'Grasp of practice' as a reasoning resource for inquiry and nature of science understanding

Science and Education

Volumn 17, Issue 2-3, 2008, Pages 147-177

  Ford, Michael ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Classroom activity; Epistemology; Inquiry; Nature of science

Indexed keywords

EID: 44449096601     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-006-9045-7     Document Type: Article

References (49)

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. American Association for The Advancement Of Science (1993) Benchmarks for Science Literacy. Oxford University Press, New York
3. Bell R.L., Blair L.M., Crawford B.A., Lederman N.G. (2003) Just Do It? Impact of a Science Apprenticeship Program on High School Students' Understanding of the Nature of Science and Scientific Inquiry. Journal of Research in Science Teaching 40(5):487-509
4. Bell R.L., Lederman N.G. (2003) Understandings of the Nature of Science and Decision Making on Science and Technology Based Issues. Science Education 87:352-377
5. Bridgman P.W. (1936). The Nature of Physical Theory. Princeton University Press, Princeton, NJ
6. Cartwright N. (1989). Nature's Capacities and their Measurement. Oxford University Press, Oxford
7. Chen Z., Klahr D. (1999). All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy. Child Development 70(5):1098-1120
8. Cole M. (1996). Cultural Psychology: A Once and Future Discipline. Belknap Press, Cambridge, MA
9. Drake S. (1973). Galileo's Discovery of The Laws of Free Fall. Scientific American 228(5):84-92
10. Duschl R.A., Osborne J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education 38:39-72
11. Fodor J. (1998). Concepts: Where Cognitive Science Went Wrong. Clarendon Press, New York
12. Ford, M. J.: (2005), 'The Game, the Pieces, and the Players: Generative Resources from Alternative Instructional Portrayal of Experimentation', The Journal of The Learning Sciences 14(4), 449-487.
13. Ford M.J., & Kniff, K.J.:2006, 'Groundwork for Progress Supporting Scientific Literacy: An Expert-Novice Study', Poster Presented at the Annual Meeting of the National Association for Research in Science Teaching. San Francisco, CA
14. Goldstein M., Goldstein I.F. (1978). How We Know: An Exploration of the Scientific Process. Plenum Press, New York
15. Greeno J.G. (1998). The Situativity of Knowing, Learning, and Research. American Psychologist 53(1):5-26
16. Hacking I. (1983). Representing and Intervening. Cambridge University Press, Cambridge
17. Hiebert J., Carpenter T.P., Fennema E., Fuson K., Human P., Murray H. (1996). Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics. Educational Researcher 25(4):12-21
18. Kelly G.J., Chen C., Crawford T. (1998) Methodological Considerations for Studying Science-in-the-Making in Educational Settings. Research in Science Education 28(1):23-49
19. Khishfe R., Abd-El-Khalick F. (2002). Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science. Journal of Research in Science Teaching 39(7):551-578
20. Kitcher P. (1993). The Advancement of Science: Science Without Legend, Objectivity Without Illusions. Oxford Press, New York
21. Klahr D., Chen Z., Toth E.E. (2001) Cognitive Development and Science Education: Ships That Pass in the Night or Beacons of Mutual Illumination? In: Carver S., Klahr D. (eds). Cognition and Instruction: Twenty-Five Years of Progress. Erlbaum, Mahwah NJ, pp. 75-119
22. Klahr D., Nigam M. (2004). The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning. Psychological Science 15(10):661-667
23. Kuhn T.S. (1977). The Essential Tension. University Of Chicago Press, Chicago
24. Latour B. (1987). Science in Action. Open University Press, Milton Keynes
25. Lave J., Wenger E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, New York
26. Lederman N.G., Abd-El-Khalick F., Bell R.L., Schwartz D.L. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science. Journal of Research in Science Teaching 39(6):497-521
27. Linn M.C., Songer N.B. (1993). How Do Students Make Sense of Science?. Merrill-Palmer-Quarterly 39(1):47-73
28. Longino H. (2002). The Fate of Knowledge. Princeton University Press, Princeton, NJ
29. Machamer P., Osbeck L. (2003). Scientific Normativity as Non-Epistemic: A Hidden Kuhnian Legacy. Social Epistemology 17(1):3-11
30. Mayo D. (1996). Error and the Growth of Experimental Knowledge. University of Chicago Press, Chicago
31. Mccomas W.F., Almazroa H., Clough M.P. (1998). The Nature of Science in Science Education: An Introduction. Science & Education 7:511-532
32. National Research Council (1996). National Science Education Standards. National Academy Press, Washington, DC
33. Osborne J., Collins S., Ratcliffe M., Millar R., Duschl R.A. (2003). What Ideas-About-Science Should Be Taught in School Science? A Delphi Study of the Expert Community. Journal of Research in Science Teaching 40(7):692-720
34. Pera M. (1994). The Discourses of Science. The University Of Chicago Press, Chicago, IL
35. Pickering A. (1995). The Mangle of Practice: Time, Agency, and Science. University of Chicago Press, Chicago
36. Popper K. (1968). The Logic of Scientific Discovery (second revised edition). Harper & Row, New York
37. Popper K.R. (1972). Objective Knowledge. Oxford University Press, Oxford
38. Reber A. (1993). Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious. Journal of Experimental Psychology: General 118(3):219-235
39. Rogoff B. (2003). The Cultural Nature of Human Development. Oxford University Press, Oxford, New York
40. Rouse J. (1987). Knowledge and Power: Toward A Political Philosophy of Science. Cornell University Press, Ithaca, NY
41. Rouse J. (1996). Engaging Science: How to Understand its Practices Philosophically. Cornell University Press, Ithaca, NY
42. Rutherford F.J., Ahlgren A. (1991). Science for All Americans. Oxford University Press, New York
43. Sandoval W.A., Morrison K. (2003). High School Students' Ideas About Theories and Theory Change After a Biological Inquiry Unit. Journal of Research in Science Teaching 40(4):369-392
44. Saxe G.B. (1991). Culture and Cognitive Development: Studies in Mathematical Understanding. Erlbaum, Hillsdale, NJ
45. Schwartz R.S., Lederman N.G., Crawford B.A. (2004). Developing Views of Nature of Science in an Authentic Context: An Explicit Approach to Bridging the Gap Between Nature of Science and Scientific Inquiry. Science Education 88(4):610-645
46. Shamos M.H. (1995). The Myth of Scientific Literacy. Rutgers University Press, New Brunswick, NJ
47. Takahashi K. (1993). Galileo's Labyrinth: His Struggle for Finding a Way Out of his Erroneous Law of Natural Fall Part I'. Historial Scientiarum 2(3):169-201
48. Vygotsky L.S. (1978). Mind In Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA
49. Wertsch J. (1998). Mind As Action. Oxford University Press, New York