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Volumn 26, Issue 7, 2004, Pages 805-820

Investigating the 'failure of further learning' effect in preservice science teacher education

Author keywords

[No Author keywords available]

Indexed keywords


EID: 3242730193     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/0950069032000119410     Document Type: Article
Times cited : (6)

References (22)
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    • Dennick, R.1    Joyes, G.2
  • 2
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    • Teaching: High status, high standards
    • Department for Education and Employment (London: Department for Education and Employment)
    • DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1998). Teaching: High Status, High Standards. Requirements for Courses of Initial Teacher Training (London: Department for Education and Employment).
    • (1998) Requirements for Courses of Initial Teacher Training
  • 3
    • 3242690996 scopus 로고    scopus 로고
    • Science
    • Department for Education and Employment (London: Department for Education and Employment and the Qualifications and Curriculum Authority)
    • DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1999). Science. The National Curriculum for England (London: Department for Education and Employment and the Qualifications and Curriculum Authority).
    • (1999) The National Curriculum for England
  • 4
    • 3242703578 scopus 로고    scopus 로고
    • Key stage 3 national strategy
    • Department for Education and Skills (London: Department for Education and Skills)
    • DEPARTMENT FOR EDUCATION AND SKILLS (2002). Key Stage 3 National Strategy. Framework for Teaching Science: Years 7, 8 and 9 (London: Department for Education and Skills).
    • (2002) Framework for Teaching Science: Years 7, 8 and 9
  • 6
    • 85065692625 scopus 로고
    • Students' conceptual frameworks: Consequences for learning science
    • S. M. Glynn, R. H. Yearny and B. K. Britton (eds.) (Hillsdale, NJ: Erlbaum)
    • DUIT, R. (1991) Students' conceptual frameworks: consequences for learning science. In S. M. Glynn, R. H. Yearny and B. K. Britton (eds.) The Psychology of Science Learning (Hillsdale, NJ: Erlbaum), 65-85.
    • (1991) The Psychology of Science Learning , pp. 65-85
    • Duit, R.1
  • 7
    • 0041161160 scopus 로고    scopus 로고
    • When further learning fails: Stability and change following repeated presentation of text
    • FRITZ, C. O., MORRIS, P. E., BJORK, R. A., GELMAN, R. and WICKENS, T. D. (2000). When further learning fails: stability and change following repeated presentation of text. British Journal of Psychology, 91, 493-511.
    • (2000) British Journal of Psychology , vol.91 , pp. 493-511
    • Fritz, C.O.1    Morris, P.E.2    Bjork, R.A.3    Gelman, R.4    Wickens, T.D.5
  • 9
    • 0000517065 scopus 로고
    • Repeated presentation and recall of meaningful prose
    • HOWE, M. J. A. (1970). Repeated presentation and recall of meaningful prose. Journal of Educational Psychology, 61, 214-219.
    • (1970) Journal of Educational Psychology , vol.61 , pp. 214-219
    • Howe, M.J.A.1
  • 10
    • 0001902974 scopus 로고
    • Learning and retaining verbal material
    • KAY, H. (1955). Learning and retaining verbal material. British Journal of Psychology, 46, 81-100.
    • (1955) British Journal of Psychology , vol.46 , pp. 81-100
    • Kay, H.1
  • 12
    • 3242663812 scopus 로고    scopus 로고
    • Student-teachers' grasp of science concepts
    • LENTON, G. and TURNER, G. (1999). Student-teachers' grasp of science concepts. School Science Review, 81(295), 67-72.
    • (1999) School Science Review , vol.81 , Issue.295 , pp. 67-72
    • Lenton, G.1    Turner, G.2
  • 13
    • 3242664714 scopus 로고    scopus 로고
    • A-level biology teachers subject knowledge
    • LOCK, R. (2001). A-level biology teachers subject knowledge. Science Teacher Education, 31, 10-13.
    • (2001) Science Teacher Education , vol.31 , pp. 10-13
    • Lock, R.1
  • 14
    • 3242706320 scopus 로고    scopus 로고
    • Auditing and developing student subject knowledge
    • LOCK, R. and SOARES, A. (2000). Auditing and developing student subject knowledge. Science Teacher Education, 28, 2-5.
    • (2000) Science Teacher Education , vol.28 , pp. 2-5
    • Lock, R.1    Soares, A.2
  • 17
    • 3242722653 scopus 로고    scopus 로고
    • Force and motion: Pre-service and practising secondary science teachers' language and understanding
    • PREECE, P. F. W, (1997). Force and motion: pre-service and practising secondary science teachers' language and understanding. Research in Science and Technological Education, 15, 123-128.
    • (1997) Research in Science and Technological Education , vol.15 , pp. 123-128
    • Preece P.F.W1
  • 19
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    • Buckingham: Open University Press
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    • (1986) Teaching Adults
    • Rogers, A.1
  • 20
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    • Knowledge and teaching: Foundations of the new reform
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    • (1987) Harvard Education Review , vol.57 , pp. 1-22
    • Shulman, L.S.1
  • 21
    • 3242705384 scopus 로고    scopus 로고
    • Teacher Training Agency (London: Teacher Training Agency)
    • TEACHER TRAINING AGENCY (2002). Qualifying to Teach: Handbook of Guidance (London: Teacher Training Agency).
    • (2002) Qualifying to Teach: Handbook of Guidance
  • 22
    • 3242724493 scopus 로고    scopus 로고
    • Trainee teachers' misunderstandings in chemistry: Diagnosis and evaluation using concept mapping
    • WILLSON, M. and WILLIAMS, D. (1996). Trainee teachers' misunderstandings in chemistry: diagnosis and evaluation using concept mapping. School Science Review, 77(280), 107-113.
    • (1996) School Science Review , vol.77 , Issue.280 , pp. 107-113
    • Willson, M.1    Williams, D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.