The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course

Science and Education

Volumn 11, Issue 1, 2002, Pages 55-67

  Gess Newsome, Julie ^a  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10344235801     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1023/A:1013054823482     Document Type: Article

References (15)

1. American Association for the Advancement of Science (AAAS): 1989, Science for All Americans: Project 2061, Oxford University Press, New York.
2. AAAS: 1993, Benchmarks for Science Literacy: Project 2061, Oxford University Press, New York.
3. Bransford, J. D.: 1979, 'The Role of Prior Knowledge', Human Cognition: Learning, Understanding and Remembering, Wadsworth, Belmont, CA, pp. 129-165.
4. Gess-Newsome, J.: 1999, 'Teachers' Knowledge and Beliefs about Subject Matter and its Impact on Instruction', in J. Gess-Newsome & N. G. Lederman (eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education, Kluwer Publishing, Dordrecht, The Netherlands, pp. 51-94.
5. Gess-Newsome, J. & Lederman, N. G.: 1993, 'Preservice Biology Teachers' Knowledge Structures as a Function of Professional Teacher Education: A Year-Long Assessment', Science Education 77(1), 25-45.
6. Gess-Newsome, J. & Southerland, S. A.: 2000, 'Addressing Issues of Inclusion in an Elementary Science Methods Course', in S. E. Wade (ed.), Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 77-100.
7. Lawrence Hall of Science: 1981, Swingers, Berkeley, CA.
8. Lederman, N. G.: 1998, 'The State of Science Education: Subject Matter without Content', Electronic Journal of Science Education 3(2), 1-12.
9. Lederman, N. G.: 1992, 'Students' and Teachers' Conceptions of the Nature of Science: A Review of the Research', Journal of Research in Science Teaching 29(4), 331-359.
10. Lederman, N. G. & Abd-El-Khalick, F.: 1998, 'Avoiding De-Natured Science: Activities that Promote Understandings of the Nature of Science', in W. McComas (ed.), The Nature of Science in Science Education: Rationales and Strategies, Kluwer Academic Publishers, Dordrecht, The Netherlands.
11. Lederman, N. G., Gess-Newsome, J., & Latz, M. S.: 1994, 'The Nature and Development of Preservice Teachers' Conceptions of Subject Matter and Pedagogy', Journal of Research in Science Teaching 31(2), 129-146.
12. National Research Council: 1996, National Science Education Standards, National Academy Press, Washington, DC.
13. Rubba, P. & Andersen, H.: 1978, 'Development of an Instrument to Assess Secondary School Students' Understanding of the Nature of Scientific Knowledge', Science Education 62(4), 449-458.
14. Sneider, C. I.: 1985, Oobleck: What Do Scientists Do?: A Teachers Guide, Lawrence Hall, Berkeley, CA.
15. Southerland, S. A. & Gess-Newsome, J.: 1999, 'Preservice Teachers' Views of Inclusive Science Teaching as Shaped by Images of Teaching, Learning, and Knowledge', Science Education 83, 131-150.