The Application of Science Education Theories: A Reply to Stephen P. Norris and Tone Kvernbekk

Journal of Research in Science Teaching

Volumn 34, Issue 10, 1997, Pages 1007-1018

  Driver, Rosalind ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346507121     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(199712)34:10<1007::AID-TEA3>3.0.CO;2-V     Document Type: Article

References (10)

1. CLIS. (1987). CLIS in the classroom: Approaches to teaching energy, particulate theory of matter, plant nutrition. Centre for Studies in Science and Mathematics Education, University of Leeds, United Kingdom.
2. Driver, R. (1989). The construction of scientific knowledge in school classrooms. In R. Miller (Ed.), Doing science: Images of science in science education (pp. 83-106). Bristol, PA: Taylor & Francis.
3. Driver, R. (1990). Theory into practice: A constructivist approach to curriculum development. In P. Fensham (Ed.), Developments and dilemmas in science education (pp. 133-149). London: Falmer Press.
4. Driver, R. (1995). Constructivist approaches to science teaching. In L.R. Steffe & J.E. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, NJ: Erlbaum.
5. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
6. Driver, R., Leach, J., Scott, P., & Wood-Robinson, C. (1994). Young people's understanding of science concepts: Implications of cross-age studies for curriculum planning. Studies in Science Education. 24, 75-100.
7. Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
8. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science. London: Routledge.
9. Norris, S.P., & Kvernbekk, T. (1997). The application of science education theories. Journal of Research in Science Teaching, 34, 977-1005.
10. Scott, P., Asoko, H., & Driver, R. (1993). Teaching for conceptual change. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies: Proceedings of an International Workshop. Bremen, IPN, Kiel, Germany.