Quality learning of physics: Conceptions held by high school and university teachers

Research in Science Education

Volumn 33, Issue 2, 2003, Pages 245-271

  Brass, Catherine ^a   Gunstone, Richard ^b   Fensham, Peter ^b  

^a UNIVERSITY OF BALLARAT   (Australia)

^b MONASH UNIVERSITY   (Australia)

Author keywords

Interview about instances; Physics learning; Physics teaching; Quality learning; Undergraduate teaching; understanding

Indexed keywords

EID: 4344680230     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1023/A:1025038314119     Document Type: Article

References (31)

1. Arnott, N. (2000). Learning in engineering: Teacher as researcher in a tertiary context. Research in Science Education, 30, 317-337.
2. Bain, J., McNaught, C., & Lueckenhausen, G. (1997, December). Relationship between academics' educational beliefs and conceptions and their design and use of computer software in higher education. Paper presented at the annual conference of the Australian Association for Research on Education, Newcastle.
3. Baird, J. (1990). Metacognition, purposeful inquiry and conceptual change. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 183-200). London: Routledge.
4. Baird, J., Gunstone, R., Penna, C., Fensham, P., & White, R. (1990). Researching balance between cognition and affect in science teaching. Research in Science Education, 20, 11-20.
5. Baird, J. R., & Northfield, J. R. (Eds.). (1992). Learning from the PEEL experience. Melbourne, Australia: Faculty of Education, Monash University.
6. Batten, M., & Girling-Butcher, S. (1981). Perceptions of the quality of school life: A case study of schools and students. Hawthorn, Vic: Australian Council for Educational Research.
7. Case, J., & Gunstone, R. (2002). Metacognitive development as a shift in approach to learning: An in-depth study. Studies in Higher Education, 27, 459-470.
8. Dall'Alba, G. (1990, July). Foreshadowing conceptions of teaching. Paper presented at the annual conference of the Higher Education Research and Development Society, Brisbane, Australia.
9. Gilbert, J. K., Watts, D. M., & Osborne, R. J. (1985). Eliciting student views using an interview-about-instances technique. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 11-27). Orlando, FL: Academic Press.
10. Gunstone, R. (1994). Metacognition and the importance of specific science content. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp. 131-146). London: Falmer.
11. Gunstone, R. F., & Baird, J. R. (1988). An integrative perspective on metacognition. Australian Journal of Reading, 11, 238-245.
12. Hart, C. (1995). Access and the quality of learning: The story of a curriculum document for school physics. Unpublished PhD thesis, Monash University, Melbourne, Australia.
13. Hart, C. (2001). Examining relations of power in a process of curriculum change: The case of VCE physics. Research in Science Education, 31, 525-551.
14. Hewson, P. W., & Hewson, M. G. (1987). Science teachers' conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9, 425-440.
15. Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
16. Linder, C., & Marshall, D. (1997). Introducing and evaluating metacognitive strategies in large-class introductory physics teaching. In C. Rust (Ed.), Improving student learning: Improving students as learners (pp. 107-117). Oxford, UK: Oxford Centre for Staff and Learning Development.
17. Macleod, J., Brass, C., Fensham, P., Gunstone, R., & White, R. (1991 . Quality learning in science: An annotated bibliography. Unpublished manuscript, Monash University, Melbourne, Australia.
18. Marton, F. (1981). Phenomenography-describing conceptions of the world around us. Instructional Science, 10, 177-200.
19. Northfield, J. R., & Winter, R. (1993). Lessons for all. Melbourne, Australia: A Press.
20. Nott, M., & Wellington, J. (1996). Probing teachers' views of the nature of science: how should we do it and where should we be looking? In G. Welford, J. Osborne, & P. Scott (Eds.), Science education research in Europe (pp. 283-293). London: Falmer.
21. Osborne, R. J., & Gilbert, J. K. (1979). Investigating student understanding of basic physics concepts using an interview-about-instances technique. Research in Science Education, 9, 85-93.
22. Penna, C., Baird, J., White, R., & Gunstone, R. (1992, July). A survey of components of challenge and outcome in science learning. Paper presented at the annual meeting of the Australasian Science Education Research Association, Hamilton, New Zealand.
23. Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics' conceptions of science learning and teaching. Learning and Instruction, 4, 217-232.
24. Speering, W., & Rennie, L. (1996, April). Transition to secondary school: The impact of curriculum change on students' attitudes to science. Paper presented at the annual meeting of the American Educational Research Association, New York.
25. Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223-241.
26. Tobin, K., McRobbie, C. J., & Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34, 491-507.
27. Trigwell, K., & Prosser, M. (1997). Towards an understanding of individual acts of teaching and learning. Higher Education Research and Development, 16, 241-252.
28. Walker, J. (1977). The flying circus of physics (2nd ed.). New York: John Wiley & Sons.
29. White, R. T. (1988). Learning science. Oxford, UK: Blackwell.
30. White, R. T. (1994, April). A view of quality learning. Paper presented at the symposium "Understanding and fostering quality learning" at the meeting of the American Educational Research Association, New Orleans, LA.
31. White, R.T., & Gunstone, R.F. (1992). Probing Understanding. London: Falmer.