Pedagogies developed in the Learning in Science Projects and related theses

International Journal of Science Education

Volumn 27, Issue 2, 2005, Pages 159-182

  Bell, Beverley ^a  

^a UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944252804     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/0950069042000276703     Document Type: Article

References (144)

1. Baird, J. (1984). Improving learning through enhanced metacognition. Unpublished Ph.D. thesis, Monash University, Melbourne.
2. Baird, J. and Mitchell, I. (eds.) (1986). Improving the Quality of Teaching and Learning: An Australian Case Study - The PEEL Project (Melbourne: Monash University).
3. Barker, M. (1985). Where does wood come from? An introduction to photosynthesis for third and fourth formers. A teachers' guide, University of Waikato, Hamilton.
4. Barker, M. (1986). The description and modification of children's views of plant nutrition. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
5. Barker, M. and Carr, M. (1989a). Photosynthesis - can our pupils see the wood for the trees? Journal of Biological Education, 23(1), 41-44.
6. Barker, M. and Carr, M. (1989b). Teaching and learning about photosynthesis. Part 1: an assessment in terms of students' prior knowledge. International Journal of Science Education, 11(1), 49-56.
7. Barker, M. and Carr, M. (1989c). Teaching and learning about photosynthesis. Part 2: a generative learning strategy. International Journal of Science Education, 11(2), 141-152.
8. Bell, B. (1981). Towards solutions: the work of the biology action-research group. Working papers no. 29, 30, 31. Learning in Science Project, University of Waikato, Hamilton.
9. Bell, B. (1984). The role of existing knowledge in reading comprehension and conceptual change in science education. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
10. Bell, B. (1988). Girls and science. In S. Middleton (ed.) Women and Education in Aotearoa (Wellington: Allen and Unwin, Port Nicolson Press), 153-160.
11. Bell, B. (1990). Curriculum development: a recent New Zealand example. SAMEpapers, 90, 1-31.
12. Bell, B. (1993a). Children's Science, Constructivism and Learning in Science (Geelong, Australia: Deakin University Press).
13. Bell, B. (1993b). Taking into account students' thinking: a teacher development handbook. Learning in Science Project (Teacher Development), University of Waikato, Hamilton.
14. Bell, B. (1994). Using anecdotes in teacher development. International Journal of Science Education, Special Edition 1994, 16(5), 575-584.
15. Bell, B. (1995). Interviewing and assessment of science knowledge. In S. Glynn and R. Duits (eds.) Learning Science in the Schools: Research Reforming Practice (Mahwah, NJ: Lawrence Erlbaum Press).
16. Bell, B. (2000). Formative assessment and science education: modelling and theorising. In R. Millar, J. Leach and J. Osborne (eds.) Improving Science Education: The Contribution of Research (Buckingham: Open University Press).
17. Bell, B. (in press). Learning in Science: The Waikato Research (London: Routledge Falmer).
18. Bell B. and Cowie, B. (2001). Formative Assessment and Science Education (Dordrecht: Kluwer Academic Press).
19. Bell, B. and Freyberg, P. (1985). Language in the science classroom. In R. Osborne and P. Freyberg (eds.) Learning in Science: The Implications of Children's Science (Auckland: Heinemann).
20. Bell, B. and Pearson, J. (1992). 'Better learning'. International Journal of Science Education, 14(3), 349-361.
21. Biddulph, F. (1985). Using children's questions in the classroom: the experience of teacher and pupils. Working Paper 133, Learning in Science Project (Primary), University of Waikato, Hamilton.
22. Biddulph, F. (1989). Children's questions; their place in primary science education. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
23. Biddulph, F. (1990a). I Still have a Way to Go: Case study in Pre-service Change. Working Paper 407 (Hamilton: SMER Centre, University of Waikato).
24. Biddulph, F. (1990b). Pupil questioning as a teaching/learning strategy in primary science education. SAMEpapers, 90, 60-73.
25. Biddulph, F. (1991). Burning: A Science Unit for 10-13 Year Olds (Hamilton: University of Waikato).
26. Biddulph, F. (1993). How do I know if I am a constructivist teacher?: new roles for me as a teacher in the classroom: appendix 1. In B. Bell (ed.) I Know About LISP, But How Do I Put It Into Practice? Final Report of the Learning in Science Project (Teacher Development) (Hamilton: University of Waikato).
27. Biddulph, F. and Osborne, R. (1985). Overviews: Selected Working Papers of the Learning in Science Project (Primary) (Hamilton: University of Waikato).
28. Biddulph, F. and Osborne, R. (eds.) (1984). Making Sense of Our World: An Interactive Teaching Approach (Hamilton: University of Waikato).
29. Biddulph, F., Osborne, R. and Freyberg, P. (1983). Investigatory learning in science at the primary school level. Research in Science Education, 13, 223-232.
30. Carr, M. (1997). Technological practice in early childhood as a dispositional milieu. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
31. Carr, M. (2000). Technological affordance, social practice and learning narratives in an early childhood setting. International Journal of Technology and Design Education, 10(1), 81-101.
32. Carr, M. and Kirkwood, V. (1988). Teaching and learning about energy in New Zealand secondary school classrooms. Physics Education, 23, 86-91.
33. Carr, M., Kirkwood, V., Newman, B. and Birdwhistell, R. (1987). Energy in three New Zealand secondary school junior classrooms. Research in Science Education, 17, 117-128.
34. Chang, W. (2000). Improving teaching and learning of university physics in Taiwan. Unpublished Ph.D. thesis, University of Waikato., Hamilton.
35. Chang, W. and Bell, B. (2002). Making content easier or adding more challenge in year one university physics. Research in Science Education, 32(1), 81-96.
36. Clandinin, J. and Connelly, F. M. (1996). Teachers' professional knowledge landscapes: teacher stories - stories of teachers - stories of school. Educational Researcher, 19(5), 2-14.
37. Cobern, W. (ed.) (1998). Socio-cultural Perspectives on Science Education: An International Dialogue (Dordrecht: Kluwer Academic Publishers).
38. Cosgrove, M. (1982a). Mixtures. Working paper 56. Learning in Science Project, University of Waikato, Hamilton.
39. Cosgrove, M. (1982b). Mixtures: An Introduction to Chemistry (Hamilton: Hamilton Teachers College).
40. Cosgrove, M. (1989). Learning science from technology. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
41. Cosgrove, M. and Meuggenberg, G. (1986). Learning Science Form Technology: Refrigeration: A Teaching Unit for Form Six Physics (Hamilton: University of Waikato).
42. Cosgrove, M. and Osborne, R. (1985). A teaching sequence on electric current. In R. Osborne and P. Freyberg (eds.), Learning in Science: The Implication of Children's Science (Auckland: Heinemann).
43. Cosgrove, M., Osborne, R. and Forret, M. (1989). Electric Current: Developing Learners' Views: Teachers' Guide, 3rd edn. (Hamilton: Waikato Education Centre).
44. Cowie, B. (1998). The role of questions in classroom assessment. SAMEpapers, 98, 41-53.
45. Cowie, B. (2000). Formative assessment in science classrooms. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
46. Cowie, B. and Bell, B. (1999). A model of formative assessment in science education. Assessment in Education, 6(1), 102-116.
47. Department of Education (1978). Science: Forms One to Four Draft Syllabus and Guide (Wellington: Department of Education).
48. Department of Education (1979). Science Syllabus and Guide: Primary: To Standard Four (Wellington: Department of Education).
49. Ditchfield, C. (1987). Better Science: Working for a Multicultural Society. Curriculum Guide 7 (London: Heinemann Educational Books/Association for Science Education for the School Curriculum Development Committee).
50. Driver, R. and Bell, B. (1986). Students' thinking and the learning of science. School Science Review, 67(240), 443-456.
51. Driver, R., Guesne, E. and Tiberghien, A.E. (1985). Children's Ideas in Science (Milton Keynes: Open University Press).
52. Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children's Ideas (London: Routledge).
53. Duit, R. (1994). Research on students' conceptions - developments and trends. In H. Pfundt and R. Duit (eds.) Bibliography: Students' Alternative Frameworks and Science Education (Kiel: IPN).
54. Eames, C. (2000). Learning in the workplace through co-operative education: beginning a longitudinal qualitative study. Journal of Cooperative Education, 35(2-3), 76-83.
55. Eames, C. (2003a). Learning through co-operative education work placements in science and technology. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
56. Eames, C. (2003b). Researching in cooperative education: how a practitioner met the challenge! In P. Linn, A. Howard and E. Miller (eds.) Handbook for Research in Cooperative Education and Internships (Mahwah, NJ: Lawrence Erlbam Associates).
57. Evening, L. (19 98). Exploration into the under-representation of girls in Physics in Fiji secondary schools., Unpublished M.Phil. thesis, University of Waikato, Hamilton.
58. Faire, J. and Cosgrove, M. (1988). Teaching Primary Science (Hamilton: Waikato Education Centre).
59. Fensham, P., Gunstone, R. and White, R. (eds.) (1994). The Constructivist Paradigm and Some Implications for Science Content and Pedagogy (London: Falmer Press).
60. Fernandez, T. (1991). Implementing an Alternative primary School Science pedagogy: experiences of beginning teachers. Unpublished M.Ed. thesis, University of Waikato, Hamilton.
61. Fernandez T. and Ritchie, G. (1992). Reconstructing the interactive science pedagogy: experiences of beginning teachers implementing the interactive science pedagogy. Research in Science Education, 22, 123-131.
62. Francis, K. (1998). Towards better serving the needs of year11 to 13 students considered gifted in Physics in the New Zealand educational setting. Unpublished M.Ed., University of Waikato, Hamilton.
63. Freyberg, P. and Osborne, R. (1982). Final Report: Learning in Science Project (Form 1-4) (Hamilton: University of Waikato).
64. Fuss, D. (1989). Essentially Speaking: Feminism, Nature and Difference (New York: Routledge).
65. Gilbert, J. (1997). Thinking 'Other-Wise': re-thinking the problem of girls and science education in the post-modern. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
66. Gilbert, J. (2001). Science and its 'Other': looking underneath 'woman' and 'science' for new directions in research on gender and science education. Gender and Education, 13(3), 291-305.
67. Gilbert, J. and Boulter, C. (eds.). (2001). Developing Models in Science Education (Dordrecht: Kluwer Academic Publishers).
68. Gilbert, J., Osborne, R. and Fensham, P. (1982). Children's science and its consequences for teaching. Science Education, 66(4), 623-633.
69. Gribble, W. (1993). The use of Maori myths and legends as a teaching aid in earth sciences. Unpublished M.Sc., University of Waikato, Hamilton.
70. Haigh, M. (1995). Open Investigative Work in Level 7 Biology (Auckland: Auckland College of Education).
71. Haigh, M. (1998). Investigative practical work in year 12 biology programmes. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
72. Haigh, M. (2001). Supporting student investigators. New Zealand Science Teacher, 96, 39-41.
73. Haigh, M. and Hubbard, D. (1997). 'I really know I have learnt something': investigative work in science education. In B. Bell and B. Baker (eds.) Developing the Science Curriculum in Aotearoa New Zealand (Auckland: Addison Wesley Longman New Zealand), 53-66.
74. Hameed, H. (1997). Critical thinking dispositions: assessment and enhancement by infusion in physics. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
75. Happs, J. (1984). The utility of alternative knowledge frameworks in effecting conceptual change; some examples from the Earth Science. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
76. Harlen, W. and Osborne, R. (1983). Toward a teaching model for primary science. Working paper 114, Learning in Science Project (Primary), University of Waikato, Hamilton.
77. Hesse, M.B. (1966). Models and Analogies in Science (Notre Dame, IN: University of Notre Dame Press).
78. Hewson, P. (1981). The conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-396.
79. Hewson, P. and Thorley, N. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(special issue), 541-553.
80. Hipkins, R. and Arcus, C. (1997). Teaching science in context: challenges and choices. In B. Bell and R. Baker (Eds.) Developing the Science Curriculum in Aotearoa New Zealand (Auckland: Addison Wesley Longman New Zealand), 101-114.
81. Hume, A. (1992). Earthquakes: A Teaching Resource (Hamilton: University of Waikato).
82. Jones, A.T. (1982a). Physics at Work (Auckland: Science Centre).
83. Jones, A.T. (1982b). School physics and physics in society-some aspects of the interrelationship. Unpublished M.Sc. thesis, University of Waikato, Hamilton.
84. Jones, A.T. (1988). Classroom perceptions of Physics and the introduction of technological applications. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
85. Jones, A.T. (1990). Teaching Physics from Technological Applications: A Teachers' Guide (Hamilton: University of Waikato).
86. Jones, A.T. and Kirk, C.M. (1989). Teaching technological applications in the physics classroom. Research in Science Education, 19, 164-173.
87. Jones, A.T. and Kirk, C.M. (1990a). Gender differences in students' interests in applications of school physics. Physics Education, 25(6), 308-313.
88. Jones, A.T. and Kirk, C.M. (1990b). Introducing technological applications into the physics classroom. Help or hindrance to learning? International Journal of Science Education, 12(5), 481-490.
89. Jones, A.T. and Osborne, R. (1985). Students' perceptions of physics in society. Research and Development in Higher Education, 8, 348-354.
90. Kirkwood, V. (1988). Energy for a change: teaching and learning about the energy concept in junior secondary school science classrooms in New Zealand. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
91. Kirkwood, V. (1989). Energy for a Change; Teachers' Guide (Hamilton: University of Waikato).
92. Kirkwood, V. and Carr, M. (1988). Final Report. Learning in Science Project (Energy) (Hamilton: University of Waikato).
93. Kirkwood, V. and Carr, M. (1989). Research on Teaching and Learning Energy: Some Selected Papers of the Learning in Science (Energy) Project (Hamilton: University of Waikato).
94. Kirkwood, V., Carr, M., Bell, B. McChesney, J., Osborne, R. and Symington, D. (1985). LISP (Energy): the strategy and some preliminary findings. Working paper 302. Learning in Science Project (Energy), University of Waikato, Hamilton.
95. Kirkwood, V., Carr, M., Gibb, S., Shaw, J. and Stonyer, J. (1988a). Energy in a New Zealand secondary school junior science classroom: Action research of a trial unit. Working paper 309. Learning in Science Project (Energy), University of Waikato, Hamilton.
96. Kirkwood, V., Carr, M., Gibb, S. and Stonyer, J. (1988b). Teachers' interaction with LISP (Energy). Working paper 310. Learning in Science Project (Energy), University of Waikato, Hamilton.
97. Kirkwood, V., Carr, M. and Newman, B. (1988c). Energy in a New Zealand secondary school junior science classroom: a trial unit. Working paper 308. Learning in Science Project (Energy), University of Waikato, Hamilton.
98. Lambert, J. and Tasker, R. (1982). Towards solutions: the work of the science action-research group. Working papers no. 46, 47, 48, 49. Learning in Science Project, University of Waikato, Hamilton.
99. Leach, J., Ametler, J., Hind, A., Lewis, J. and Scott, P. (2003). Evidence-informed approaches to teaching science at junior high school level: outcomes in terms of student learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA, March.
100. McCrAw, J. (1990). Maori legends as an aid to teaching earth science. New Zealand Science Teacher, 65, 45-47.
101. Millar, R. and Driver, R. (1987). Beyond processes. Studies in Science Education, 14, 33-62.
102. Ministry of Education (1993). Science in the New Zealand Curriculum Wellington: Learning Media).
103. Mohamed, A. (1995). Learning physics in a technological context: a cross cultural comparative study. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
104. Osborne, R. (1982). Conceptual change for pupils and teachers. Research in Science Education, 12, 25-41.
105. Osborne, R. (1983). Towards modifying children's ideas about electric current. Research in Science and Technology Education, 1(1), 73-82.
106. Osborne, R. and Biddulph, F. (1985a). Children's Ideas: Selected Working Papers from the Learning in Science Project (Primary) (Hamilton: University of Waikato).
107. Osborne, R. and Biddulph, F. (1985b). Final Report: Learning in Science Project (Primary) (Hamilton: University of Waikato).
108. Osborne, R. and Freyberg, P. (1985a). Children's science. In R. Osborne and P. Freyberg (eds.) Learning in Science: The Implications of Children's Science (Auckland: Heinemann), 5-14.
109. Osborne, R. and Freyberg, P. (1985b). Learning in Science: The Implications of Children's Science (Auckland: Heinemann).
110. Osborne, R. and Schollum, B. (1981). Towards solutions: the work of the physics action-research group. Working papers no. 32, 33, 34. Learning in Science Project, University of Waikato, Hamilton.
111. Osborne R. and Wittrock, M. (1983). Learning science: a generative process. Science Education, 67(4), 489-508.
112. Osborne, R. and Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education 12, 59-87.
113. Osborne, R., Freyberg, P. and Tasker, R. (1980). Looking at Problems: The Working Papers of the In-depth Phase. Learning in Science Project (Hamilton: University of Waikato).
114. Osborne, R., Freyberg, P., Tasker, R. and Stead, K. (1981). Description, analysis and action: three phases of a research project. Research in Science Education, 11, 52-58.
115. Osborne, R., Freyberg, P. and Tasker, R. (1982a). Towards Solutions: The Working Papers of the Action-research Phase. Learning in Science Project (F1-4) (Hamilton: University of Waikato).
116. Osborne, R., Schollum, B. and Russell, S. (1982b). Towards solution; the work of the chemistry action-research group. Working papers 35, 36, 37, 38. Learning in Science Project, University of Waikato, Hamilton.
117. Osborne, R., Bell, B. and Gilbert, J. (1983). Science teaching and children's views of the world. European Journal of Science Education 5(1), 1-14.
118. Oxenham, L. (1995). Introducing science ideas; an investigation into methods used by teachers to introduce science ideas in student-centred teaching. Unpublished M.Sc. thesis, University of Waikato, Hamilton.
119. Perkins, D., Jay, E. and Tishman, S. (1993). Beyond abilities: a dispositonal theory of thinking. The Merill-Palmer Quarterly, 39(1), 1-21.
120. Pfundt, H. and Duit, R. (1994). Bibliography: Students' Alternative Framework and Science Education (Kiel: IPN).
121. Porteous, D. (1997). Choosing physics and physics learning contexts. Unpublished M.Sc. thesis, University of Waikato, Hamilton.
122. Raghavan N. (1988). Peer interaction and conceptual change: students' views of 'living'. Unpublished M.Ed. thesis, the University of Waikato, Hamilton.
123. Rawaikela Dakuidreketi, M. (1995). Factors contributing to academic achievement of first year native-Fijian students in Science courses at the University of the South Pacific., Unpublished M.Sc. thesis, University of Waikato, Hamilton.
124. Rodrigues, S. (1993a). Oxidation and Reduction: Some Six Form Units (Hamilton: University of Waikato).
125. Rodrigues, S. (1993b). The role and effect of context in learning Form Six oxidation and reduction concepts by female students. Unpublished D.Phil. thesis, University of Waikato, Hamilton.
126. Rodrigues, S. and Bell, B. (1995). Chemically speaking: a description of student-teacher talk during chemistry lessons using and building on students' experiences. International Journal of Science Education, 17(6), 797-809.
127. Saeed, S. (1997). Practical work in school science: a qualitative study of teacher' perceptions. Unpublished M.Sc. thesis, University of Waikato, Hamilton.
128. Schollum, B. (1986). An analysis of a common activity: growing crystals. Unpublished M.Ed. thesis, University of Waikato, Hamilton.
129. Scott, P. (1999). An analysis of science classroom talk in terms of the authoritative and dialogic nature of the discourse. Paper presented at the NARST Annual Meeting, Boston, MA.
130. Solomon, J. (1983). Science in a Social Context Series (London: Association for Science Education: Basil Blackwell).
131. Stead (now Bell), B. (1980a). The description and modification of some students' biological concepts. Unpublished M.Ed. thesis, University of Waikato, Hamilton.
132. Stead (now Bell), B. (1980b). Energy. Working paper 17. Learning in Science Project, University of Waikato, Hamilton.
133. Tasker, R. (1980). Some aspects of the students' view of doing science. Research in Science Education, 10, 19-22.
134. Tasker, R. (1981). Children's views and classroom experiences. Australian Science Teachers' Journal, 27(3), 33-37.
135. Tasker, R. and Freyberg, P. (1985). Facing mismatches in the classroom. In R. Osborne and P. Freyberg (eds.) Learning in Science: The Implications of Children's Science (Auckland: Heinemann), 66-80.
136. Tasker, R. and Osborne, R. (1983). Portraying pupils' classroom experiences. Research in Science and Technology Education, 1(2), 133-144.
137. Tasker, R. and Osborne, R. (1985). Science teaching and science learning. In R. Osborne and P. Freyberg (eds.) Learning in Science: The Implications of Children's Science (Auckland: Heinemann).
138. Taylor, I. (2000). Promoting mental model-building in astronomy education. Unpublished Ph.D. thesis, University of Waikato, Hamilton.
139. Taylor, I., Barker, M. and Jones, A. (2003). Promoting mental-model building in astronomy education. International Journal of Science Education, 25(10), 1205-1226.
140. Tishman, S., Perkins, D. and Jay, E. (1995). The Thinking Classroom (Boston, MA: Allyn and Bacon).
141. Welch, W. (1985). Learning about energy: a reveiw of the literature. Working paper 301. Learning in Science Project (Energy), University of Waikato, Hamilton.
142. White, R. and Gunstone, R. (1989). Metalearning and conceptual change. International Journal of Science Education, 11(special issue), 577-586.
143. Wigglesworth, P.Z. (1999). Aspects of the classroom environment and their perceived impact on science learning. Unpublished M.Phil., University of Waikato, Hamilton.
144. Wood, R. (1996). From my DNA to Darwin: teaching and learning in genetics. Unpublished Ph.D., University of Waikato, Hamilton.