Shaping school science: Competing discourses in an inquiry-based elementary program

International Journal of Science Education

Volumn 26, Issue 8, 2004, Pages 915-934

  Rowell, Patricia M ^a   Ebbers, Margaretha ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3242668107     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/1468181032000158345     Document Type: Article

References (43)

1. AGUIRERE, J.M., HAGGERTY, S.M. and LINDER, C.J. (1990). Student teachers' conceptions of science, teaching and learning: a case study in preservice science education. International Journal of Science Education, 12, 381-390.
2. AKERSON, V.L., ABD-EL-KHALICK, F. and LEDERMAN, N. (2000). Influence of explicit activity-based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
3. ALBERTA EDUCATION (1996). Elementary Science (Edmonton, AB: Alberta Education).
4. ALBERTA EDUCATION (1998). Classroom Assessment Materials Program (Edmonton, AB: Alberta Education).
5. ALBERTA LEARNING (2000). Information Bulletin, Grade 6 Science (Edmonton, AB: Achievement Testing Program, Alberta Learning).
6. AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1990). Science for all Americans (New York: Oxford University Press).
7. AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (1993). Benchmarks for Science Literacy (Washington, DC: Oxford University Press).
8. APPLETON, K. (1995). Student teachers' confidence to teach science: is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17(3), 357-369.
9. BAKER, C.D. and FREEBODY, P. (1989). Talk around text: constructions of textual and teacher authority in classroom discourse. In S. de Castell, A. Luke and C. Luke (eds.) Language, Authority and Criticism. Readings on the School Textbook (New York: Falmer), 263-283.
10. BEREITER, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.
11. COUNCIL OF MINISTERS OF EDUCATION, CANADA (1997). Common Framework of Science Learning Outcomes (Ottawa: Pan-Canadian Protocol for Collaboration on School Curriculum).
12. CRAWFORD, T., KELLY, G.J. and BROWN, C. (2000). Ways of knowing beyond facts and laws of science: an ethnographic investigation of student engagement in scientific practices. Journal of Research in Science Teaching, 37(73), 237-258.
13. CUNNINGHAM, C.M. and HELMS, J.V. (1998). Sociology of science as a means to a more authentic, inclusive science education. Journal of Research in Science Teaching, 35(5), 483-499.
14. DRIVER, R., ASOKO, H., LEACH, J., MORTIMER, E. and SCOTT, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
15. DRIVER, R., LEACH, J., MILLAR, R. and SCOTT, P (1996). Young People's Images of Science (Philadelphia, PA: Open University Press).
16. EDMONTON PUBLIC SCHOOLS (1996). Air and Aerodynamics (Edmonton, AB: Edmonton Public Schools).
17. EDMONTON PUBLIC SCHOOLS (1997). Student Assessment Manual Grade 6 (Edmonton, AB: Resource Development Services, Edmonton Public Schools).
18. FRADD, S.H. and LEE, O. (1999). Teachers' roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28(6), 14-20.
19. GEE, J.P. (1999). An Introduction to Discourse Analysis: Theory and Method (New York: Routledge).
20. HARLEN, W. and HOLROYD, C. (1997). Primary teachers' understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19, 93-105.
21. HEATH, S.B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms (New York: Cambridge University Press).
22. HICKS, D. (1996). Discourse, learning, and teaching. In M.W. Apple (ed.) Review of Research in Education, vol. 21 (Washington, DC: American Educational Research Association), 49-95.
23. KEYS, C.W. and KENNEDY, V. (1999). Understanding inquiry science teaching in context: A case study of an elementary teacher. Journal of Science Teacher Education, 10(4), 315-333.
24. KUHN, D. (1993). Science as argument, Science Education, 77 (3), 319-337.
25. KYLE, W.C. (1998). Untracking science education. Journal of Research in Science Teaching, 35(10), 1065-1067.
26. LEMKE, J.L. (1990). Talking Science: Language, Learning, and Values (Norwood, NJ: Ablex).
27. LUKE, C., DE CASTELL, S. and LUKE, A. (1989). Beyond criticism: the authority of the school textbook. In S. de Castell, A. Luke and C. Luke (eds.) Language, Authority and Criticism. Readings on the School Textbook (New York: Falmer), 245-260.
28. MILLAR, R. and DRIVER, R. (1987). Beyond processes. Studies in Science Education, 14, 33-62.
29. MOJE, E.B., COLLAZO, T., CARRILLO, R. and MARX, R.W. (2001). 'Maestro, what is "Quality"?': lLanguage, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-498.
30. NATIONAL RESEARCH COUNCIL (1996). National Science Education Standards (Washington, DC: National Academy Press).
31. NATIONAL RESEARCH COUNCIL (2000). Inquiry and the National Science Education Standards (Washington, DC: National Academy Press).
32. NORRIS, S.P. and PHILLIPS, L.M. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31(9), 947-967.
33. O'LOUGHLIN, M. (1992). Rethinking science education: beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791-820.
34. PETERS, R.S. (1966). Ethics and Education (London: George Allen and Unwin).
35. ROGOFF, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture and Activity, 1(4), 209-229.
36. RUSSELL, T.L. (1983). Analysing arguments in science classroom discourse: can teachers' questions distort scientific authority? Journal of Research in Science Teaching, 20(1), 27-45.
37. SMITH, D.C. and ANDERSON, C.W. (1999). Appropriating scientific practices and discourses with future elementary teachers. Journal of Research in Science Teaching, 36(7), 755-776.
38. SUMMERS, M. and MAHT, J. (1994). Science in the primary school: the problem of teachers' curricular expertise. The Curriculum Journal, 5(2), 179-183.
39. SUTTON, C. (1989). Writing and reading in science: the hidden messages. In R. Millar (ed.) Doing Science: Images of Science in Science Education (London: Falmer), 137-159.
40. SUTTON, C. (1996). Beliefs about science and beliefs about language. International Journal of Science Education, 18, 1-18.
41. SWALES, J. (1990). Genre Analysis (Cambridge: Cambridge University Press).
42. WELLS, G. (1995). Language and the inquiry-oriented curriculum. Curriculum Inquiry, 25(3), 233-269.
43. YATES, S. (1990). How confident are primary school teachers in teaching science? Research in Science Education, 20, 300-305.