Aesthetic experience in science education: Learning and meaning-making as situated talk and action

Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action

Volumn , Issue , 2005, Pages 1-185

  Wickman, Per Olof ^a  

^a STOCKHOLM UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905146094     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410615756     Document Type: Book

References (194)

1. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Alexander, T. M. (1998). The art of life: Dewey's aesthetics. In L. A. Hickman (Ed.), Reading Dewey: Interpretations for a postmodern generation (pp. 1-22). Bloomington: Indiana University Press.
3. Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25, 1043-1047.
4. Anderson, O. R. (1997). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 81, 67-89.
5. Arrington, R. L., & Glock, H. -J. (1991). Introduction. In R. L. Arrington & H. -J. Glock (Eds.), Wittgenstein's philosophical investigations: Text and context (pp. 1-11). London: Routledge.
6. Bakhtin, M. M. (1986). Speech genres & other late essays. Austin: University of Texas Press.
7. Baldwin, I. T. (2004). A most productive passion for natural history. Science, 303, 958-959.
8. Barnes, D., & Todd, F. (1995). Communication and learning revisited: Making meaning through talk. Portsmouth, NH: Boynton/Cook.
9. Barton, A. C. (2001). Science education in urban settings: seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917.
10. Baumgarten, A. G. (1954). Alexander Gottlieb Baumgarten's meditationes philosophicae de nonullis ad poema pertinentibus: Reflections on poetry (K. Aschenbrenner & W. B. Holther, Trans.). Berkeley: University of California Press. (Original work published 1735)
11. Bellack, A. A., Kliebard, H. M., Hyman, R. T., & Smith, F. L. (1966). The language of the classroom. New York: Teachers College Press.
12. Berlyne, D. E. (1974). The new experimental aesthetics. In D. E. Berlyne (Ed.), Studies in the new experimental aesthetics: Steps toward an objective psychology of aesthetic appreciation (pp. 1-25). Washington, DC: Hemisphere.
13. Biesta, G. (1999). Where are you? Where am I? Education, identity and the question of location. In C. A. Säfström (Ed.), Identity: Questioning the logic of identity within educational theory (pp. 21-45). Lund, Sweden: Studentlitteratur.
14. Bloom, J. D. (1992a). Contexts of meaning and conceptual integration: How children understand and learn. In R. A. Duschl & R. J.Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 177-194). Albany: State University of New York Press.
15. Bloom, J. D. (1992b). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76, 399-413.
16. Bloor, D. (1997). Wittgenstein, rules and institutions. London: Routledge.
17. Borges, J. L. (1975). A universal history of infamy. London: Penguin Books.
18. Boström, A. (2002). Chemistry teachers' narratives as parts of their lives and professionalism. Journal of Chemical Education, 23, 37-39.
19. Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. London: Routledge.
20. Brickhouse, N.W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
21. Brickhouse, N.W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
22. Brickhouse, N.W., & Potter, J. T. (2001). Young women's scientific identity formation in an urban context. Journal of Research in Science Teaching, 38, 965-980.
23. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
24. Chaiklin, S., & Lave, J. (Eds.). (1996). Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
25. Chandrasekhar, S. (1979). Beauty and the quest for beauty in science. In Proceedings of the International Symposium in Honor of Robert R. Wilson April 27, 1979 (pp. 71-85). Batavia, IL: Fermi National Accelerator Laboratory.
26. Cherryholmes, C. H. (1988). Power and criticism. New York: Teachers College Press.
27. Cherryholmes, C. H. (1999). Reading pragmatism. New York: Teachers College Press.
28. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
29. Claxton, G. (1991). Educating the inquiring mind: The challenge for school science. London: Harvester, Wheatsheaf.
30. Cobern,W.W. (1998). Science and a social constructivist view of science education. InW. W. Cobern (Ed.), Socio-cultural perspectives on science education: An international dialogue (pp. 7-23). Dordrecht, Netherlands: Kluwer Academic.
31. Cobern, W. W., & Aikenhead, G. S. (1998). Cultural aspects of learning science. In B. J. Fraser & K. Tobin (Eds.), The international handbook of science education (pp. 39-52). Dordrecht, Netherlands: Kluwer Academic.
32. Coulon, A. (1995). Ethnomethodology. Thousand Oaks, CA: Sage.
33. Crawford, D.W. (1974). Kant's aesthetic theory. Madison: University ofWisconsin Press.
34. Curtin, D. W. (Ed.). (1982). The aesthetic dimension of science: 1980 Nobel Conference organized by Gustavus Adolphus College St. Perer, Minn. New York: Philosophical Library.
35. Damasio, A. R. (2000). The feeling of what happens: Body, emotion and the making of consciousness. London: Vintage.
36. Darwin, C. (1968). The origin of species by means of natural selection or the preservation of favoured races in the struggle for life. London: Penguin Books. (Original work published 1859)
37. Darwin, C. (1958). Selected letters on evolution and origin of species. With an autobiographical chapter. Minneole, NY: Dover.
38. Deng, Z. (2001). The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. Science Education, 85, 263-278.
39. Dennett, D. C. (1995). Darwin's dangerous idea: Evolution and the meanings of life. London: Penguin Books.
40. Dewey, J. (1996). The theory of emotion. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (Early Works, Volume 4, pp. 152-188). Charlottesville, VA: InteLex Corporation. (Original work published 1894-1895)
41. Dewey, J. (1996). Evolution and ethics. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (EarlyWorks, Volume 5, pp. 34-53). Charlottesville, VA: InteLex Corporation. (Original work published 1898)
42. Dewey, J. (1996). Essays in experimental logic. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (Middle Works, Volume 10, pp.320-366). Charlottesville, VA: InteLex Corporation. (Original work published 1916)
43. Dewey, J. (1996). Experience and nature. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (Later Works, Volume 1). Charlottesville, VA: InteLex Corporation. (Original work published 1925)
44. Dewey, J. (1996). Qualitative thought. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (Later Works, Volume 5, pp. 243-262). Charlottesville, VA: InteLex Corporation. (Original work published 1930)
45. Dewey, J. (1996). How we think (revised edition). In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (LaterWorks,Volume 8, pp. 105-353). Charlottesville, VA: InteLex Corporation. (Original work published 1933)
46. Dewey, J. (1996). Art as experience. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (Later Works, Volume 10). Charlottesville, VA: InteLex Corporation. (Original work published 1934)
47. Dewey, J. (1996). Experience and education. In L. Hickman (Ed.), Collected works of John Dewey, 1882-1953: The electronic edition (LaterWorks, Volume 13, pp. 1-62). Charlottesville, VA: InteLex Corporation. (Original work published 1938)
48. Dewhurst, D. (1997). Education and passion. Educational Theory, 47, 477-487.
49. Dolan, R. J. (2002). Emotion, cognition, and behavior. Science, 298, 1191-1194.
50. Edwards, A. D., & Westgate, D. P. G. (1987). Investigating classroom talk. London: Falmer Press.
51. Edwards, D. (1997). Discourse and cognition. London: Sage.
52. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Routledge.
53. Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302, 290-292.
54. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.
55. Fensham, P. (2000). Providing suitable content in the "science for all" curriculum. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 147-164). Buckingham, UK: Open University Press.
56. Feynman, R. P. (1985). "Surely you're joking, Mr. Feynman!" Adventures of a curious character. New York: W. W. Norton.
57. Fischer, E. P. (1999). Beauty and the beast: The aesthetic moment in science. New York: Plenum.
58. Flannery, M. C. (1991). Science and aesthetics: A partnership for science education. Science Education, 75, 577-593.
59. Flannery,M. C. (1993). Teaching about the aesthetics of biology: A case study on rhythm. Interchange, 24, 5-18.
60. Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspectives, and practice. NewYork: Teachers College Press.
61. Gardner, H. (1971). Problem-solving in the arts and sciences. Journal of Aesthetics Education, 5, 93-113.
62. Gardner, S. (1996). Aesthetics. In N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (pp. 229-256). Oxford: Blackwell.
63. Garfinkel, H. (1967). Studies in ethnomethodology. Engelwood Cliffs, NJ: Pretince Hall.
64. Garrison, J. (1997). Dewey and eros: Wisdom and desire in the art of teaching. New York: Teachers College Press.
65. Geddis, A. N. (1998). Analyzing discourse about controversial issues in the science classroom. InD. A. Roberts & L. östman (Eds.), Problems of meaning in science curriculum (pp. 115-129). New York: Teachers College Press.
66. Gee, J. P., & Green, J. L. (1998). Discourse analysis, learning, and social practice: Amethodological study. Review of Research in Education, 23, 119-169.
67. Girod, M., & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders. Elementary School Journal, 102, 199-224.
68. Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30, 3-14.
69. Glassman, M. (2004). Running in circles: Chasing Dewey. Educational Theory, 54, 315-341.
70. Goodman, N. (1969). Languages of art: An approach to a theory of symbols (2nd ed.). Indianapolis: Hackett.
71. Goodman, N. (1978). Ways of worldmaking. Indianapolis: Hackett.
72. Gosselin, C. (2003). In a Different Voice and the transformative experience: A Deweyan perspective. Educational Theory, 53, 91-105.
73. Gould, S. J. (1997). The exaptive excellence of spandrels as a term and prototype. Proceedings of the National Academies of Sciences USA, 94, 10750-10755.
74. Gould, S. J. (2002). The structure of evolutionary theory. Cambridge,MA:Belknap Press.
75. Gould, S. J., & Lewontin, R. C. (1979). The spandrels of San Marco and the Panglossian paradigm: a critique of the adaptationist programme. Proceedings of the Royal Society of London Series B, 205, 581-598.
76. Grace, M. M., & Ratcliff, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24, 1157-1169.
77. Grayling, A. C. (1996). Epistemology. In N. Bunnin & E. P. Tsui-James (Eds.), The Blackwell companion to philosophy (pp. 38-63). Oxford, UK: Blackwell.
78. Gross, A. G., Harmon, J. E., & Reidy, M. (2002). Communicating science: The scientific article from the 17th century to the present. New York: Oxford University Press.
79. Gyberg, P. (2003). Energi som kunskapsområde: Om praktik och diskurser i skolan [in Swedish with English summary]. Linköping: Linköping University.
80. Habermas, J. (1978). Knowledge and human interest (2nd ed.). London: Heinemann.
81. Habermas, J. (1987). The philosophical discourse of modernity: Twelve lectures. Cambridge: Polity Press.
82. Habermas, J. (1998). On the pragmatics of communication. Cambridge: Polity Press.
83. Hardwick, C. S. (1971). Language learning inWittgenstein's later philosophy. The Hague, Netherlands: Mouton.
84. Harré, R., & Gillet, G. (1994). The discursive mind. Thousand Oaks, CA: Sage.
85. Haskins, C. (1999). Review article. Studies in Philosophy and Education, 18, 287-297.
86. Hegel, G.W. F. (1993). Introductory lectures on aesthetics. London: Penguin Books. (Original work published 1835)
87. Hutchby, I., & Wooffitt, R. (1998). Conversation analysis: Principles, practices and applications. Cambridge, UK: Polity Press.
88. Huxley, T. H. (1894). Biogenesis and abiogenesis. In Collected essays 1893-1894: Discourses, biological and geological (Vol. 8, pp. 229-271). New York: Macmillan.
89. Jackson, P.W. (1998). John Dewey and the lessons of art. New Haven, CT: Yale University Press.
90. Jakobson, B., & Wickman, P. -O. (manuscript). Aesthetic distinction in primary science.
91. Joas, H. (2002). The genesis of values. Cambridge, UK: Polity Press.
92. Johnston, J. S. (2002). John Dewey and the role of scientific method in aesthetic experience. Studies in Philosophy and Education, 21, 1-15.
93. Kant, I. (1987). Critique of judgement (trans.W. S. Pluhar) Indianapolis: Hackett. (Original work published 1790)
94. Klapper, M. H. (1969). Truth and aesthetics in chemistry. Journal of Chemical Education, 46, 577-579.
95. Langsdorf, L. (2002). Reconstructing the fourth dimension. A Deweyan critique of Habermas's conception of communicative action. In M. Aboulafia, M. Bookman, & C. Kemp (Eds.), Habermas and pragmatism (pp. 141-164). London: Routledge.
96. Lave, J. (1996). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, UK: Cambridge University Press.
97. Leal, D. J. (1992). The nature of talk about three types of texts during peer group discussions. Journal of Reading Behavior, 24, 313-338.
98. Leal, D. J. (1993). Storybooks, information books and informational storybooks: An explication of the ambiguous grey genre. New Advocate, 6, 61-70.
99. Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
100. Lemke, J. L. (2001). Articulating communities: sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296-316.
101. Lidar, M., Lundqvist, L., & Östman, L. (in press). Teaching and learning in the science classroom. Science Education.
102. Lipscomb,W. N. (1982). Aesthetic aspects of science. In D.W. Curtin (Ed.), The aesthetic dimension of science: 1980 Nobel Conference organized by Gustavus Adolphus College St. Perer, Minn. (pp. 1-24). New York: Philosophical Library.
103. Lynch, M. (1993). Scientific practice and ordinary action. Ethnomethodology and social studies of science. Cambridge, UK: Cambridge University Press.
104. Maria, K., & Johnson, J. (1990). Correcting misconceptions: Effect of type of text. In S. McCormick & J. Zutell (Eds.), Literacy theory and research: Analyses from multiple paradigms. Thirty-ninth yearbook of the National Reading Conference (pp. 329-339). Chicago: National Reading Conference.
105. Maria, K., & Junge, K. (1993, December). A comparison of fifth graders' comprehension and retention of scientific information using a science textbook and an informational storybook. Presented at the Annual Meeting of the National Reading Conference (43rd), 1993, Charleston, SC.
106. Martin, B. E., & Brouwer,W. (1991). The sharing of personal science and the narrative element in science education. Science Education, 75, 707-722.
107. Martin, B. E., & Brouwer,W. (1993). Exploring personal science. Science Education, 77, 441-459.
108. Martin, J. (2002). The education of John Dewey: A biography. New York: Columbia University Press.
109. McClure, A. A., & Zitlow, C. S. (1991). Not just the facts: Aesthetic response in elementary content area studies. Language Arts, 68, 27-33.
110. Molander, B. (1996). Kunskap i handling (2nd ed) [in Swedish]. Göteborg: Daidalos.
111. Moore, G. E. (1959). Philosophical papers. Woking, Great Britain: Unwin Brothers.
112. Nelson, P. L., Martin, S. S., & Baldwin, V. G. (1998). Drawing skills and science concepts in young children: A study of relationships. Studies in Art Education, 29, 262-269.
113. Norris, S. P. (1992). Practical reasoning in the production of scientific knowledge. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 195-225). Albany: State University of New York Press.
114. Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548-571.
115. Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K. (1996). Explaining science in the classroom. Philadelphia: Open University Press.
116. Osborn, R., & Freyberg, P. (1985). Learning in science. Auckland: Heinemann.
117. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079.
118. Östman, L. (1994). Rethinking science teaching as a moral act. Journal of Nordic Educational Research, 14, 141-150.
119. Östman, L. (1995). Meaning and socialization: Science education as a political and environmental- ethical problem. English summary. In Socialisation och mening: No-utbildning som politiskt och miljömoraliskt problem (pp. 195-210). Stockholm: Almqvist & Wiksell.
120. Östman, L. (1998). How companion meanings are expressed by science education discourse. In D. A. Roberts & L. östman (Eds.), Problems of meaning in science curriculum (pp. 54-70). New York: Teachers College Press.
121. Östman, L., & Roberts, D. A. (1994). Toward understanding the production of meaning in science education. Journal of Nordic Educational Research, 14, 2-9.
122. Pederosa de Jesus, H., Teixeira-Dias, J. J. C., & Watts, M. (2003). Questions of chemistry. International Journal of Science Education, 25, 1015-1034.
123. Perrier, F., & Nsengiyumva, J. -B. (2003). Active science as a contribution to the trauma recovery process: Preliminary indications with orphans from the 1994 genocide in Rwanda. International Journal of Science Education, 25, 1111-1128.
124. Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
125. Pluhar,W. S. (1987). Translator's introduction. In I. Kant (Ed.), Critique of judgement (pp. xxiii-cix). Indianapolis: Hackett.
126. Posner, G. J., Strike, K. A., Hewson, P.W., & Gertzog,W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
127. Power, M., & Dalgleish, T. (1997). Cognition and emotion: From order to disorder. Hove: Psychology Press.
128. Prawat, R. S. (2000). Dewey meets the "Mozart of Psychology" in Moscow: The untold story. American Educational Research Journal, 37, 663-696.
129. Putnam, H. (2002). The collapse of the fact/value dichotomy and other essays. Cambridge, MA: Harvard University Press.
130. Quine,W.V. O. (1980).From a logical point of view. Nine logico-philosophical essays (2nd ed.). Cambridge, MA: Harvard University Press.
131. Rajchman, J., & West, C. (1985). Post-analytic philosophy. New York: Columbia University Press.
132. Read, J. (1947). Humour and humanism in chemistry. London: G. Bell & Sons.
133. Roberts, D. A. (1982). Developing the concept of "curriculum emphases" in science education. Science Education, 66, 243-260.
134. Roberts, D. A., & Östman, L. (Eds.). (1998). Problems of meaning in science curriculum. New York: Teachers College Press.
135. Rogeman, A. (2004, March 16). Forskare har funnit ny planet i vårt solsystem [in Swedish]. Dagens Nyheter, p. 11.
136. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.
137. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation , and apprenticeship. In J.V.Wertsch & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge: Cambridge University Press.
138. Root-Bernstein, R. S. (1989). Discovering. Cambridge, MA: Harvard University Press.
139. Root-Bernstein, R. S. (1996). The sciences and the arts share a common creative aesthetics. In A. I. Tauber (Ed.), The elusive synthesis: Aesthetics and science (pp. 49-82). Dordrecht, Netherlands: Kluwer.
140. Rorty, R. (1980). Philosophy and the mirror of nature. Oxford, UK: Blackwell.
141. Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge: Cambridge University Press.
142. Rorty, R. (1991). Objectivity, relativism, and truth. Philosophical papers, Vol. I. Cambridge, UK: Cambridge University Press.
143. Rosenow, E. (1998). Towards an aesthetic education? Rorty's conception of education. Journal of Philosophy of Education, 32, 253-265.
144. Roth, W. -M. (1998). Learning process studies: Examples from physics. International Journal of Science Education, 20, 1019-1024.
145. Säljö, R. (1998). Learning inside and outside schools: Discursive practices and sociocultural dynamics. In D. Roberts & L. östman (Eds.), Problems of meaning in scientific curriculum (pp. 39-53). New York: Teachers College Press.
146. Säljö, R., & Bergqvist, K. (1997). Seeing the light: Discourse and practice in the optics lab. In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning: essays on situated cognition (pp. 385-405). Berlin: Springer.
147. Säätelä, S. (1998). Aesthetics as grammar: Wittgenstein and post-analytic philosophy of art. Uppsala, Sweden: Department of Aesthetics, Uppsala University.
148. Schoultz, J., Säljö, R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy. Human Development, 44, 103-118.
149. Scruton, R. (1998). The aesthetic understanding: essays in the philosophy of art and culture. South Bend, IN: St. Augustine's Press. (Original work published 1983)
150. Shibles, W. (1995). Emotion in aesthetics. Dordrecht, Netherlands: Kluwer Academic.
151. Shook, J. R. (2000). Dewey's empirical theory of knowledge and reality. Nashville, TN: Vanderbilt University Press.
152. Short, K. G., & Armstrong, J. (1993).Moving toward inquiry: Integrating literature into the science curriculum. New Advocate, 6, 183-189.
153. Shusterman, R. (2000). Pragmatist aesthetics: Living beauty, rethinking art (2nd ed.). Lanham: Rowman & Littlefield.
154. Shusterman, R. (2002). Habermas, pragmatism, and the problem of aesthetics. In M. Aboulafia, M. Bookman, & C.Kemp (Eds.), Habermas and pragmatism (pp. 165-181). London: Routledge.
155. Sjöberg, S. (2002). Interesting all children in "science for all." In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 165-186). Buckingham, UK: Open University Press.
156. Smeyers, P. (1998). Assembling reminders for educational research:Wittgenstein on philosophy. Educational Theory, 48, 287-308.
157. Solomon, J. (1992). Getting to know about energy. London: Falmer Press.
158. Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147-176). Albany: State University of New York Press.
159. Sutton, C. (1992).Words, science, and learning. Buckingham, UK: Open University Press.
160. Szybek, P. (1999a). Staging science: Some aspects of the production and distribution of science knowledge. Lund, Sweden: Lund University.
161. Szybek, P. (1999b). Touched by a disgusting fish. Dissecting squid in biology lessons in a comprehensive school. In J. Leach & A.C.Paulsen (Eds.), Practical work in science education-recent research studies (pp. 96-112). Fredriksborg, Denmark: Roskilde University Press.
162. Tauber, A. I. (1996a). Introduction. In A. I. Tauber (Ed.), The elusive synthesis: Aesthetics and science (pp. 1-12). Dordrecht, Netherlands: Kluwer Academic.
163. Tauber, A. I. (Ed.). (1996b). The elusive synthesis: Aesthetics and science. Dordrecht, Netherlands: Kluwer Academic.
164. Teixeira dos Santos, F. M., & Mortimer, E. F. (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25, 1095-1110.
165. Vygotsky, L. S. (1995). Fantasi och kreativitet i barndomen [in Swedish]. Göteborg: Bokförlaget Daidalos.
166. Vygotsky, L. S. (1998). Imagination and creativity in the adolescent. In R.W. Rieber (Ed.), The collected works of L. S. Vygotsky, Volume 5: Child psychology (pp. 151-166). New York: Plenum Press.
167. Waks, L. J. (1998). Post-experimentalist pragmatism. Studies in Philosophy and Education, 17, 17-28.
168. Watson, J. D., & Crick, F. H. C. (1953). Molecular structure of nucleic acids. Nature, 171, 737-738.
169. Watts, M. (2001). Science and poetry: Passion v. prescription in school science? International Journal of Science Education, 23, 197-208.
170. Wechsler, J. E. (Ed.). (1977). On aesthetics in science. Cambridge, MA: MIT Press.
171. Welsch, W. (1997). Undoing aesthetics. London: Sage.
172. Wertsch, J. V. (1995). The need for action in sociocultural research. In J. V.Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 56-74). Cambridge, UK: Cambridge University Press.
173. Wertsch, J. V. (1998). Mind as action. Oxford, UK: Oxford University Press.
174. Wertsch, J. V., del Río, P., & Alvarez, A. (Eds.). (1995). Sociocultural studies of mind. Cambridge: Cambridge University Press.
175. West, L. H. T., & Pines, A. L. (1983). How"rational" is rationality? Science Education, 67, 37-39.
176. Wickman, P. -O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88, 325-344.
177. Wickman, P. -O., & Östman, L. (2001). University students during practical work: Can we make the learning process intelligible? In H. Behrendt, H. Dahncke, R. Duit,W. Gräber, M. Komorek, A. Kross, & P. Reiska (Eds.), Research in science education-Past, present, and future (pp. 319-324). Dordrecht, Netherlands: Kluwer Academic.
178. Wickman, P. -O., & Östman, L. (2002a). Induction as an empirical problem: How students generalize during practical work. International Journal of Science Education, 24, 465-486.
179. Wickman, P. -O., & Östman, L. (2002b). Learning as discourse change: A sociocultural mechanism. Science Education, 86, 601-623.
180. Williams, M. (2002). Wittgenstein, mind and meaning. London: Routledge.
181. Winch, C. (2002). Strong autonomy and education. Educational Theory, 52, 27-41.
182. Wittgenstein, L. (1958). The blue and brown books. Oxford: Blackwell.
183. Wittgenstein, L. (1966). Lectures and conversations on aesthetics, psychology and religious belief. Oxford: Blackwell.
184. Wittgenstein, L. (1967). Philosophical investigations (2nd ed.). Oxford: Blackwell.
185. Wittgenstein, L. (1969). On certainty. Oxford: Blackwell.
186. Wittgenstein, L. (1978). Remarks on the foundations of mathematics (3rd ed.). Oxford: Blackwell.
187. Wittgenstein, L. (1980). Remarks on the philosophy of psychology: Vol. I. Oxford: Blackwell.
188. Witz, K. G. (1996). Science with values and values for science education. Journal of Curriculum Studies, 28, 597-612.
189. Wong, D., Pugh, K., & the Dewey Ideas Group at Michigan State University. (2001). Learning science: A Deweyan perspective. Journal of Research in Science Teaching, 38, 317-336.
190. Zahorik, J. A. (1996). Elementary and secondary teachers' reports of how theymake learning interesting. Elementary School Journal, 96, 551-564.
191. Zembylas, M. (2002). Constructing genealogies of teachers' emotions in science teaching. Journal of Research in Science Teaching, 39, 79-103.
192. Zimmer, C. (2004). A distant mirror for the brain. Science, 303, 43-44.
193. Zinchenko, V. P. (1995). Cultural-historical psychology and the psychological theory of activity: retrospect and prospect. In J. V. Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 37-55). Cambridge: Cambridge University Press.
194. Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.