Structured cognitive discussions in senior high school physics: Student and teacher perceptions

Research in Science Education

Volumn 29, Issue 4, 1999, Pages 527-546

  Gunstone, Richard ^a   McKittrick, Brian ^a   Mulhall, Pam ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25444503021     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/BF02461594     Document Type: Article

References (23)

1. Alexopulou, E., & Driver, R. (1996). Small-group discussion in physics: Peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33, 1099-1114.
2. Baird, J., & Northfield, J. (Eds).(1992). Learning from the PEEL experience. Melbourne, Victoria: Faculty of Education, Monash University.
3. Baird, J., & Penna, C. (1996). Challenge in learning and teaching science. Research in Science Education, 26, 257-269.
4. Bakopanos, V. (1988). Encouraging reflective thinking in an upper-secondary classroom. Unpublished masters project, Monash University, Melbourne, Australia.
5. Barnes, D. (1976). From communication to curriculum. Harmondsworth, UK: Penguin.
6. Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 33,1039-1065.
7. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64,1-35.
8. Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the "cognitive conflict" strategy for conceptual change-some implications, difficulties, and problems. Science Education, 74,555-569.
9. Fullan, M. (1991). The new meaning of educational change. London: Cassell.
10. Gunstone, R. (1994). The importance of specific science content in the enhancement of metacognition. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science. London: Palmer.
11. Gunstone, R. (1996). International developments in improving the science and mathematics curriculum-Understanding and supporting changes in the classroom. In C. Stoll, L. de Feiter, H. Vonk, & J. van den Akker (Eds.). Improving science and mathematics teaching in Southern Africa: Effectiveness of interventions (pp. 60-68). Amsterdam, The Netherlands: VU University Press.
12. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
13. Heller, P., & Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60, 637-644.
14. Jones, M. G., & Carter, G. (1998). Small groups and shared construction. In J. J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Teaching science for understanding: A human constructivist view. San Diego, CA: Academic Press.
15. Mills, D., McKittrick, B., Mulhall, P., & Feteris, S. (1999). CUP-cooperative learning that works. Physics Education, 34(1), 1-5.
16. Piaget, J. (1959). The language and thought of the child (3rd ed.). London: Routledge & Kegan Paul.
17. Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65, 129-143.
18. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
19. Tao, P-K. L. (1996). Conceptual change, collaboration and the computer: Learning introductory mechanics. Unpublished PhD thesis, Monash University, Melbourne, Australia.
20. Tao, P-K. L., & Gunstone, R. (1999). Conceptual change in science through collaborative learning at the computer. Internationaljournal of Science Education, 21, 39-57.
21. 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.
22. Wertsch, J. (1991). Voices of the mind. Cambridge, MA: Harvard University Press.
23. White, R. T. (1992). Raising the quality of learning: Principles from long-term action research. In F. K. Oser, A. Dick, & J-L. Patty (Eds.), Effective and responsible teaching (pp. 50-65). San Francisco, CA: Jossey-Bass.