (United States)

^d NONE

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; CHILD; COMPARATIVE STUDY; CURRICULUM; EDUCATION; FEMALE; HUMAN; MALE; PEER GROUP; POPULATION; SCIENCE; URBAN POPULATION;

ACHIEVEMENT; CHILD; CURRICULUM; EDUCATION, SPECIAL; FEMALE; HUMANS; MAINSTREAMING (EDUCATION); MALE; PEER GROUP; SCIENCE; SUBURBAN POPULATION; URBAN POPULATION;

EID: 0031279249     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949703000611     Document Type: Article

References (85)

1. Anderson, C. W. (1987). Strategic teaching in science. Strategic teaching and learning: Cognitive instruction in the content areas. Alexandria, VA: Association of Science Curriculum and Development.
2. Anderson, R. (1977). The notion of schemata and the educational enterprise. In R. Anderson, R. Spiro, & R. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415-431). Hillsdale, NJ: Erlbaum.
3. Atwood, R. K., & Oldham, B. R. (1985). Teachers' perceptions of mainstreaming in an inquiry oriented elementary science program. Science Education, 69, 619-624.
4. Bay, M., Staver, J. R., Bryan, T., & Hale, J. B. (1990, April). Science instruction for the mildly handicapped: Direct instruction versus discovery teaching. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
5. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
6. Bergerud, D., Lovitt, T. C., & Horton, S. (1988). The effectiveness of textbook adaptations in life science for high school students with learning disabilities. Journal of Learning Disabilities, 21, 70-76.
7. Bredderman, T. (1983). Laboratory programs for elementary school science: A metaanalysis of effects on learning. Science Education, 4, 577-591.
8. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum.
9. Bybee, R. W., Buchwald, C. E., Crissman, S., Heil, D. R., Kuerbis, P. J., Matsumoto, C., & Mclnerney, J. D. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Colorado Springs: The National Center for Improving Science Education.
10. Carey, S. (1986). Cognitive science and science education. American Psychologist, 41, 1123-1130.
11. Carnine, D. (1989). Teaching complex content to learning disabled students: The role of technology. Exceptional Children, 55, 524-533.
12. Carnine, D. (1991). Curricular interventions for teaching higher order thinking to all students: Introduction to the special series. Journal of Learning Disabilities, 24, 261-269.
13. Cawley, J. F. & Cawley, L. J. (1994). Science education for students with disabilities. Remedial and Special Education, 15, 67-133.
14. Champagne, A. C., & Hornig, L. (Eds.) (1986). The science curriculum (Report of the 1986 National Forum for School Science). Washington, DC: American Association for the Advancement of Science.
15. Chittenden, E. (1990). Young children's discussion of science topics. In G. Hein (Ed.), The assessment of hands-on elementary science programs (pp. 220-247). Grand Forks: University of North Dakota, Center for Teaching and Learning.
16. Cobb, P. (1994). Constructivism in mathematics and science education. Educational Researcher, 23(7), 4-21.
17. The Cognition and Technology Group at Vanderbilt. (1990, August/September). Anchored instruction and its relationship to situated cognition. Educational Researcher, pp. 3-10.
18. Collins, A., Brown, J. S., & Newman, S. E. (1984). In L. B. Resnick (Ed.), Cognition and instruction: Issues and agendas. Hillsdale, NJ: Erlbaum.
19. Conference Report on H. R. 1804, Goals 2000: Educate America Act. (1994). Congressional Record, 140 (32), H1625-H1684.
20. Daiute, C., & Dalton, B. (1992). Collaboration between children learning to write: Can novices be masters? Cognition and Instruction, 10, 281-333.
21. Dalton, B., Morocco, C. C., Tivnan, T., & Rawson, P. (1994). Effect of format on learning disabled and non-learning disabled students' performance in a hands-on science assessment. International Journal of Educational Research, 21, 229-316.
22. Dalton, B., Tivnan, T., Rawson, P., & Dias, D. (1994). Ways of knowing: A multi-literacies perspective on assessment for adolescents with learning disabilities. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
23. Dalton, B., Tivnan, T., Riley, M. K., Rawson, P., & Dias, D. (1995). Revealing competence: Fourth-grade students with and without learning disabilites show what they know on paper-and-pencil and hands-on performance assessments. Learning Disabilities Research & Practice, 10, 198-214.
24. Delta Science Modules. (1986). Electrical circuits (curriculum materials). Nashua, NH: Delta Education.
25. Deshler, D. D., Ferrel, W., & Kass, C. (1978). Error monitoring of schoolwork in learning disabled adolescents. Journal of Learning Disabilities, 11, 401-414.
26. Deshler, D. D., Warner, M., Schumaker, J., & Alley, G. (1983). Learning strategies intervention model: Key components and current status. In J. McKinney & L. Feagans (Eds.), Current topics in learning disabilities (Vol. 1, pp. 245-283). Norwood, NJ: Ablex.
27. Driver, R., Asoto, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
28. Education Development Center, Inc. (1991). Insights: A hands-on science module (K-6 curriculum unit). Newton, MA: Improving Elementary Urban Science Project.
29. Encyclopedia Britannica Educational Corp. (1990). Full option science system (FOSS-curriculum materials). Chicago: Author.
30. Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
31. Fisher, K. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22, 53-62.
32. Gardner, H. (1983). Frames of minds: The theory of multiple intelligences. New York: Basic Books.
33. Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1986). Children's science and its consequences for teaching. In J. Brown, A. Cooper, T. Horton, F. Toates, & D. Zeldin (Eds.), Science in schools (pp. 302-315). Philadelphia: Open University Press.
34. Graham, S., & Harris, K. R. (Eds.), (1988). Special Issue: Reading and instruction in written language. Exceptional Children, 54(6).
35. Harris, K. R. & Graham, S. (1994). (Eds.). Special Issue: Constructivism: principles, paradigms, and integration. The Journal of Special Education, 28, 233-247.
36. Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392-404.
37. Hein, G. (1990). The assessment of hands-on elementary science programs. University of North Dakota, Center for Teaching and Learning.
38. Iran-Nejad, A., McKeachie, W. J., & Berliner, D. C. (1990). The multisource nature of learning: An introduction. Review of Educational Research, 60, 509-515.
39. Jastak, S., & Wilkinson, G. S. (1984). Wide range achievement test-Revised: Level 1. Wilmington, DE: Jastak Associates.
40. Johnson, D. W., & Johnson, R. T. (1986). Mainstreaming and cooperative learning strategies. Exceptional Children, 52, 553-561.
41. Jordan, M., Berch, D. B., & Shumsky, D. A. (1981). Hypothesis testing in learning disabled children. Paper presented at the biennial meeting of the Society for Research in Child Development, Boston.
42. Kataoka, J. C., & Lock, R. (1995). Whales and hermit crabs: Integrated programming and science. Teaching Exceptional Children, 27, 17-21.
43. Lawrenz, F. (1986). Misconceptions of physical science concepts among elementary school teachers. School Science and Mathematics, 86, 654-660.
44. Levin, H. M., & Hopfenberg, W. S. (1991). Don't remediate: Accelerate. Principal, 70, 11-13.
45. Linn, M. (1987). The new thrust in science education research-Establishing a research base for science education: Challenges, trends, recommendations. Journal of Research in Science Teachings, 24, 191-216.
46. Martinez, M. E. (1991). A comparison of multiple-choice and constructed figurai response items. Journal of Educational Measurement, 28, 131-145.
47. Mastropieri, M. M., Emerick, K. & Scruggs, T. E. (1988). Mnemonic instruction of science concepts. Behavioral Disorders, 14, 48-56.
48. Mastropieri, M. M., & Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mneumonically. Cambridge, MA: Brookline Books.
49. Mastropieri, M. M., & Scruggs, T. E. (1992). Science for students with disabilities. Review of Educational Research, 62.
50. Mastropieri, M. M., & Scruggs, T. E. (1994). Effective instruction for special education. Austin, TX: PRO-ED.
51. Mastropieri, M. M., & Scruggs, T. E. (1995). Science instruction: What special education teachers need to know and what roles they need to play. Teaching Exceptional Children, 27, 7-9.
52. Minstrell, J. A. (1989). Teaching science for understanding. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 129-149). Alexandria, VA: Association for Supervision and Curriculum Development.
53. Montague, M. (1988). Strategy instruction and mathematical problem solving. Reading Writing and Learning Disabilities, 4, 275-290.
54. Morocco, C. C., Dalton, B., & Tivnan, T. (1990). Interim report: Problem solving in science project. Newton, MA: Education Development Center.
55. Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performances. European Journal of Social Psychology, 8, 181-192.
56. National Committee on Science Education Standards and Assessment [NCSESA]. (1994). National science education standards (Draft). Washington, DC: National Academy Press.
57. Novak, J. (1988). Learning science and the science of learning. Studies in Science, 77-101.
58. Nussbaum, J., & Novak, J. D. (1976). An assessment of children's concepts of the earth utilizing structured interviews. Science Education, 60, 535-550.
59. Pajurkova, E. M., Orr, R. R., Rourke, B. P., & Finlayson, A. J. (1976). Children's word finding test: A verbal problem-solving task. Perceptual and Motor Skills, 42, 851-858.
60. Palincsar, A. S., & Brown, A. L (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
61. Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children. New York: Academic Press.
62. Poplin, M. S. (1988). Holistic/constructionist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21, 401-416.
63. Poplin, M. S. (1995). Looking through other lenses and listening to other voices: Stretching the boundaries of learning disabilities. Journal of Learning Disabilities, 28, 392-398.
64. Raizen, S. A., Baron, J. B., Champagne, A. B., Haertel, E., Mullis, I. V. S., & Oakes, J. (1989). Assessment in elementary school science education. Colorado Springs: The National Center for Improving Science Education.
65. Reid, D. K., & Hresko, W. P. (1981). A cognitive approach to learning disabilities. Austin, TX: PRO-ED.
66. Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 22, 447-478.
67. Resnick, L. B. (1987). Constructing knowledge in schools. In L. S. Liben (Ed.), Development and learning: Conflict or consequence (pp. 19-50). Hillsdale, NJ: Erlbaum.
68. Riley, M. K., Morocco, C. C., Gordon, S. M., & Howard, C. (1994). Walking the talk: Putting constructivist thinking into practice in classrooms. Educational Horizons, 71, 187-196.
69. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
70. Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. New York: Oxford University Press.
71. Sasaki, J., & Serna, L. A. (1995). Teaching science to adolescents with mild disabilites. Teaching Exceptional Children, 27, 14-16.
72. Schoenfeld, A. H. (1983). Problem solving in the mathematics curriculum: A report, recommendations, and an annotated bibliography. The Mathematical Association of America, MAA Notes, No. 1.
73. Scruggs, T. E., & Mastropieri, M. M. (1994). The construction of scientific knowledge by students with mild disabilities. The Journal of Special Education, 28, 307-321.
74. Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Upper Saddle River, NJ: Prentice-Hall.
75. Stiggins, R., Conklin, N. F., & Bridgeford, N. J. (1986). Classroom assessment: Key to effective educational measurement. Issues and Practices, 5, 5-17.
76. Stone, A., & Michaels, D. (1986). Problem-solving skills in learning-disabled children. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities. Hillsdale, NJ: Erlbaum.
77. Torgesen, J. K,. & Licht, B. G. (1983). The learning disabled child as an inactive learner: Retrospect and prospects. In J. D. McKinney & L. Feagans (Eds.), Current topics in learning disabilities (pp. 3-31). Norwood, NJ: Ablex.
78. U.S. Department of Education (1991). America Goals 2000: An education strategy. Washington, DC: Author.
79. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
80. Watson, B., & Konicek, R. (1990). Teaching for conceptual change: Confronting children's experience. Phi Delta Kappan, 680-685.
81. Weir, S. (1987). Cultivating minds. New York: Harper & Row.
82. Whitehead, A. N. (1929). The aims of education, and other essays. New York: Macmillan.
83. Winer, B. J. (1971). Statistical principles in experimental design (2nd ed.). New York: McGraw-Hill.
84. Wong, B.Y. (1992). Metacognition and special education: A review of a view. The Journal of Special Education, 20, 9-29.
85. Woodward, J., & Noel, J. (1991). Science instruction at the secondary level: Implications for students with learning disabilities. Journal of Learning Disabilities, 24, 277-284.