Student teachers' images of science in ecology and genetics

Journal of Biological Education

Volumn 43, Issue 2, 2009, Pages 62-69

  Jordan, Rebecca ^a,b   Duncan, Ravit Golan ^a,c  

^a RUTGERS UNIVERSITY   (United States)

^b RUTGERS UNIVERSITY   (United States)

^c Dept of Spanish and Portuguese   (United States)

Author keywords

Ecology; Genetics; Nature of science; Teacher education

Indexed keywords

EID: 67649228683     PISSN: 00219266     EISSN: None     Source Type: Journal    
DOI: 10.1080/00219266.2009.9656153     Document Type: Article

References (35)

1. Abd-El-Khalick F and Lederman N G (2000) Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education 22 665-701.
2. Abd-El-Khalick F, Bell R L and Lederman N G (1998) The nature of science and instructional practice: Making the unnatural natural. Science Education 82,417-436.
3. American Association for the Advancement of Science (1989) Science for All Americans, New York: Oxford University Press.
4. Bencze L (2002) Science teachers as metascientists: An inductive-deductive dialectic immersion in northern alpine field ecology. International Journal of Science Education 26, 1507- 1526
5. Bransford J D, Brown A L and Cocking R R (Eds) (1999) How people learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council.
6. Brown J S, Collins A and Duguid P (1989) Situated cognition and the culture of learning. Educational Researcher 18,32-42.
7. Chambers D W (1983) Stereotype images of the scientist, the draw-a-scientist test. Science Education 67,255-265.
8. Cobern W W (1989) A comparative analysis of NOSS profiles on Nigerian and American preservice, secondary science teachers. Journal of Research in Science Teaching 26, 533-541.
9. diSessa A A (1996) What do "just plain folk" know about physics? In D. R. Olson & N. Torrance (Eds), The handbook of education and human development: New models of learning, teaching, and schooling. Cambridge, MA: Blackwell.
10. Driver R, Leach J, Millar R and Scott P (1996) Young People's Images of Science. Buckingham, UK: Open University Press.
11. Duschl R A (1990) Restructuring Science Education. New York: Teachers College Press.
12. Eliam B (2002) Strata of comprehending ecology: Looking through the prism of feeding relations. Science Education 86, 645-671.
13. Finn H, Maxwell M and Calver M (2002) Why does experimentation matter in teaching ecology? Journal of Biological Education 36,158-162.
14. Finson K D, Beaver J B and Cramond B L (1995) Development and field test of a checklist for the draw-a-scientist test. School Science and Mathematics 95,195-205.
15. Geertz C (1973) Thick description towards an interpretive theory of culture. In C Geertz (Ed), The interpretation of cultures (pp 3-30). New York: Basic Books.
16. Glaser B and Strauss A (1967) The discovery of grounded theory. Chicago: Aldine.
17. Guba E G and Lincoln Y S (1989) Fourth generation evaluation. Newbury Park, CA: Sage.
18. Lave J and Wenger E (1991) Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
19. 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.
20. Lederman N G (1998) The state of science education: Subject matter without context. Electronic Journal of Science Education 3(2)
21. Lederman N G, Abd-El-Khalick F, Bell R L and Schwartz R S (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 39,497-522.
22. Lincoln Y S and Guba E G (2000) Paradigmatics controversies, contradictions, and emerging confluences. In: N K Denzin and Y S Lincoln (Eds) Handbook of qualitative research (2nd ed., pp. 163-188). Thousand Oaks, CA: Sage
23. Mason C L, Kahle J B and Gardner A L (1991) Draw-a-scientist test: future implications. School Science and Mathematics 91, 193-198.
24. McComas W F, Clough M P and Almazroa H (1998) The role and character of the nature of science in science education. Science and Education 7, 511-532.
25. McGarigal K, Cushman S and Stafford S G (2000) Multivariate statistics for wildlife and ecology research. Springer-Verlag, NY.
26. Mortimer E F (1995) Conceptual change or conceptual profile change? Science and Education 4,267-285.
27. National Research Council (1996) National science education standards. Washington, DC: National Academic Press.
28. Nott M and 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 and P Scott (Eds) Research in Science Education in Europe, pp 283-295. London: Falmer Press.
29. Palmquist B C and Finley F N (1997) Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching 34, 595-615.
30. Ryder J, Leach J and Driver R (1999) Undergraduate science students' images of science. Journal of Research in Science Teaching 36, 201-219.
31. Schwartz R S and Lederman N G (2002) "It's the nature of the beast": The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching 39, 205-236.
32. Smith J P, diSessa A and Roschelle J (1993) Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences 3,115-163.
33. Southerland S A, Abrams E, Cummins C L and Anzelmo J (2001) Understanding students explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education 85: 328-348.
34. Steinke J, Lapinski M K, Crocker N, Zietsman-Thomas A, Williams Y and Evergreen S H Kuchibhotla S (2007) Assessing media influences on middle school aged children's perceptions of women in science using the draw-a-scientist test (DAST). Science Communication 29, 35-64.
35. Symington D and Spurling H (1990) The 'draw a scientist test': Interpreting the data. Research in Science and Technological Education 8, 75-77.