Science inquiry in the CORI framework

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

Volumn , Issue , 2004, Pages 96-119

  Barbosa, Pedro ^a   Alexander, Laurie ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917085572     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410610126     Document Type: Chapter

References (24)

1. Bristor, V.J., & Drake, S.V. (1994). Linking the language arts and content areas through visual technology. T.H.E. Journal, 22(2), 74-77.
2. Glynn, S.M., & Duit, R. (Eds.) (1995). Learning science in the schools: Research reforming practice. Mahwah, NJ: Lawrence Erlbaum Associates.
3. Guthrie, J.T., Van Meter, P., Hancock, G.R., McCann, A., Anderson, E., & Alao, S. (1998). Does Concept-Oriented Reading Instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology, 90, 261-278.
4. Krajcik, J.S., Blumenfeld, P.C., Marx, R.W., & Soloway, E.J. (2000). Instructional, curricular, and technological supports for inquiry in science classrooms. In J.Minstrell & E.H. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 283-315). Washington, DC: American Association for the Advancement of Science.
5. Kuhn, D., Amser, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. Orlando, FL: Academic Press.
6. Linn, M.C., & Muilenburg, L. (1996). Creating lifelong science learners: What models form a firm foundation? Educational Researcher, 25, 18-24.
7. Metz, K.E. (2000). Young children's inquiry in biology: Building the knowledge bases to empower independent inquiry. In J.Minstrell & E.H.van Zee (Eds,), Inquiring into inquiry learning and teaching in science (pp. 371-404). Washington, DC: American Association for the Advancement of Science.
8. Minstrell, J., & van Zee, E.H. ((2000). Inquiring into Inquiry Learning and Teaching in Science Washington, DC: American Association for the Advancement of Science.
9. Morrow, L.M., Pressley, M., Smith, J.K., & Smith, M. (1997). The effect of a literature-based program integrated into literacy and science instruction with children from diverse backgrounds. Reading Research Quarterly, 32, 54-76.
10. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
11. O'Sullivan, C.Y., Reese, C.M., & Mazzeo, J. (1997). NAEP 1996 science report card for the nation and the states. Washington, DC: National Center for Education Statistics.
12. Palincsar, A.S., Magnusson, S., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5-19
13. Parker, D. (1994). Earth, stars, and beyond: A learning ahana at work. Kamehameha Journal of Education, 5, 93-100.
14. Reif, F. (1990). Transcending prevailing approaches to science education. In M.Gardner, J. Greeno, F.Reif, A.Schoenfeld, A.Disessa, & E.Stage (Eds.), Toward a scientific practice of science education (pp. 91-139). Hillsdale, NJ: Lawrence Erlbaum Associates.
15. Romance, N.R., & Vitale, M.R. (1992). A curriculum strategy that expands time for in-depth elementary science instruction by using science-based reading strategies: Effec ts of a year-long study in grade 4. Journal of Research in Science Teaching, 29(6), 545-554.
16. Roth, W., & Bowen, G.M. (1995). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor, Cognition & Instruction, 13(1), 73-128.
17. Roth, W., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152.
18. Smith, E.L. (1991). A conceptual change model of learning science. In S.M.Glynn, R.H. Yeaney, & B.K.Britton (Eds.), The psychology of learning science pp. 23-27 Lawrence Erlbaum Associates.
19. Strike, K.A., & Posner, G.J. (1992). A revisionist theory of conceptual change. In R.Duschl & R.Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany, NY: SUNY Press.
20. White, B. (1993). Thinkertools: Causal models, conceptual change, and science education. Cognition and Instruction, 10, 1-100.
21. Kneidel, S.S. (1993). Creepy crawlies and the scientific method: More than 100 hands-on science experiments for children. Golden, CO: Fulcrum.
22. Kneidel, S.S. (1999). Classroom critters and the scientific method. Golden, CO: Fulcrum.
23. Teale, E.W. (1972). Strange lives of familiar insects: Apollo Editions.
24. Yolen, J. (1987). Owl moon. New York: Putnam & Grosset.