-
1
-
-
2642565790
-
Developing scientific concepts in the primary classroom
-
G. WELFORD, J. OSBORNE & P. SCOTT (Eds) (London, Falmer Press)
-
ASOKO, H. (1996) Developing scientific concepts in the primary classroom, in: G. WELFORD, J. OSBORNE & P. SCOTT (Eds) Research in Science Education in Europe (London, Falmer Press).
-
(1996)
Research in Science Education in Europe
-
-
Asoko, H.1
-
4
-
-
0000135277
-
Teaching social sciences for understanding and higher-order applications
-
BROPHY, J. (1990) Teaching social sciences for understanding and higher-order applications, Elementary School Journal, 90, pp. 351-417.
-
(1990)
Elementary School Journal
, vol.90
, pp. 351-417
-
-
Brophy, J.1
-
5
-
-
0002825367
-
Metacognition, executive control, self-regulation and other mysterious mechanisms
-
F.E. WEINERT & R.H. KLUWE (Eds) (Hillsdale, NJ, Erlbaum)
-
BROWN, A. L. (1987) Metacognition, executive control, self-regulation and other mysterious mechanisms, in: F.E. WEINERT & R.H. KLUWE (Eds) Metacognition, Motivation and Understanding (Hillsdale, NJ, Erlbaum).
-
(1987)
Metacognition, Motivation and Understanding
-
-
Brown, A.L.1
-
7
-
-
0003993269
-
-
Alexandria, IN, Association for Supervision and Curriculum Development
-
CAINE, R. & CAINE, G. (1994) Making Connections, Teaching and the Human Brain (Alexandria, IN, Association for Supervision and Curriculum Development).
-
(1994)
Making Connections, Teaching and the Human Brain
-
-
Caine, R.1
Caine, G.2
-
9
-
-
0002174659
-
The effects of various kinds of lessons on conceptual understanding in science
-
CAVALCANTE, P. S., NEWTON, D. P. & NEWTON, L. D. (1997) The effects of various kinds of lessons on conceptual understanding in science, Research in Science and Technology Education, 15, pp. 185-193.
-
(1997)
Research in Science and Technology Education
, vol.15
, pp. 185-193
-
-
Cavalcante, P.S.1
Newton, D.P.2
Newton, L.D.3
-
11
-
-
0024744485
-
Young children's causal inferences
-
DAS GUPTA, P. & BRYANT, P. E. (1989) Young children's causal inferences, Child Development, 60, pp. 1138-1146.
-
(1989)
Child Development
, vol.60
, pp. 1138-1146
-
-
Das Gupta, P.1
Bryant, P.E.2
-
12
-
-
0003958296
-
-
London, HMSO
-
DEPARTMENT FOR EDUCATION (1995) The National Curriculum (London, HMSO).
-
(1995)
The National Curriculum
-
-
-
14
-
-
0003900797
-
-
London, DfEE
-
DEPARTMENT FOR EDUCATION AND EMPLOYMENT (DfEE) (1999) Curriculum 2000 (London, DfEE).
-
(1999)
Curriculum 2000
-
-
-
17
-
-
0001972535
-
The fallacy of induction in science teaching
-
R. LEVINSON (Ed.) (London, Routledge)
-
DRIVER, R. (1994) The fallacy of induction in science teaching, in: R. LEVINSON (Ed.) Teaching Science, pp. 41-48 (London, Routledge).
-
(1994)
Teaching Science
, pp. 41-48
-
-
Driver, R.1
-
23
-
-
0010212167
-
Teaching for understanding in the disciplines and beyond
-
GARDNER, H. & BOIX-MANSILLA, V. (1994) Teaching for understanding in the disciplines and beyond, Teachers College Record, 96, pp. 198-218.
-
(1994)
Teachers College Record
, vol.96
, pp. 198-218
-
-
Gardner, H.1
Boix-Mansilla, V.2
-
25
-
-
0001217924
-
Promoting conceptual change in science: A meta-analysis of instructional interventions from reading education and science education
-
GUZZETTI, B. J., SNYDER, T. E., GAMAS, W. S. & GLASS, G. V. (1993) Promoting conceptual change in science: a meta-analysis of instructional interventions from reading education and science education, Reading Research Quarterly, 28, pp. 116-161.
-
(1993)
Reading Research Quarterly
, vol.28
, pp. 116-161
-
-
Guzzetti, B.J.1
Snyder, T.E.2
Gamas, W.S.3
Glass, G.V.4
-
27
-
-
84970305232
-
A framework for the evaluation of the effectiveness of adjunct questions and objectives
-
HAMILTON, R. J. (1985) A framework for the evaluation of the effectiveness of adjunct questions and objectives, Review of Educational Research, 55, pp. 47-85.
-
(1985)
Review of Educational Research
, vol.55
, pp. 47-85
-
-
Hamilton, R.J.1
-
28
-
-
0001815011
-
Primary teachers' understanding of concepts of science: Impact on confidence and teaching
-
HARLEN, W. & HOLROYD, C. (1997) Primary teachers' understanding of concepts of science: impact on confidence and teaching, International Journal of Science Education, 19, pp. 93-105.
-
(1997)
International Journal of Science Education
, vol.19
, pp. 93-105
-
-
Harlen, W.1
Holroyd, C.2
-
29
-
-
0000367083
-
Instruction, understanding and skill in multidigit addition and subtraction
-
HIEBERT, J. & WEARNE, D. (1996) Instruction, understanding and skill in multidigit addition and subtraction, Cognition and Instruction, 14, pp. 251-283.
-
(1996)
Cognition and Instruction
, vol.14
, pp. 251-283
-
-
Hiebert, J.1
Wearne, D.2
-
31
-
-
0001975133
-
Discourse that promotes conceptual understanding
-
KAZEMI, E. (1998) Discourse that promotes conceptual understanding, Teaching Children Mathematics, 4, pp. 410-414.
-
(1998)
Teaching Children Mathematics
, vol.4
, pp. 410-414
-
-
Kazemi, E.1
-
32
-
-
0347464673
-
-
Minneapolis, MN, University of Minneapolis
-
KITCHER, P. & SALMON, W.C. (1989) Scientific Explanations, Minnesota Studies in the Philosophy of Science, xiii (Minneapolis, MN, University of Minneapolis).
-
(1989)
Scientific Explanations, Minnesota Studies in the Philosophy of Science
, vol.13
-
-
Kitcher, P.1
Salmon, W.C.2
-
35
-
-
0008755878
-
Systematic thinking fostered by illustrations in scientific text
-
MAYER, R. E. (1989) Systematic thinking fostered by illustrations in scientific text, Journal of Educational Psychology, 81, pp. 240-246.
-
(1989)
Journal of Educational Psychology
, vol.81
, pp. 240-246
-
-
Mayer, R.E.1
-
38
-
-
0003987939
-
-
London, Teacher Training Agency
-
MOSELEY, D., HIGGINS, S., BRAMALD, R., HARDMAN, F., MILLER, J., MROZ, M., HARRISON, T., NEWTON, D., NEWTON, L., THOMPSON, I., WILLIAMSON, J., HALLIGAN, J., BRAMALD, S., TYMMS, P., HENDERSON, B. & STOUT, J. (1999) Ways Forward with ICT (London, Teacher Training Agency).
-
(1999)
Ways Forward with ICT
-
-
Moseley, D.1
Higgins, S.2
Bramald, R.3
Hardman, F.4
Miller, J.5
Mroz, M.6
Harrison, T.7
Newton, D.8
Newton, L.9
Thompson, I.10
Williamson, J.11
Halligan, J.12
Bramald, S.13
Tymms, P.14
Henderson, B.15
Stout, J.16
-
39
-
-
0003959381
-
-
Hillsdale, NJ, Lawrence Erlbaum
-
NELSON, K. (1986) Event Knowledge (Hillsdale, NJ, Lawrence Erlbaum).
-
(1986)
Event Knowledge
-
-
Nelson, K.1
-
42
-
-
84979431930
-
Supporting the comprehension of tabulated data
-
NEWTON, D. P. (1994) Supporting the comprehension of tabulated data, British Educational Research Journal, 20, pp. 455-463.
-
(1994)
British Educational Research Journal
, vol.20
, pp. 455-463
-
-
Newton, D.P.1
-
43
-
-
0000348362
-
Support for understanding: Discourse which aids the construction of a functional mental model of causal situations
-
NEWTON, D. P. (1995) Support for understanding: discourse which aids the construction of a functional mental model of causal situations, Research in Science and Technological Education, 13, pp. 109-122.
-
(1995)
Research in Science and Technological Education
, vol.13
, pp. 109-122
-
-
Newton, D.P.1
-
44
-
-
0030240016
-
Causal situations in science: A model for supporting understanding
-
NEWTON, D. P. (1996) Causal situations in science: a model for supporting understanding, Learning and Instruction, 6, pp. 201-217.
-
(1996)
Learning and Instruction
, vol.6
, pp. 201-217
-
-
Newton, D.P.1
-
47
-
-
0002104311
-
Teachers' questioning for understanding in primary science
-
University of Durham, 9 July
-
NEWTON, L. D. (1997a) Teachers' questioning for understanding in primary science, paper presented at the Third Conference on Primary Science Teacher Education, University of Durham, 9 July.
-
(1997)
Third Conference on Primary Science Teacher Education
-
-
Newton, L.D.1
-
50
-
-
0031326170
-
Teachers' conceptions of understanding historical and scientific events
-
NEWTON, D. P. & NEWTON, L.D. (1997) Teachers' conceptions of understanding historical and scientific events, British Journal of Educational Psychology, 67, pp. 513-527.
-
(1997)
British Journal of Educational Psychology
, vol.67
, pp. 513-527
-
-
Newton, D.P.1
Newton, L.D.2
-
51
-
-
0039003997
-
Knowing what counts as understanding in different disciplines: Some 10-year-old children's conceptions
-
NEWTON, D. P. & NEWTON, L.D. (1999) Knowing what counts as understanding in different disciplines: some 10-year-old children's conceptions, Educational Studies, 25, pp. 35-54.
-
(1999)
Educational Studies
, vol.25
, pp. 35-54
-
-
Newton, D.P.1
Newton, L.D.2
-
53
-
-
0002262591
-
Beliefs, practices and constraints
-
O'BRIAN, K. & NORTON, R. (1991) Beliefs, practices and constraints, Teaching Education Quarterly, 18, pp. 29-38.
-
(1991)
Teaching Education Quarterly
, vol.18
, pp. 29-38
-
-
O'Brian, K.1
Norton, R.2
-
54
-
-
0003663318
-
-
Buckingham, Open University Press
-
OGBORN, J., KRESS, G., MARTINS, I. & MCGILLICUDDY, K. (1996) Explaining Science in the Classroom (Buckingham, Open University Press).
-
(1996)
Explaining Science in the Classroom
-
-
Ogborn, J.1
Kress, G.2
Martins, I.3
McGillicuddy, K.4
-
55
-
-
0002104313
-
-
London, HMSO
-
OFFICE FOR STANDARDS IN EDUCATION (1994) Primary Matters (London, HMSO).
-
(1994)
Primary Matters
-
-
-
56
-
-
0002272127
-
-
London, HMSO
-
OFFICE FOR STANDARDS IN EDUCATION (1995) Science (London, HMSO).
-
(1995)
Science
-
-
-
57
-
-
0003510727
-
-
London, The Stationery Office
-
OFFICE FOR STANDARDS IN EDUCATION (1999) Primary Education, 1994-98 (London, The Stationery Office).
-
(1999)
Primary Education, 1994-98
-
-
-
58
-
-
84873311682
-
-
(Liverpool, Liverpool University Press). This is one of the several research reports in the Primary SPACE Project
-
OSBORNE, J., WADSWORTH, P., BLACK, P., MEADOWS, J. (1994) The Earth in Space (Liverpool, Liverpool University Press). This is one of the several research reports in the Primary SPACE Project.
-
(1994)
The Earth in Space
-
-
Osborne, J.1
Wadsworth, P.2
Black, P.3
Meadows, J.4
-
60
-
-
0002258864
-
Levels of causal understanding in chimpanzees and children
-
J. MEHLER, J., FRANCK, J. & S. FRANCK (Eds) (Bradford, MA, MIT)
-
PREMACK, D. & PREMACK, J. (1995) Levels of causal understanding in chimpanzees and children, in: J. MEHLER, J., FRANCK, J. & S. FRANCK (Eds) Cognition on Cognition (Bradford, MA, MIT).
-
(1995)
Cognition on Cognition
-
-
Premack, D.1
Premack, J.2
-
61
-
-
0000759498
-
Teaching mathematics for understanding
-
PUTNAM, R. T., HEATON, R. M., PRAWAT, R. S. & REMILLARD, J. (1992) Teaching mathematics for understanding, School Journal, 93, pp. 213-228.
-
(1992)
School Journal
, vol.93
, pp. 213-228
-
-
Putnam, R.T.1
Heaton, R.M.2
Prawat, R.S.3
Remillard, J.4
-
62
-
-
0033434148
-
Beyond 2000: Science/biology education for the future
-
REISS, M. J., MILLAR, R. & OSBORNE, J. (1999) Beyond 2000: science/biology education for the future, Journal of Biological Education, 33, pp. 68-70.
-
(1999)
Journal of Biological Education
, vol.33
, pp. 68-70
-
-
Reiss, M.J.1
Millar, R.2
Osborne, J.3
-
63
-
-
84965520951
-
Type of verbatim question interspersed in text: A new look at the position effect
-
RICKARDS, J. P. (1976) Type of verbatim question interspersed in text: a new look at the position effect, Journal of Reading Behaviour, 8, pp. 37-45.
-
(1976)
Journal of Reading Behaviour
, vol.8
, pp. 37-45
-
-
Rickards, J.P.1
-
66
-
-
0004288953
-
-
London, Abacus
-
SHENK, D. (1997) Data Smog (London, Abacus).
-
(1997)
Data Smog
-
-
Shenk, D.1
-
67
-
-
0009017731
-
-
Oxford, Oxford University Press
-
SOLYMAR, L. (1999) Getting the Message, p. 72 (Oxford, Oxford University Press).
-
(1999)
Getting the Message
, pp. 72
-
-
Solymar, L.1
-
68
-
-
84948874139
-
Teachers' pedagogical content knowledge about children's minds and learning
-
STRAUSS, S. (1993) Teachers' pedagogical content knowledge about children's minds and learning, Educational Psychologist, 28, pp. 279-290.
-
(1993)
Educational Psychologist
, vol.28
, pp. 279-290
-
-
Strauss, S.1
-
69
-
-
0004108539
-
-
London, Department for Education and Employment/TTA
-
TEACHER TRAINING AGENCY (TTA) (1998) Teaching, High Status, High Standards (London, Department for Education and Employment/TTA).
-
(1998)
Teaching, High Status, High Standards
-
-
-
70
-
-
0002258866
-
Capturing and modeling the process of conceptual change
-
VOSNIADOU, S. (1994) Capturing and modeling the process of conceptual change, Applied Psychology, 41, pp. 347-357.
-
(1994)
Applied Psychology
, vol.41
, pp. 347-357
-
-
Vosniadou, S.1
-
72
-
-
0002303491
-
ThinkerTools: Causal models, conceptual change, and science education
-
WHITE, B. (1993) ThinkerTools: causal models, conceptual change, and science education. Cognition and Instruction, 4, pp. 45-69.
-
(1993)
Cognition and Instruction
, vol.4
, pp. 45-69
-
-
White, B.1
-
73
-
-
0001971637
-
Understanding teaching or teaching for understanding
-
WILDY, H. & WALLACE, J. (1992) Understanding teaching or teaching for understanding, American Educational Research Journal, 29, pp. 143-156.
-
(1992)
American Educational Research Journal
, vol.29
, pp. 143-156
-
-
Wildy, H.1
Wallace, J.2
-
74
-
-
0000892895
-
Differences between Scottish educational authorities in their examination attainment
-
WILLMS, J. D. (1987) Differences between Scottish Educational Authorities in their examination attainment, Oxford Review of Education, 13, pp. 211-232.
-
(1987)
Oxford Review of Education
, vol.13
, pp. 211-232
-
-
Willms, J.D.1
-
75
-
-
0002109217
-
Achievement, understanding, and transfer in a learning hierarchy
-
WINKLES, J. (1986) Achievement, understanding, and transfer in a learning hierarchy, American Educational Research Journal, 23, pp. 275-288.
-
(1986)
American Educational Research Journal
, vol.23
, pp. 275-288
-
-
Winkles, J.1
|