Critiquing science lessons for their authenticity as a means of evaluating teacher-candidate understanding of the nature of science

Journal of Science Teacher Education

Volumn 18, Issue 1, 2007, Pages 109-124

  Lewthwaite, Brian ^a  

^a UNIVERSITY OF MANITOBA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847263601     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-006-9024-5     Document Type: Article

References (20)

1. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
2. Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
3. Abell, S. K., & Bryan, L. A. (1997). Reconceptualizing the elementary science methods course using a reflective orientation. Journal of Science Teacher Education, 8, 153-166.
4. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective activity-based approach on elementary teachers' conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295-317.
5. Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-541.
6. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
7. Duschl, R. A. (1990). Restructuring science education. New York: Teachers College Press.
8. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., p. 119-161). New York: Macmillan.
9. Hashweh, M. H. (1996). Science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
10. Lederman, N. G. (1992). Students' and teachers' conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
11. Lederman, N. G. (1999). Teachers' understandings of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 29, 331-359.
12. Lederman, N. G., & Abd-El-Khalick, F. (1999). Avoiding de-natured science. Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83-126). Dordrecht: The Netherlands: Kluwer Academic Publishers.
13. Lederman, N. G., & Zeidler, D. L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734.
14. Lewthwaite, B. E., & MacIntyre, W. R. (2003). Professional science knowledge and self-efficacy: A vignette study. STERpapers. In R. K. Coll (Ed.), STERpapers 2003 (pp. 58-80). Hamilton, New Zealand: University of Waikato, Centre for Science & Technology Education Research.
15. Martin, B., Kass, H., & Brouwer, W. (1990). Authentic science: A diversity of meanings. Science Education, 74, 541-554.
16. Ministry of Education (1993). Science in the New Zealand curriculum. Wellington: Learning Media.
17. National Science Teachers Association (2001). Project 2061: The nature of science. Retrieved September 14,2003, from http://www.project2061.org/ publications/sfaa/online/chap1.htm
18. Reiss, M. J. (1993). Science education for a pluralist society. Buckingham, England: Open University Press.
19. Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29, 409-421.
20. Stinner, A. (1995). The current status of textbooks in schools. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice. Mahwah, NJ: Erlbaum.