Elementary science: Left behind?

Journal of Science Teacher Education

Volumn 16, Issue 3, 2005, Pages 185-187

  Goldston, Dee ^a  

^a UNIVERSITY OF ALABAMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25644459972     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-005-4859-8     Document Type: Editorial

References (10)

1. Bybee, R., & Stage, E. (2005). No country left behind. Issues in Science and Technology, Winter, 69-75.
2. Chang, C. Y., & Mao, S. L. (1999). Comparison of Taiwan science students' out-comes with inquiry-group versus traditional instruction. The Journal of Educational Research, 92, 340-346.
3. Gerber, B. L., Marek, E. A., & Cavallo, A.M.L. (1997, March). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. Paper presented at the 1997 annual meeting of the National Association for Research in Science Teaching, Oak Brook, IL.
4. Hunt, P. (1996). An analysis of frequency of hands-on experiences and science achievement. Journal of Research in Science Teaching, 27, 101-109.
5. Johnson, M. A., & Lawson, A. E. (1998). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35, 89-103.
6. Musheno, B. V., & Lawson, A. E. (1999). Effects of learning cycle and traditional text on comprehension of science concepts by students at differing reasoning levels. Journal of Research in Science Teaching, 36, 23-37.
7. National Science Resources Center. (2001). Valle Imperial Project in Science (VIPS) makes a case for inquiry-based science. From a report entitled "Valle Imperial Project in Science (VIPS): Four-Year Comparison of Student Achievement Data, 1995-1999" by M. Klentschy, L. Garrison, & O. M. Amaral of the El Centro School District. Science Link Newsletter, 12(1).
8. Shymansky, J. A., Yore, L. D., & Anderson, J. O. (2004). Impact of a school district's science reform effort on the achievement and attitudes of third and fourth grade students. Journal of Research in Science Teaching, 41, 771-790.
9. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980.
10. Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36, 1110-1126.