Students' conceptions of science across the years of schooling

Research in Science Education

Volumn 27, Issue 4, 1997, Pages 611-628

  Stein, Sarah J ^a   McRobbie, Campbell J ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3943089114     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/BF02461484     Document Type: Article

References (47)

1. Abimbola, I. O. (1983). The relevance of the "new" philosophy of science for the science curriculum. School Science and Mathematics, 53(3), 181-192.
2. Andersen, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 13(9), 5-10.
3. Board of Secondary School Studies. (1987). Junior science syllabus. Brisbane: Author.
4. Brickhouse, N. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.
5. Bruce, C. (1994). Research students' early experiences of the dissertation literature review. Studies in Higher Education, 19(2), 217-229.
6. Cleminson, A. (1990). Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science. Journal of Research in Science Teaching, 27(5), 429-445.
7. Cobb, P. (1996). Where is the mind? A coordination of socioculturel and cognitive constructivist perspectives. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 34-52). New York: Teachers College Press.
8. Cossman, G. (1989). A comparison of the image of science found in two future oriented guideline documents for science education. In D. Herget (Ed.), The history and philosophy of science in science teaching. Proceedings of the first international conference (pp. 29-38). Florida: Florida State University.
9. Cronin-Jones, L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235-250.
10. Curriculum Corporation. (1994). A statement on science for Australian schools. Carlton, Victoria: Author.
11. Dahlin, B. (1994). The epistemology of conceptions and its educational significance. In R. Ballantyne, & C. Bruce (Eds.), Phenomenography: Philosophy and practice proceedings (pp. 87-110). Brisbane: Queensland University of Technology.
12. Department of Education Queensland. (1981). Primary science syllabus. Brisbane: Department of Education, Queensland.
13. Driver, R. (1988). Theory into practice II: A constructivist approach to curriculum development. In P. Fensham (Ed.), Development and dilemmas in science education (pp. 133-149). London: The Palmer Press.
14. Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 443-465). New York: Macmillan.
15. Fleury, S. C., & Bentley, M. L. (1991). Educating elementary science teachers: Alternative conceptions of the nature of science. Teaching Education, 3(2), 57-67.
16. Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives and practice (pp. 8-33). New York: Teachers College Press.
17. Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799-822.
18. Head, J. (1985). The personal response to science. Cambridge: Cambridge University Press.
19. Hewson, P. W., Kerby, H. W., & Cook, P. (1992, March). Determining the conceptions of teaching science held by experienced high school science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Cambridge, MA.
20. Jane, B. L. (1996, July). "Approaches to learning" as a conceptual tool for analysing students' learning in technology. Paper presented at the annual conference of the Australasian Science Education Research Association. Canberra, Australia.
21. Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions. In L. H. T. West, & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 25-43). Orlando: Academic Press.
22. Körner, S. (1969). Fundamental questions in philosophy. Harmondsworth: Penguin.
23. Lakin, S., & Wellington, J. (1994). Who will teach the "nature of science?": Teachers' views of science and the implications for science education. International Journal of Science Education, 16(2), 175-190.
24. Larochelle, M., & Désautels, J. (1991). Of course it's obvious: Adolescents' ideas of scientific knowledge. International Journal of Science Education, 13(4), 373-389.
25. Ledbetter, C. E. (1993). Qualitative comparisons of students' constructions of science. Science Education, 77(6), 611-624.
26. Lederman, N., & Zeidler, D. (1986, March). Science teachers' conceptions of the nature of science: Do they really influence behavior? Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Francisco.
27. Magee, B. (1975). Popper. Glasgow: Fontana.
28. Martin, B., Kass, H., & Brouwer, W. (1990). Authentic science: A diversity of meanings. Science Education, 74(5), 541-554.
29. Marton, F. (1988). Phenomenography: Exploring different conceptions of reality. In D. M. Fetterman (Ed.), Qualitative approaches to evaluation on education (pp. 45-52). London: Praeger.
30. Marton, F. (1989). Towards a pedagogy of content. Educational Psychologist, 24(1), 1-23.
31. Marton, M. (1981). Phenomenography-Describing the conceptions of the world around us. Instructional Science, 10, 177-200.
32. Marton, M. (1986). Phenomenography-A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49.
33. Renström, L., Andersson, B., & Marton, F. (1990). Students' conceptions of matter. Journal of Educational Psychology, 82(3), 555-569.
34. Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 79(7), 10-18.
35. Robottom, I. (1992). Inlages of science and science education. Australian Science Teachers' Journal, 38(2), 19-25.
36. Roth, W.-M. (1992). Bridging the gap between school and real life: Toward an integration of science, mathematics and technology in the context of authentic practice. School Science and Mathematics, 92(6), 307-317.
37. Roth, W.-M. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 31, (2), 127-152.
38. Roth, W.-M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31(2), 197-223.
39. Säljö, R. (1988). Learning in educational settings: Methods of inquiry. In P. Ramsden (Ed.), Improving learning: New perspectives (pp. 32-48). London: Kogan Page.
40. Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
41. Svensson, L. (1994). Theoretical foundations of phenomenography. In R. Ballantyne, & C. Bruce (Eds.), Phenomenography: Philosophy and practice proceedings (pp. 9-20). Brisbane Queensland University of Technology.
42. Taylor, P. C. S. (1990, April). The influence of teacher beliefs on constructivist teaching practices. Paper presented at the annual meeting of the American Educational Research Association. Boston, MA.
43. Tobin, K. ( 1993). Referents for making sense of science teaching. International Journal of Science Education, 15(3), 241-254.
44. von Glasersfeld, E. (1983, September). Learning as a constructive activity. In J. C. Bergeron, & N. Herscovics (Eds.), Proceedings of the annual meeting of the North American chapter of the international group for the psychology of mathematics education (5th, Montreal, Canada) (pp. 41-69). ERIC Document Reproduction Service, Document ED 289 688.
45. Wittrock, M. C. (1981). Reading comprehension. In F. J. Pirozzolo, & M. C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (pp. 13-20). New York: Academic Press.
46. Wolfe, L. F. (1982). Toward understanding the ideas about science communicated by elementary school teachers. Unpublished Ed. D. dissertation, University of Toronto, Canada.
47. Yager, R. E. (1989). A rationale for using personal relevance as a science curriculum focus in schools. School Science and Mathematics, 89(2), 144-156.