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Journal of Science Teacher Education

Volumn 21, Issue 1, 2010, Pages 1-5

  Ault Jr , Charles R ^a  

^a Lewis and Clark Graduate School of Education and Counseling   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 75549085219     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-009-9156-5     Document Type: Editorial

References (10)

1. American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans. Washington, DC: American Association for the Advancement of Science.
2. Bell, R. (2008). Teaching the nature of science through process skills. Boston, MA: Pearson.
3. Cartwright, N. (1999). The dappled world: A study of the boundaries of science. Cambridge, UK: Cambridge University Press.
4. Dika, S. L., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
5. Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
7. Rudolph, J. L. (2007). An inconvenient truth about science education. Teachers College Record. Published February 9, 2007 on the Teachers College Record website, ID Number: 13216. Retrieved September 9, 2009, from http://www. tcrecord. org.
8. Settlage, J., & Johnston, A. (2009). Science education at the crossroads website. Retrieved September 7, 2009, from www. sciedxroads. org/.
9. Settlage, J., & Southerland, S. A. (2007). Teaching science to every child: Using culture as a starting point. New York, NY: Routledge.
10. Toulmin, S. E. (1990). Cosmopolis. New York, NY: Macmillan/The Free Press.