Real-world applications and instructional representations among prospective elementary science teachers

Journal of Science Teacher Education

Volumn 16, Issue 4, 2005, Pages 263-286

  Davis, Elizabeth A ^a   Petish, Debra ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b Glenbrook South High School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28844465078     PISSN: 1046560X     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10972-005-8892-4     Document Type: Review

References (51)

1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
2. Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). New York: Macmillan.
3. Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1-25.
4. Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Westport, CT: Ablex.
5. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
6. Carlsen, W. S. (1992). Closing down the conversation: Discouraging student talk on unfamiliar science content. Journal of Classroom Interaction, 27(2), 15-21.
7. Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-76). Mahwah, NJ: Erlbaum.
8. Clement, J. (1982). Students' preconceptions in introductory mechanics. American Journal of Physics, 50, 66-71.
9. Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12, 91-142.
10. Davis, E. A. (2004). Knowledge integration in science teaching: Analyzing teachers' knowledge development. Research in Science Education, 34, 21-53.
11. Davis, E. A. (in press). Preservice elementary teachers' critique of instructional materials for science. Science Education.
12. diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105-225.
13. Driver, R., Guesne, E., & Tiberghien, A. (Eds.). (1985). Children's ideas in science. Philadelphia: Open University Press.
14. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York: Macmillan.
15. Fernandez-Balboa, J., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11, 293-306.
16. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3-17). The Netherlands: Kluwer Academic Publishers.
17. Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
18. Hartman, M. (2004). Situating teacher learning in the practice of mathematics and science teaching. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
19. Hashweh, M. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109-120.
20. Howe, A., & Jones, L. (1998). Engaging children in science. Upper Saddle River, NJ: Merrill.
21. Interstate New Teacher Assessment and Support Consortium. (1992). Models standards for beginning teacher licensing and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
22. Lederman, N., Gess-Newsome, J., & Latz, M. (1994). The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146.
23. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. London: Sage.
24. Linn, M. C., & Eylon, B.-S. (1996, July). Lifelong science learning: A longitudinal case study. Paper presented at the Cognitive Science Conference, San Diego, CA.
25. Linn, M. C., Eylon, B.-S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 29-46). Mahwah, NJ: Erlbaum.
26. Linn, M. C., & Hsi, S. (2000). Computers, teachers, and peers: Science learning partners. Hillsdale, NJ: Erlbaum.
27. Linn, M. C., & Songer, N. B. (1991). Teaching thermodynamics to middle school students: What are appropriate cognitive demands? Journal of Research in Science Teaching, 28, 885-918.
28. Ma, L. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Erlbaum.
29. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). The Netherlands: Kluwer Academic Publishers.
30. McDiarmid, G. W., Ball, D. L., & Anderson, C. W. (1989). Why staying one chapter ahead doesn't really work: Subject-specific pedagogy. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 193-205). New York: Pergamon.
31. Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
32. Minstrell, J. A. (1989). Teaching science for understanding. In L. B. Resnick, & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research: 1989 ASCD Yearbook (pp. 129-149). Alexandria, VA: Association for Supervision and Curriculum Development.
33. National Council for Accreditation of Teacher Education. (1987). NCATE standards, procedures, and policies for the accreditation of professional education units: The accreditation of professional education units for the preparation of professional school personnel at basic and advanced levels. Washington, DC: Author.
34. National Research Council. (1996). National science education standards. Washington, DC: Author.
35. Putnam, R. T., Heaton, R. M., Prawat, R. S., & Remillard, J. (1992). Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. The Elementary School Journal, 93, 213-228.
36. Roth, W.-M., McGinn, M., & Bowen, G. M. (1998). How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9, 25-48.
37. Rowan, B., Chiang, F., & Miller, R. (1997). Using research on employees' performance to study the effects of teachers on students' achievement. Sociology of Education, 70, 256-284.
38. Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20, 119-150.
39. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
40. Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1-20.
41. Stake, R. E. (2000). Case studies. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage.
42. Treagust, D., & Harrison, A. (2000). In search of explanatory frameworks: An analysis of Richard Feynman's lecture "Atoms in Motion." International Journal of Science Education, 22, 1157-1170.
43. van Driel, J., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590.
44. van Driel, J., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695.
45. White, B. (1993). Intermediate causal models: A missing link for science education? In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 177-252). Hillsdale, NJ: Erlbaum.
46. Wilson, S. M., Shulman, L., & Richert, A. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). London: Cassell Educational Limited.
47. Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
48. Wu, H.-K. (2002). Middle school students' development of inscriptional practices in inquiry-based classrooms. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
49. Yerrick, R., Doster, E., Nugent, J., Parke, H., & Crawley, F. (2003). Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40, 443-463.
50. Zembal-Saul, C., Blumenfeld, P., & Krajcik, J. (2000). Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers' science content representations. Journal of Research in Science Teaching, 37, 318-339.
51. Zembal-Saul, C., Krajcik, J., & Blumenfeld, P. (2002). Elementary student teachers' science content representations. Journal of Research in Science Teaching, 39, 443-463.