-
1
-
-
0032386587
-
The nature of science and instructional practice: Making the unnatural natural
-
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.
-
(1998)
Science Education
, vol.82
, pp. 417-436
-
-
Abd-El-Khalick, F.1
Bell, R.L.2
Lederman, N.G.3
-
2
-
-
0003926154
-
-
American Association for the Advancement of Science (AAAS), Project 2061. Oxford University Press New York
-
American Association for the Advancement of Science (AAAS), Project 2061 (1993). Benchmarks for science literacy. New York: Oxford University Press.
-
(1993)
Benchmarks for Science Literacy
-
-
-
3
-
-
84993775977
-
Qualitative analysis on stage: Making the research process more public
-
Anfara, V.A., Brown, K.M. & Mangino, T.L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31, 28-38.
-
(2002)
Educational Researcher
, vol.31
, pp. 28-38
-
-
Anfara, V.A.1
Brown, K.M.2
Mangino, T.L.3
-
4
-
-
0035527899
-
Designing and building an online community: The struggle to support sociability in the inquiry learning forum
-
The ILF Design Team. 4
-
Barab, S., MaKinster, J.G., Moore, J., Cunningham, D. & The ILF Design Team. (2001). Designing and building an online community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research and Development, 49(4), 71-96.
-
(2001)
Educational Technology Research and Development
, vol.49
, pp. 71-96
-
-
Barab, S.1
Makinster, J.G.2
Moore, J.3
Cunningham, D.4
-
5
-
-
0346091911
-
-
Paper presented at the Annual Meeting of the American Educational Research Association San Diego, CA, April 13-17
-
Baumgartner, E. & Reiser, B.J. (1998). Strategies for supporting student inquiry in design tasks. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13-17.
-
(1998)
Strategies for Supporting Student Inquiry in Design Tasks
-
-
Baumgartner, E.1
Reiser, B.J.2
-
6
-
-
44849143098
-
Imagining the present, interpreting the possible, cultivating the future: Technology and the renewal of teaching and learning
-
3
-
Breuleux, A. (2001). Imagining the present, interpreting the possible, cultivating the future: Technology and the renewal of teaching and learning. Education Canada, 41 (3), 1-8.
-
(2001)
Education Canada
, vol.41
, pp. 1-8
-
-
Breuleux, A.1
-
8
-
-
34548189821
-
National science education standards as a catalyst for change: The essential role of professional development
-
P. Bowers (Eds.). NSTA Press Reston, VA
-
Bybee, R.W. & Loucks-Horsley, S. (2001). National science education standards as a catalyst for change: The essential role of professional development. In J. Rhoton & P. Bowers (Eds.), Professional development planning and design (pp. 1-12). Reston, VA: NSTA Press.
-
(2001)
Professional Development Planning and Design
, pp. 1-12
-
-
Bybee, R.W.1
Loucks-Horsley, S.2
-
9
-
-
0037233131
-
Web-based collaborative inquiry learning
-
Chang, K-E., Sung, Y-T. & Lee, C-L. (2003). Web-based collaborative inquiry learning. Journal of Computer Assisted Learning, 19, 56-69.
-
(2003)
Journal of Computer Assisted Learning
, vol.19
, pp. 56-69
-
-
Chang, K.-E.1
Sung, Y.-T.2
Lee, C.-L.3
-
10
-
-
0003552726
-
-
Lawrence Erlbaum Mahwah, New Jersey
-
Feldman, A., Konold, C. & Coulter, B. (2000). Network science, a decade later-the internet and classroom learning. Mahwah, New Jersey: Lawrence Erlbaum.
-
(2000)
Network Science, A Decade Later-the Internet and Classroom Learning
-
-
Feldman, A.1
Konold, C.2
Coulter, B.3
-
11
-
-
0242618424
-
-
Prentice Hall Upper Saddle River, NJ
-
Jonassen, D., Howland, J., Moore, J. & Marra, R. (2003). Learning to solve problems with technology: a constructivist perspective. Upper Saddle River, NJ: Prentice Hall.
-
(2003)
Learning to Solve Problems with Technology: A Constructivist Perspective.
-
-
Jonassen, D.1
Howland, J.2
Moore, J.3
Marra, R.4
-
12
-
-
0036729785
-
Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders views of nature of science
-
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, 551-578.
-
(2002)
Journal of Research in Science Teaching
, vol.39
, pp. 551-578
-
-
Khishfe, R.1
Abd-El-Khalick, F.2
-
13
-
-
37049017943
-
Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education
-
[on line] Accessed 13 June 2006
-
Kubicek, J.P. (2005). Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education. Canadian Journal of Learning and Technology, 31 [on line]. Available at http://www.cjlt.ca/content/ vol31.1/kubicek.html. Accessed 13 June 2006.
-
(2005)
Canadian Journal of Learning and Technology
, vol.31
-
-
Kubicek, J.P.1
-
14
-
-
44849116964
-
Twenty-first century learning: Communities, interaction, and ubiquitous computing
-
3
-
Leh, A.S.C., Kouba, B.J. & Davis, D. (2005). Twenty-first century learning: Communities, interaction, and ubiquitous computing. Educational Media International, 42 (3), 237-250.
-
(2005)
Educational Media International
, vol.42
, pp. 237-250
-
-
Leh, A.S.C.1
Kouba, B.J.2
Davis, D.3
-
15
-
-
0012592023
-
Reconsidering the role of experiment in science education
-
Lawrence Erlbaum Mahwah, NJ
-
Lehrer, R., Schauble, L. & Petrosino, A.J. ( 2001). Reconsidering the role of experiment in science education. In K. Crowley, C. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 251-277). Mahwah, NJ: Lawrence Erlbaum.
-
(2001)
Designing for Science: Implications from Everyday, Classroom, and Professional Settings
, pp. 251-277
-
-
Lehrer, R.1
Schauble, L.2
Petrosino, A.J.3
Crowley, K.4
Schunn, C.5
Okada, T.6
-
16
-
-
4544369708
-
Challenges and issues in designing inquiry on the Web
-
5
-
Lim, B.-R. (2004). Challenges and issues in designing inquiry on the Web. British Journal of Educational Technology, 35(5), 627-643.
-
(2004)
British Journal of Educational Technology
, vol.35
, pp. 627-643
-
-
Lim, B.-R.1
-
17
-
-
0038434186
-
WISE Design for Knowledge Integration
-
Linn, M.C., Clark, D.B. & Slotta, J.D. (2003). WISE design for knowledge integration. Science Education, 87, 517-538.
-
(2003)
Science Education
, vol.87
, pp. 517-538
-
-
Linn, M.C.1
Clark, D.B.2
Slotta, J.D.3
-
19
-
-
0003608696
-
-
National Research Council (NRC). National Academy Press Washington, D.C
-
National Research Council (NRC) (1996). National science education standards. Washington, D.C.: National Academy Press.
-
(1996)
National Science Education Standards
-
-
-
20
-
-
0003417767
-
-
National Research Council (NRC). National Academy Press Washington, D.C.
-
National Research Council (NRC) (2000). Inquiry and the national science education standards. Washington, D.C.: National Academy Press.
-
(2000)
Inquiry and the National Science Education Standards
-
-
-
22
-
-
0002396856
-
Grounded theory: Theoretical background
-
The British Psychological Society Books Leicester
-
Pidgeon, N. (1996). Grounded theory: Theoretical background. In J. T. R. Richardson (Ed.), Handbook of qualitative research methods (pp. 75-85). Leicester: The British Psychological Society Books.
-
(1996)
Handbook of Qualitative Research Methods
, pp. 75-85
-
-
Pidgeon, N.1
John, T.2
Richardson, R.3
-
23
-
-
4043167073
-
A scaffolding design framework for software to support science inquiry
-
3
-
Quintana, C., Reiser, B.J., Davis, E.A., Krajcik, J., Fretz, E., Duncan, R., Kyza, E.A., Edelson, D.C. & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, pp. 337-386
-
-
Quintana, C.1
Reiser, B.J.2
Davis, E.A.3
Krajcik, J.4
Fretz, E.5
Duncan, R.6
Kyza, E.A.7
Edelson, D.C.8
Soloway, E.9
-
24
-
-
0000998198
-
BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms
-
Erlbaum Mahwah, NJ
-
Reiser, B.J., Tabak, I., Sandoval, W.A., Smith, B., Steinmuller, F. & Leone, T.J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S.M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty five years of progress (pp. 263-305). Mahwah, NJ: Erlbaum.
-
(2001)
Cognition and Instruction: Twenty Five Years of Progress
, pp. 263-305
-
-
Reiser, B.J.1
Tabak, I.2
Sandoval, W.A.3
Smith, B.4
Steinmuller, F.5
Leone, T.J.6
Carver, S.M.7
Klahr, D.8
-
25
-
-
21144464472
-
Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in open inquiry science
-
4
-
Roth, W.M. (1993). Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in open inquiry science. Science Education, 77(4), 351-373.
-
(1993)
Science Education
, vol.77
, pp. 351-373
-
-
Roth, W.M.1
-
27
-
-
25444436203
-
Inquiry, instrumentalism, and the public understanding of science
-
Rudolph, J.L. (2005). Inquiry, instrumentalism, and the public understanding of science. Science Education, 89, 803-821.
-
(2005)
Science Education
, vol.89
, pp. 803-821
-
-
Rudolph, J.L.1
-
28
-
-
0035380172
-
Real qualitative researchers do not count the use of numbers in qualitative research
-
3
-
Sandelowski, M. (2001). Real qualitative researchers do not count the use of numbers in qualitative research. Research in Nursing & Health, 24(3), 230-240.
-
(2001)
Research in Nursing & Health
, vol.24
, pp. 230-240
-
-
Sandelowski, M.1
-
30
-
-
0002676357
-
The teaching of science as enquiry
-
Harvard University Press Cambridge, MA
-
Schwab, J.J. (1962). The teaching of science as enquiry. In P.F. Brandwein (Ed.), The teaching of science (pp. 1-103). Cambridge, MA: Harvard University Press.
-
(1962)
The Teaching of Science
, pp. 1-103
-
-
Schwab, J.J.1
Brandwein, P.F.2
-
32
-
-
33645674991
-
Toward effective computer use in high school science education: Where to from here?
-
1
-
Thomas, G.P. (2001). Toward effective computer use in high school science education: Where to from here? Education and Information Technologies, 6(1), 29-41.
-
(2001)
Education and Information Technologies
, vol.6
, pp. 29-41
-
-
Thomas, G.P.1
-
33
-
-
33846412715
-
Constructivist views of teaching and learning
-
Allen & Unwin Sydney
-
Tytler, R. (2004) Constructivist views of teaching and learning. In G. Venville & V. Dawson (Eds.), The art of teaching science (pp. 18-33). Sydney: Allen & Unwin.
-
(2004)
The Art of Teaching Science
, pp. 18-33
-
-
Tytler, R.1
Venville, G.2
Dawson, V.3
-
35
-
-
79957930824
-
The WWW and classroom research: What path should we take?
-
1
-
Windschitl, M. (1998). The WWW and classroom research: What path should we take? Educational Researcher, 27(1), 28-33.
-
(1998)
Educational Researcher
, vol.27
, pp. 28-33
-
-
Windschitl, M.1
-
36
-
-
0037225455
-
Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?
-
1
-
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143.
-
(2003)
Science Education
, vol.87
, pp. 112-143
-
-
Windschitl, M.1
-
37
-
-
0141798873
-
Current trends in educational technology research: The study of learning environments
-
3
-
Winn, W.D. (2002). Current trends in educational technology research: The study of learning environments. Educational Psychology Review, 14(3), 331-351.
-
(2002)
Educational Psychology Review
, vol.14
, pp. 331-351
-
-
Winn, W.D.1
-
38
-
-
1642506237
-
Biomind-a new biology curriculum that enables authentic inquiry learning
-
2
-
Zion, M., Shapira, D., Slezak, M., Link, E., Bashan, N., Brumer, M., Orian, T., Nussinowitz, R., Agrest, B. & Mendelovici, R. (2004a). Biomind-a new biology curriculum that enables authentic inquiry learning. Journal of Biological Education, 38(2), 59-67.
-
(2004)
Journal of Biological Education
, vol.38
, pp. 59-67
-
-
Zion, M.1
Shapira, D.2
Slezak, M.3
Link, E.4
Bashan, N.5
Brumer, M.6
Orian, T.7
Nussinowitz, R.8
Agrest, B.9
Mendelovici, R.10
-
39
-
-
4644252340
-
Dynamic, open inquiry in biology learning
-
Zion, M., Slezak, M., Shapira, D., Link, E., Bashan, N., Brumer, M., Orian, T., Nussinowitz, R., Court, D., Agrest, B. & Mendelovici, R. (2004b). Dynamic, open inquiry in biology learning. Science Education, 88, 728-753.
-
(2004)
Science Education
, vol.88
, pp. 728-753
-
-
Zion, M.1
Slezak, M.2
Shapira, D.3
Link, E.4
Bashan, N.5
Brumer, M.6
Orian, T.7
Nussinowitz, R.8
Court, D.9
Agrest, B.10
Mendelovici, R.11
-
40
-
-
22444445941
-
The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills
-
8
-
Zion, M., Michalsky, T. & Mevarech, Z.R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27(8), 959-983.
-
(2005)
International Journal of Science Education
, vol.27
, pp. 959-983
-
-
Zion, M.1
Michalsky, T.2
Mevarech, Z.R.3
-
41
-
-
23644451139
-
It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher
-
Zion, M. & Slezak, M. (2005). It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher. Teaching and Teacher Education, 21, 875-894.
-
(2005)
Teaching and Teacher Education
, vol.21
, pp. 875-894
-
-
Zion, M.1
Slezak, M.2
|