Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices

Science Education

Volumn 89, Issue 1, 2005, Pages 140-165

  Kang, Nam Hwa ^a   Wallace, Carolyn S ^b  

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12344282164     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20013     Document Type: Article

References (62)

1. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-437.
2. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.
3. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Longman.
4. Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85, 426-453.
5. Bates, G. R. (1978). The role of the laboratory in secondary school science programs. In M. B. Rowe (Ed.), What research says to the science teacher (Vol. 1, pp. 55-82). Washington, DC: National Science Teachers Association.
6. Beatty, J. W., & Woolnough, B. E. (1982). Practical work in 11-13 science: The context, type and aims of current practice. British Educational Research Journal, 8, 23-30.
7. Belenky, M. F., Clinchy, B. M. Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice and mind. New York: Basic Books.
8. Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
9. Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-52.
10. Bryan, L. A., & Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121-139.
11. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
12. Clark, C., & Peterson, P. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-314).
13. Cornet, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influences upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74, 517-529.
14. Cronnin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
15. DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College.
16. Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85, 554-567.
17. Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-134.
18. Gess-Newsome, J., & Lederman, N. (1994). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
19. Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79, 393-413.
20. Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15, 485-529.
21. Hammer, D., & Elby, A. (2002). On the form of personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahway, NJ: Erlbaum.
22. Hammer D., & Schifter, D. (2001). Practices of inquiry in teaching and research. Cognition and Instruction, 19, 441-478.
23. Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
24. Hillocks, G. (1999). Ways of thinking, ways of teaching. New York: Teachers College Press.
25. Hodson, D. (1993). Re-thinking old ways: Toward a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.
26. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
27. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
28. Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing). Mahway, NJ: Erlbaum.
29. Kang, N. (2004, March). Inservice elementary teachers' learning through collaborative video reflection. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education, Atlanta, GA.
30. Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
31. Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121-144). Mahway, NJ: Erlbaum.
32. Lakin, S., & Wellington, J. (1994). Who will teach the 'nature of science'?: Teachers' views of science and their implications for science education. International Journal of Science Education, 16, 175-190.
33. Lazarowitz, R., & Tamir, P. (1993). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-128). New York: Macmillan.
34. Lederman, N. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929.
35. Lederman, N., & Zeidler, D. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734.
36. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco, CA: Jossey-Bass.
37. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
38. Millar, R., & Osborne, J. (Eds.). (1998). Beyond 2000: Science education for the future. London: King's College London.
39. Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193-211.
40. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed, pp. 877-904), Washington, DC: American Educational Research Association.
41. National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press.
42. Nott, M., & Smith, R. (1995). Talking your way out of it', 'rigging' and 'conjuring': What science teachers do when practicals go wrong. International Journal of Science Education, 17, 399-410.
43. Nott, M., & Wellington, J. (1995). Critical incidents in the science classroom and the nature of science. School Science Review, 76(276), 41-46.
44. Nott, M., & Wellington, J. (1996). When the black box springs open: Practical work in schools and the nature of science. International Journal of Science Education, 18, 807-818.
45. Olson, J. (1981). Teacher influence in the classroom: A context for understanding curriculum translation. Instructional Science, 10, 259-275.
46. Patton, M. Q. (1990). Qualitative evaluation and research method. Newbury Park, CA: Sage.
47. Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, & Winston.
48. Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30, 127-152.
49. Schoenfeld, A. H. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1-95.
50. Schoenfeld, A. H. (2002). How can we examine the connections between teachers' worldviews and their educational practices? Issues in Education, 8(2), 217-227.
51. Schwab, J. J. (1962). The teaching of science: The teaching of science as enquiry. Cambridge, MA: Harvard University Press.
52. Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson, L., Yager, R., Craven, J., Tillotson, J., Brunkhorst, H., Twiest, M., Hossain, K., Gallagher, J., Duggan-Haas, D., Parker, J., Cajas, F., Alshannag, O., McGlamery, S., Krockover, J., Adams, P., Spector, B., LaPorta, T., James, B., Rearden, K., & Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36, 930-954.
53. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
54. Tobin, K. (1986). Secondary science laboratory activities. International Journal of Science Education, 8, 199-211.
55. Tobin, K., & McRobbie, C. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223-241.
56. Tobin, K., McRobbie, C., & Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34, 491-507.
57. Tobin, K., Tippins, D. J., & Gallard, A. J. (1993). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.
58. van Zee, E. H., & Minstrell, J. A. (1997). Reflective discourse: Developing shared understandings in a physics classroom. International Journal of Science Education, 19, 209-228.
59. Welch, W. W., Klopfer, L. E., Aikenhead, G. S., & Robinson, J. T. (1981). The role of inquiry in science education: Analysis and recommendations. Science Education, 65, 33-50.
60. Wellington, J. (Ed.). (1998). Practical work in school science: Which way now? New York: Routledge.
61. Yerrick, R. K., Park, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The "filtering effect" of teachers' beliefs on understanding transformational views of teaching science. Science Education, 81, 137 -159.
62. Yerrick, R. K., Pedersen, J. E.. & Arnason, J. (1998). We're just spectators: A case study of science teaching, epistemology, and classroom management. Science Education, 82, 619-648.