Constructivism in classroom: Theory into practice

Journal of Science Teacher Education

Volumn 10, Issue 2, 1999, Pages 93-106

  Naylor, Stuart ^a   Keogh, Brenda ^a  

^a MANCHESTER METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042616232     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1009419914289     Document Type: Article

References (44)

1. Asoko, H., Leach, L, & Scott, P. (1993). Learning science. Hull, R. (Ed.), ÄSE secondary science teachers' handbook (pp.#46-63). Hemel Hempstead, UK: Simon and Schuster.
2. Barlex, D., & Carre, C. (1985). Visual communication in science. London, UK: Cambridge University Press.
3. Biddulph, E, & Osborne, R. (1984). Pupils' ideas about floating and sinking. Paper presented to Australian Science Education Research Association Conference. Cited in Driver,
4. R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994), Making sense of secondary science. London, UK: Routledge.
5. Black, P., & Lucas, A. (Eds.) (1993). Children's informal ideas in science. London, UK: Routledge.
6. Campbell, B., & Ramsden, J. (1996). The perceived value of classroom research as an element of an initial teacher education course for science teachers. G. Welford, J. Osborne, & P. Scott, (Eds.), Research in science education in Europe (pp.#351-355). London, UK: Falmer.
7. De Fren, M. (1988). Using cartoons to develop writing and thinking skills. Social Studies Journal 79(5), 221-224.
8. Demetrulias, D. (1982). Gags, giggles, guffaws: Using cartoons in the classroom. Journal of Reading, 26(1), 66-68.
9. Denzin, N.K. (1970). The research act in sociology: a theoretical introduction to sociological methods. London, UK: The Butterworth Group.
10. Driver, R. (1983). The pupil as scientist? Milton Keynes, UK: Open University.
11. Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11, 481-490.
12. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science, London, UK: Routledge.
13. Fensham, P., Gunstone, R., & White, R. (1994). Science content and constructivist views of learning and teaching. P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#1-8). London, UK: Falmer.
14. Freyberg, P., & Osborne, R. (1985). Assumptions about teaching and learning. R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp.#82-90). Auckland, New Zealand: Heinemann.
15. Goldstein, B. (1986). Looking at cartoons and comics in a new way. Journal of Reading, 29(7), 657-661.
16. Gonick, L., & Huffman, A. (1990). The cartoon guide to physics. New York: Harper Perennial.
17. Guttierez, R., & Ogborn, J. (1992). A causal framework for analysing alternative conceptions. International journal of Science Education, 14(2), 201-220.
18. Hammrich, P. (1997). Confronting teacher candidates' conceptions of the nature of science. Journal of Science Teacher Education, 8(2), 141-151.
19. Hand, B., & Treagust, D. (1994). Teachers' thoughts about changing to constructivist teaching/learning approaches within junior secondary science classrooms. Journal of Education for Teaching, 20(1) 97-112.
20. Heintzmann, W. (1989). Historical cartoons: Opportunities to motivate and educate. Journal of the Middle States Council for Social Studies, 11,9-13.
21. Jones, D. (1987). Problem solving through cartoon drawing. R. Fisher (Ed.), Problem solving in primary schools. Oxford, UK: Basil Blackwell.
22. Keogh, B., & Naylor, S. (1997). Starting points for science. Sandbach, UK: Millgate House Publishers.
23. Lock, R. (1991). Creative work in biology. School Science Review, 72(260), 39-46.
24. Meyer-Smith, J., & Mitchell, I. (1997). Teaching about constructivism: Using approaches informed by constructivism. V. Richardson (Ed.), Constructivist teacher education (pp.# 129-153). London. UK: Falmer.
25. Naylor, S., & McMurdo, A. (1990). Supporting science in schools. Timperley, UK: Breakthrough Educational Publications.
26. Novak, J., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
27. Novick, S., & Nussbaum, J. (1978). Junior high school pupils' understanding of the paniculate nature of matter: an interview study. Science Education, 62(3), 273-281.
28. Nuffield (1996). Nuffield primary science coordinators'handbook. London, UK: Collins Educational.
29. Nussbaum, J. (1985a). The particulate nature of matter in the gaseous phase. R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp.#124-144). Milton Keynes, UK: Open University.
30. Nussbaum, J. (1985b). The earth as a cosmic body. R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp.#170-192). Milton Keynes, UK: Open University.
31. Ollerenshaw, C., & Ritchie, R. (1997). Primary science: Making it work (2nd ed.). London, UK: David Fulton.
32. Osborne, J. (1996). Beyond constructivism. Science Education, 80(1) 53-82.
33. Peacock, A. (1995). An agenda for research on text material in primary science for second language learners of English in developing countries. Journal of Multilingual and Multicultural Development 70(5), 389-401.
34. Pekarek. R., Krockover, K., & Shepardson, D. (1996). The research-practice gap in science education. Journal of Research in Science Teaching, 33(2), 111-113.
35. Piggott, A. (1989). Misconceptions in science. Richmond, UK: London Borough of Richmond.
36. Posner, G., Strike, K., Hewson, P., & Gertzog, W. (l 982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education 66,211-227.
37. Russell, T. (1993). Learning to teach science: Constructivism, reflection, and learning from experience. K. Tobin (Ed.), The practice of constructivism in science education (pp.#247-258). Hillsdale, NJ: Lawrence Erlbaum Associates.
38. Scott, P. (1987). A constructivist view of teaching and learning. Leeds, UK: Children's Learning in Science Project, University of Leeds.
39. Shymansky, J., Yore, L., Treagust, D., Thiele, R., Harrison, A., Waldrip, A., Stocklmayer, S., & Venville, G. (1997). Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics. Journal of Research in Science Teaching, 34(6), 571-593.
40. Stavy, R., & Berkovitz, B. ( 1980). Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64(5), 679-92.
41. Tiberghien,A. (1985). The development of ideas with teaching. InR. Driver, E. Guesne, & A. Tiberghien (Eds.), Children 's ideas in science (pp.#67-84). Milton Keynes, UK: Open University.
42. Watts, D.M., & Zylbersztajn, A. ( 1981 ). A survey of some children's ideas about force. Physics Education, 16,360-365.
43. White, R. (1994). Dimensions of content. P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#255-262). London, UK: Falmer.
44. Wittrock, M. (1994). Generative science teaching. P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#29-38). London, UK: Falmer.