Creating a classroom community of young scientists: Second edition

Creating a Classroom Community of Young Scientists: Second Edition

Volumn , Issue , 2006, Pages 1-463

  Bloom, Jeffrey W ^a  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

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[No Author keywords available]

Indexed keywords

EID: 84905999743     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203956878     Document Type: Book

References (237)

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2. Ackerman, D. (1990). A natural history of the senses. New York: Vintage Books/Random House.
3. Bauer, H. H. (1994). Scientific literacy & the myth of the scientific method. Urbana, IL: University of Illinois Press.
4. Biklen, D., & Cardinal, D. N. (Eds.). (1997). Contested words, contested science. New York: Teachers College Press.
5. Brockman, J. (2004). Curious minds: How a child becomes a scientist. New York: Vintage Press.
6. Cromer, A. H. (1997). Connected knowledge: Science, philosophy, & education. New York: Oxford University Press.
7. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Philadelphia: Open University Press.
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12. Weiner, J. (Ed.) (2005). The best American science and nature writing 2005. New York: Houghton Mifflin. (A volume of these writings is published every year with different editors, but all from Houghton Mifflin Publishers.)
13. Wolpert, L. (2000). The unnatural nature of science. Cambridge, MA: Harvard University Press.
14. Burke, J. (1985). The day the universe changed. Boston: Little, Brown & Company.
15. Burke, J. (2000). Circles: 50 round trips through history, technology, science, culture. New York: Simon & Schuster.
16. Capra, F. (2002). The hidden connections: Integrating the biological, cognitive, and social dimensions of life into a science of sustainability. New York: Doubleday.
17. Casti, J. L. (1994). Complexification: Explaining a paradoxical world through the science of surprise. New York: Harper Collins.
18. Darwin, F. (1995). The life of Charles Darwin. London: Guernsey Press. (Original work published 1902.)
19. Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.
20. Einstein, A. (1995). Out of my later years. New York: Carol Publishing. (Original work published 1956.)
21. Gould, S. J. (1981). The mismeasure of man. New York: W. W. Norton & Company.
22. Hawking, S. (1988). A brief history of time: From the big bang to black holes. New York: Bantam Books.
23. Irwin, A., & Wynne, B. (Eds.). (1996). Misunderstanding science? The public reconstruction of science and technology. New York: Cambridge University Press.
24. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press. (Original work published 1962.)
25. Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton, NJ: Princeton University Press.
26. Millar, R. (Ed.). (1989). Doing science: Images of science in science education. New York: Falmer Press.
27. Roth, W. M., & Calabrese Barton, A. (2004). Rethinking scientific literacy. New York: Routledge.
28. Schwab, J. J, Westbury, I., & Wilkof, N. J. (Eds.). (1978). Science, curriculum, and liberal education: Selected essays. Chicago: University of Chicago Press.
29. Schwartz, J. (1979). Einstein for beginners. New York: Pantheon Books.
30. Sheldrake, R. (1995). Seven experiments that could change the world: A do-it-yourself guide to revolutionary science. New York: Riverhead Books.
31. Simon, H. (2001). "Seek and ye shall find": How curiosity engenders discovery. In K. Crowley, C. D. Schunn, and T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 5-20). Mahwah, NJ: Lawrence Erlbaum Associates.
32. Stevenson, L., & Byerly, H. (1995). The many faces of science: An introduction to scientists, values, and society. Boulder, CO: Westview Press.
33. Donald Simanek's "Science Quotes" (Lock Haven University of Pennsylvania): http://www.lhup.edu/~dsimanek/sciquote.htm
34. Lynn Fancher's "What Is Science?" (College of DuPage): http://www.cod.edu/people/faculty/fancher/Science.htm
35. Jerry Stanbrough's (Batesville High School, Indiana) "About Science Notes" (with link to "Science and Scientific Method" quotes): http://www.batesville.k12.in.us/physics/PhyNet/AboutScience/
36. World Village "Science": http://quotes.worldvillage.com/i/b/Science
37. Donaldson, M. (1978). Children's minds. London: Fontana Press (Harper Collins). Intriguing little book. It is a classic that presents research evidence that counters the claims made by Piagetian researchers about developmental stages.
38. Eisner, E. (1994). Cognition and curriculum reconsidered (2nd ed.). New York: Teachers College Press. Examines the different ways people represent and communicate understandings and the implications of this view on curriculum.
39. Harlen, W. (1993). Teaching and learning primary science (2nd ed.). London: Paul Chapman Publishing. Wonderfully written book about teaching science from a constructivist perspective. Includes chapters on children's ideas, thinking, learning, and language.
40. Paley, V. G. (1986). Mollie is three: Growing up in school. Chicago: University of Chicago Press. One of many great books by this teacher/researcher. Very insightful look at children's and teachers' thinking.
41. Stein, S. (1986). The evolution book. New York: Workman Publishers. A book of information about and teaching activities on evolution. A great resource for teachers.
42. Volk, T. (1995). Metapatterns: Across space, time, and mind. New York: Columbia University Press.
43. Bell, B. (2005). Learning in science: The Waikato research. New York: Routledge-Falmer.
44. Bloom, J. W. (1990). Contexts of meaning: young children's understanding of biological phenomena. International Journal of Science Education, 12, 549-561.
45. Bloom, J. W. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76, 399-413.
46. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
47. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
48. Duckworth, E. (1996). "The having of wonderful ideas" and other essays on teaching and learning (2nd ed.). New York: Teachers College Press. A Piagetian researcher and educator's examination of children's ideas. Nice treatment of teaching from the child's perspective, but does not address the importance of language and talk.
49. Gilbert, J. K., & Boulter, C. J. (Eds.). (2000). Developing models in science education. Boston, MA: Kluwer Academic Publishers.
50. Harcombe, E. S. (2001). Science teaching/science learning: Constructivist learning in urban classrooms. New York: Teachers College Press.
51. Haskell, R. E. (2001). Transfer of learning: Cognition, instruction, and reasoning. San Diego: Academic Press.
52. Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia: Open University Press.
53. Watts, M., & Bentley, D. (1994). Humanizing and feminizing school science: Reviving anthropomorphic and animistic thinking in constructivist science education. International Journal of Science Education, 16, 83-97.
54. Bentley, D., & Watts, M. (1995). Communicating in school science: Groups, tasks, and problem solving. London: Falmer Press, pp. 5-16. An important book about the general topic of communication (written and oral). Informative examination of creating the kind of environment that fosters communication in group work, for understanding, in solving problems, and for assessment.
55. Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press. This book is a must for all teachers. As a teacher-researcher, Karen Gallas describes her classroom in which she conducts regular science talks about very complex ideas with very young children. It's an extraordinary book, not to be missed.
56. Newton, D. P. (2002). Talking sense in science: Helping children understand through talk. New York: Routledge-Falmer.
57. Sutton, C. (1992). Words, science and learning. Buckingham, UK: Open University Press. An accessible, yet thorough, look at language use in teaching and learning science.
58. Ward, A. (1997). Classroom conversations: Talking and learning in elementary school. Toronto: ITP Nelson. An informative book about using and facilitating classroom talk across the curriculum.
59. Bloom, J. W. (2001). Discourse, cognition, and chaotic systems: An examination of students' argument about density. Journal of the Learning Sciences, 10, 447-492. This article provides an analysis of the density argument discussed in this chapter.
60. Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Examines research in teacher-to-student and student-to-student discourse-a very informative book.
61. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Routledge. Examines research in classroom discourse and learning. Offers a lot of practical knowledge of use to teachers. This is an important book to add to your library.
62. Elliot, J. (1976/1977). Developing hypotheses about classrooms from teachers' practical constructs: An account of the work of the Ford Teaching Project. Interchange, 7, 2-26. Offers a more in-depth discussion of the pitfalls when teaching through inquiry and discussion.
63. Lemke, J. (1990). Talking science: Language, learning, values. Norwood, NJ: Ablex Publishing, 1990. This book takes an in-depth look at classroom talk in secondary science classrooms. However, many of the insights are very important for teachers at any level. Those without a science background may find some of the classroom science talk examples difficult, but this should not be seen as a major problem.
64. Marton, F., & Tsui, A. B. M. (Eds.). (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum Associates.
65. Olson, R. Talking science: Techniques and technology for science talks (a video series). University of Southern California, Wrigley Marine Science Center. Retrieved from http://wrigley.usc.edu/spotlight/talkingscience_video.html Although intended for adults, this video series can provide useful information for helping your students become better speakers and presenters.
66. Steane, D. (2004). The terrarium as science text. Talking science (EQ Australia). Retrieved from http://www.curriculum.edu.au/eq/spring2004/article2.html
67. Atkinson, S., & Fleer, M. (Eds.). (1995). Science with reason. Portsmouth, NH: Heinemann.
68. Callahan, C., Kitchell, H., Pierce, P., O'Brien, P., & Hall, J. S. (1998). Organizing wonder: Making inquiry science work in the elementary classroom. Portsmouth, NH: Heinemann.
69. Carin, A. A., Bass, J. E., & Contant, T. L. (2004). Teaching science as inquiry (10th ed.). New York: Prentice Hall.
70. Duckworth, E., Easley, J., Hawkins, D., & Henriques, A. (1990). Science education: A minds-on approach for the elementary years. Hillsdale, NJ: Lawrence Erlbaum Associates.
71. Fulton, L., & Campbell, B. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
72. Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.
73. Harlen, W. (Ed.). (1985). Primary science... taking the plunge: How to teach primary science more effectively. Oxford: Heinemann.
74. Harlen, W. (1993). Teaching and learning primary science (2nd ed.). London: Paul Chapman Publishing.
75. Katz, L. G., & Chard, S. C. (1989). Engaging children's minds: The project approach. Norwood, NJ: Ablex Publishing.
76. Lowery, L. F. (Ed.). (2000). NSTA pathways to the science standards: Elementary school edition. Arlington, VA: NSTA Press.
77. Olson, S., & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Research Council.
78. Pearce, C. R. (1999). Nurturing inquiry: Real science for the elementary classroom. Portsmouth, NH: Heinemann.
79. Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press.
80. Reardon, J., & Saul, W. (1996). Beyond the science kit: Inquiry in action. Portsmouth, NH: Heinemann.
81. Rosebery, A. S., & Warren, B. (Eds.). (1998). Boats, balloons, and classroom video: Science teaching as inquiry. Portsmouth, NH: Heinemann.
82. Roth, W.-M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Boston: Kluwer Academic Publishers.
83. Inquiry: Thoughts, views, and strategies for the K-5 classroom (Foundations: A monograph for professionals in science, mathematics, and technology education), available online from http://www.nsf.gov/pubs/2000/nsf99148/htmstart.htm
84. Other inquiry-based learning materials available from Teach-nology at http://www.teach-nology.com/currenttrends/inquiry/
85. Atkin, J. M, Coffey, J. E., Moorthy, S., Sato, M., & Thibeault, M. (2005). Designing everyday assessment in the science classroom. New York: Teachers College Press.
86. Enger, S. K., & Yager, R. E. (2000). Assessing student understanding in science: A standards-based K-12 handbook. Thousand Oaks, CA: Corwin Press.
87. Falk, B., & Blumenreich, M. (2005). The power of questions: A guide to teacher and student research. Portsmouth, NH: Heinemann.
88. Fulton, L., & Campbell, B. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
89. Harlin, R., Shea, M., & Murray, R. (2005). Drowning in data? How to collect, organize, and document student performance. Portsmouth, NH: Heinemann.
90. Hassard, J. (1999). Science as inquiry: Active learning, project-based, web-assisted, and active assessment strategies to enhance student learning. Tucson, AZ: Good Year Books.
91. Hein, G. E., & Price, S. (1994). Active assessment for active science: A guide for elementary school teachers. Portsmouth, NH: Heinemann.
92. Jones, M. G., Jones, B. D., & Hargrove, T. Y. (2003). The unintended consequences of high-stakes testing. Lanham, MD: Rowman & Littlefield Publishers.
93. Kohn, A. (2000). The case against standardized testing. Portsmouth, NH: Heinemann.
94. Kuhs, T. M., Agurso, S., Johnson, R., & Monrad, D. (2001). Put to the test: Tools and techniques for classroom assessment. Portsmouth, NH: Heinemann.
95. Lipman, P. (2003). High stakes education: Inequality, globalization, and urban school reform. New York: Routlege.
96. Meier, D., & Wood, G. (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
97. Perrone, V. (Ed.). (1991). Expanding student assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
98. Accessible treatment of a variety of issues and approaches to assessment across the disciplines.
99. Sacks, P. (2001). Standardized minds: The high price of America's testing culture and what we can do to change it. New York: Perseus Books.
100. Sirotnik, K. A. (Ed.). (2004). Holding accountability accountable: What ought to matter in public education. New York: Teachers College Press.
101. Swope, K., & Miner, B. (Eds.). (2000). Failing our kids: Why the testing craze won't fix our schools. Milwaukee, WI: Rethinking Schools, Ltd. (Also see other titles from this publisher.)
102. Young, S. F., & Wilson, R. J. (2000). Assessment and learning: The ICE approach. Winnipeg, Manitoba, Canada: Portage and Main Press.
103. Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
104. Examines authentic assessment practices in five different schools.
105. Fuhrman, S. H. (2004). Redesigning accountability systems for education. New York: Teachers College Press.
106. Gardner, J. (2005). Assessment and learning. Thousand Oaks, CA: Sage Publications.
107. Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education. Thousand Oaks, CA: Sage Publications.
108. Mintrop, H. (2003). Schools on probation: How accountability works (and doesn't work). New York: Teachers College Press.
109. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (Eds.). (2000). Assessing science understanding: A human constructivist view. San Diego: Academic Press. [Cited here: Novak, J. D., Mintzes, J. J., & Wandersee, J. H. Learning, teaching, and assessment: A human constructivist perspective.]
110. Perrone, V. (1989). Working papers: Reflection on teachers, schools, and communities. New York: Teachers College Press.
111. Thought-provoking book on a number of issues related to education. Chapters 11 and 12 present some interesting insights about testing.
112. Roth, W.-M., & Calabrese Barton, A. (2004). Rethinking scientific literacy. New York: Routledge-Falmer.
113. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
114. White, R., & Gunstone, R. (1992). Probing understanding. New York: Falmer Press.
115. Provides a detailed description of how to use a variety of techniques to access children's understandings.
116. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
117. Doll, W. E., & Gough, N. (Eds.). (2002). Curriculum visions. New York: Peter Lang.
118. Eisner, E. W. (1994). Cognition and curriculum reconsidered (2nd ed.). New York: Teachers College Press.
119. Describes how you can address multiple ways of representing and understanding concepts through different sensory experiences.
120. Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang.
121. Marshall, H. (Ed.). (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.
122. Monk, M., & Osborne, J. (Eds.). (2000). Good practice in science teaching: What research has to say. Philadelphia: Open University Press.
123. Pearce, C. R. (1999). Nurturing inquiry: Real science for the elementary classroom. Portsmouth, NH: Heinemann.
124. Great description of how to plan, implement, and assess in an inquiry classroom (written by a practicing teacher).
125. Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press.
126. Wallace, J., & Louden, W. (Eds.). (2002). Dilemmas of science teaching: Perspectives on problems of practice. New York: Routledge-Falmer, Taylor & Francis Group.
127. Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University Press.
128. Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.
129. This book is a must for all teachers. As a teacher-researcher, Karen Gallas describes her classroom, in which she conducts regular science talks about very complex ideas with very young children. It is an extraordinary book, not to be missed.
130. Reddy, M., McCrohon, C., Rupert Herrenkohl, L., & Jacobs, P. (1998). Creating scientific communities in the elementary classroom. Portsmouth, NH: Heinemann.
131. Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001). Learning together: Children and adults in a school community. New York: Oxford University Press.
132. This book is a description of a whole school that has become a community of learners. Written by researchers, teachers, and parents, this book is a must-read.
133. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
134. A must read. This book provides a great examination of the nature and development of communities of practice.
135. Marshall, H. H. (Ed.). (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.
136. Examines the broad range of factors affecting our view of learning and the implications for how we view classrooms.
137. http://www.oise.utoronto.ca/ICS/site_LabSchool/default.shtml: The Laboratory School, the Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto
138. The Laboratory School (which draws students from its inner-city location) is another school that has been developed around the notion of community. Each classroom takes deep learning seriously. They take longer to cover material, but across the board the children's test scores skyrocket.
139. Farrell, T. S. C. (2003). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press.
140. Henderson, J. G. (1992). Reflective teaching: Becoming an inquiring educator. New York: Macmillan.
141. A good introduction to reflective inquiry into professional practice. Covers a broad range of applications and includes a good chapter on leadership in a democratic classroom community.
142. Posner, G. J. (1989). Field experience: Methods of reflective teaching (2nd ed.). New York: Longman.
143. A straightforward approach to organizing your thinking about reflective practice.
144. Tomanek, D. (1994). A case of dilemmas: Exploring my assumptions about teaching science. Science Education, 78, 399-414.
145. A self-examination of dilemmas encountered while teaching science.
146. Connelly, F. M., & Clandinin, D. J. (Eds.). (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
147. Loughran, J. (Ed.). (1999). Researching teaching: Methodologies and practices for understanding pedagogy. Philadelphia: Falmer Press.
148. Loughran, J., & Russell, T. (Eds.). (2002). Improving teacher education practices through self-study. New York: Routledge-Falmer, Taylor & Francis Group.
149. Schön, D. A. (1991). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.
150. The classic source for contemporary thinking about reflective practice.
151. Wallace, J., & Louden, W. (Eds.). (2002). Dilemmas of science teaching: Perspectives on problems of practice. New York: Routledge-Falmer, Taylor & Francis Group.
152. Teacher Research, as a form of reflective practice (George Mason University), http://gse.gmu.edu/research/tr/TRreflective.shtml
153. Reflection and Reflective Practice (Open University, UK), http://www4.open.ac.uk/Mendeval/modile6/default.htm
154. Reflective Practice (journal from Routledge)
155. Developing Reflective Practice (University of Alberta), http://www.uofaweb.ualberta.ca/fieldexperiences/nav02.cfm?nav02=25846&nav01=25772
156. Achinstein, B. (2002). Community, diversity, and conflict among schoolteachers: The ties that blind. New York: Teachers College Press.
157. Apple, M. W. (1999). Power, meaning, and identity: Essays in critical educational studies. New York: Peter Lang.
158. Bateson, M. C. (1989). Composing a life: Life as a work in progress-the improvisations of five extraordinary women. New York: Plume/Penguin.
159. Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: Harper Collins.
160. Bell, B. (2005). Learning in science: The Waikato research. New York: Routledge-Falmer.
161. Burke, J. (1999). The knowledge web: From electronic agents to Stonehenge and back-and other journeys through knowledge. New York: Touchstone/Simon & Schuster.
162. Christensen, L., & Karp, S. (Eds.). (2003). Rethinking school reform: Views from the classroom. Milwaukee: Rethinking Schools.
163. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
164. Dillard, A. (1974). Pilgrim at Tinker Creek. New York: Bantam Books.
165. Doll, W. E., & Gough, N. (Eds.). (2002). Curriculum visions. New York: Peter Lang.
166. Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang.
167. Gallas, K. (2003). Imagination and literacy: A teacher's search for the heart of learning. New York: Teachers College Press.
168. Gould, S. J. (2003). I have landed: The end of a beginning in natural history. New York: Three Rivers Press.
169. Hatton, S. D. (2005). Teaching by heart: The foxfire interviews. New York: Teachers College Press.
170. Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia: Open University Press.
171. Hyman, I. A., & Snook, P. A. (1999). Dangerous schools: What we can do about the physical and emotional abuse of our children. San Francisco: Jossey-Bass Publishers.
172. Johnson, E. B. (2004). The dismantling of public education and how to stop it. Lanham, MD: Scarecrow Education.
173. Lachs, J. (2003). A community of individuals. New York: Routledge.
174. Monk, M., & Osborne, J. (Eds.). (2000). Good practice in science teaching: What research has to say. Philadelphia: Open University Press.
175. Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
176. Peery, A. B. (2004). Deep change: Professional development from the inside out. Lanham, MD: Scarecrow Education.
177. Polakow, V. (Ed.). (2000). The public assault on America's children: Poverty, violence, and juvenile injustice. New York: Teachers College Press.
178. Swope, K., & Miner, B. (Eds.). (2000). Failing our kids: Why the testing craze won't fix our schools. Milwaukee, WI: Rethinking Schools, Ltd.
179. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
180. Wink, J. (2000). Critical pedagogy: Notes from the real world (2nd ed.). New York: Longman.
181. Block, A. A. (1997). I'm only bleeding: Education as the practice of social violence against children. New York: Peter Lang.
182. Epp, J. R., & Watkinson, A. M. (Eds.). (1996). Systemic violence: How schools hurt children. Washington, DC: Falmer Press.
183. Polakow, V. (Ed.). (2000). The public assault on America's children: Poverty, violence, and juvenile injustice. New York: Teachers College Press.
184. "Safety in the Elementary Science Classroom" (from the American Chemical Society) at http://membership.acs.org/c/ccs/pubs/K-6_art_2.pdf
185. "Science Safety" (from the Connecticut State Department of Education) at http://www.state.ct.us/sde/dtl/curriculum/currsci_safety1.htm
186. Bateson, G. (1979). Mind and nature: A necessary unity. New York: Bantam Books.
187. Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: Harper Collins.
188. Burke, J. (1999). The knowledge web: From electronic agents to Stonehenge and back-and other journeys through knowledge. New York: Touchstone/Simon & Schuster.
189. Burke, J. (2000). Circles: 50 round trips through history, technology, science, culture. New York: Simon & Schuster.
190. Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor/Doubleday.
191. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
192. Doll, W. E., & Gough, N. (Eds.). (2002). Curriculum visions. New York: Peter Lang.
193. Fleener, M. J. (2002). Curriculum dynamics: Recreating heart. New York: Peter Lang.
194. Johnson, S. (2001). Emergence: The connected lives of ants, brains, cities, and software. New York: Touch-stone/Simon and Schuster.
195. Morowitz, H. J. (2004). The emergence of everything: How the world became complex. New York: Oxford University Press.
196. Volk, T. (1995). Metapatterns: Across space, time, and mind. New York: Columbia University Press.
197. Volk, T. (1998). Gaia's body: Toward a physiology of earth. New York: Copernicus/Springer-Verlag.
198. Complexity and Education Group and their free online journal, Complicity: An International Journal of Complexity and Education, http://www.complexityandeducation.ualberta.ca
199. Durrell, G. (1989). A practical guide for the amateur naturalist. New York: Alfred A. Knopf. (out-of-print, but available from on line book sellers) A must-have guide for investigating a variety of environments. Includes information on how to collect, keep (grow and breed), and identify plants and animals, as well as on conceptual content.
200. Stokes guides to bird behavior, observing insects, animal tracking and behavior, amphibians and reptiles, etc. Available from Stokes Nature Company (http://www.stokesbirdsathome.com).
201. van Matre, S. (1990). Earth education: A new beginning. Greenville, WV: Institute for Earth Education. This book provides a strong background for conducting field studies focused on the environment. Other books from the same publisher provide practical information and activities.
202. Other field guides including the Peterson field guides, Audubon field guides, Golden Book guides, and so forth.
203. Achinstein, B. (2002). Community, diversity, and conflict among schoolteachers: The ties that blind. New York: Teachers College Press.
204. Atkins, P. (2003). Galileo's finger: The ten great ideas of science. New York: Oxford University Press.
205. Axelrod, A. (2003). Science A.S.A.P. (as soon as possible, as simple as possible). New York: Prentice Hall.
206. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
207. Brookman, J. (Ed.). (2004). Curious minds: How a child becomes a scientist. New York: Vintage Books.
208. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
209. Calabrese Barton, A., & Osborne, M. D. (Eds.). (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.
210. Calder, N. (2005). Einstein's universe: The layperson's guide. New York: Penguin.
211. Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
212. de Campos Valadares, E. (2006). Physics, fun, and beyond: Electrifying projects and inventions from recycled and low-cost materials. Upper Saddle River, NJ: Prentice Hall PTR.
213. Duckworth, E. (Ed.). (2001). "Tell me more": Listening to learners explain. New York: Teachers College Press.
214. Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.
215. Evans, P., & Selina, H. (2001). Introducing evolution. Roystan, UK: Icon Books.
216. Feynman, R. P. (1985). "Surely you're joking, Mr. Feynman": Adventures of a curious character. New York: Bantam.
217. Feynman, R. P. (1988). "What do you care what other people think?": Further adventures of a curious character. New York: Bantam Books.
218. Feynman, R. P. ( J. Robbins, Ed.). (1999). The pleasure of finding things out: The best short works of Richard P. Feynman. Cambridge, MA: Helix Books/Perseus Publishing.
219. Gallas, K. (2003). Imagination and literacy: A teacher's search for the heart of learning. New York: Teachers College Press.
220. Gurstelle, W. (2001). Backyard ballistics. Chicago: Chicago Review Press.
221. Hart-Davis, A. (2005). Why does a ball bounce: 101 questions you never thought of asking. Buffalo, NY/ Richmond Hill, ON: Firefly Books.
222. Hatton, S. D. (2005). Teaching by heart: The foxfire interviews. New York: Teachers College Press.
223. Highfield, R. (2002). The science of Harry Potter. New York: Penguin.
224. Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia: Open University Press.
225. Ingram, J. (2003). The velocity of honey and more science of everyday life. Toronto, ON: Penguin Canada.
226. Jargodzki, C. P., & Potter, F. (2001). Mad about physics: Braintwisters, paradoxes, and curiosities. New York: Wiley.
227. Kakalios, J. (2005). The physics of superheroes. New York: Gotham Books.
228. Lambros, A. (2002). Problem-based learning in K-8 classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
229. Marton, F., & Tsui, A. B. M. (Eds.). (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum Associates.
230. McGill, I., & Brockbank, A. (2004). The action learning handbook. New York: Routledge-Falmer.
231. Moring, G. F. (2004). The complete idiot's guide to understanding Einstein (2nd ed.). New York: Alpha Books.
232. Newton, D. P. (2000). Teaching for understanding: What it is and how to do it. New York: Routledge-Falmer.
233. Newton, D. P. (2002). Talking sense in science: Helping children understand through talk. New York: Routledge-Falmer.
234. Ramsland, K. (2001). The forensic science of C.S.I. New York: Berkeley Boulevard Books.
235. Roberts, S. M., & Pruitt, E. L. (2003). Schools as professional learning communities. Thousand Oaks, CA: Corwin Press.
236. van Matre, S. (1990). Earth education: A new beginning. Greenville, WV: Institute for Earth Education.
237. Wolf, F. A. (2005). Dr. Quantum's little book of big ideas: Where science meets spirit. Needham, MA: Moment Point Press.