Curriculum change

Dilemmas of Science Teaching: Perspectives on Problems of Practice

Volumn , Issue , 2005, Pages 231-244

  White, Garry ^a   Russell, Tom ^b   Gunstone, Richard F ^c  

^a Queen’s University ^*

^b QUEEN S UNIVERSITY   (Canada)

^c MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892791012     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203996294-24     Document Type: Chapter

References (19)

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2. Baird, J. R. and Northfield, J. R. (eds.) (1992). Learning from the PEEL experience. Melbourne: Monash University Printing Services.
3. Darling-Hammond, L. and Sykes, G. (eds) (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey Bass.
4. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
5. Gunstone, R. (1990). ‘Children’s science’: A decade of developments in constructivist views of science teaching and learning. The Australian Science Teachers Journal, 36 (4), 9-19.
6. Gunstone, R. (1992). Constructivism and metacognition: Theoretical issues and classroom studies. In R. Duit, F. Goldberg and H. Niedderer (eds), Research in physics learning: Theoretical issues and empirical studies (pp. 129-140). University of Kiel: Institute for Science Education.
7. Holt, J. (1964). How children fail. New York: Dell.
8. Hynes, D. (1986). Theory into practice. In J. R. Baird and I. J. Mitchell (eds) (1997), Improving the quality of teaching and learning: An Australian case study - the PEEL project (1st edn, pp. 28-44). Melbourne: Monash University Printing Services.
9. Larochelle, M. and Desautels, J. (1992). The epistemological turn in science education: The return of the actor. In R. Duit, F. Goldberg and H. Niedderer (eds), Research in physics learning: Theoretical issues and empirical studies (pp. 155-175). University of Kiel: Institute for Science Education.
10. Loughran, J. and Russell, T. (1997a). Meeting student teachers on their own terms: Experience precedes understanding. In V Richardson (ed.), Constructivist teacher education: Building a world of new understandings (pp. 164-181). London: Falmer Press.
11. Loughran, J. and Russell, T. (1997b). Teaching about teaching: Purpose, passion and pedagogy in teacher education. London: Falmer Press.
12. Mitchell, J. and Mitchell, I. (1992). Some classroom procedures. In J. R. Baird and J. R. Northfield (eds), Learning from the PEEL experience (pp. 210-268). Melbourne: Monash University Printing Services.
13. Munby, H. and Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45, 86-95.
14. O’Reilley, M. R. (1993). The peaceable classroom. Portsmouth, NH: Boynton/Cook Heinemann.
15. Pintrich, P R., Marx, R. W and Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63 (2), 167-199.
16. Sarason, S. B. (1971). The culture of the school and the problem of change. Boston: Allyn & Bacon.
17. Sarason, S. B. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College Press.
18. Wallace, J. and Louden, W (1992). Science teaching and teachers’ knowledge: Prospects for reform of elementary classrooms. Science Education, 76 (5), 507-521.
19. Wildy, H. and Wallace, J. (1994). Understanding teaching or teaching for understanding: Alternative frameworks for science classrooms. Journal of Research in Science Teaching, 32 (2), 143-156.