America's lab report: Investigations in High School Science

America's Lab Report: Investigations in High School Science

Volumn , Issue , 2005, Pages 1-236

  Singer, Susan R ^a   Hilton, Margaret L ^b   Schweingruber, Heidi A ^b  

^a CARLETON COLLEGE   (United States)

^b NATIONAL RESEARCH COUNCIL   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84988807945     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.17226/11311     Document Type: Book

References (451)

1. Abraham, M.R. (1998). The learning cycle approach as a strategy for instruction in science. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education. London, England: Kluwer Academic.
2. Achieve. (2004). Ready or not: Creating a high school diploma that counts. (The American Diploma Project.) Washington, DC: Author.
3. American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Author.
4. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: Author.
5. Arons, A. (1983). Achieving wider scientific literacy. Daedalus, 112(2), 91-122.
6. Atkin, J.M., and Karplus, R. (1962). Discovery or invention? The Science Teacher, 29, 45-51.
7. Bates, G.R. (1978). The role of the laboratory in science teaching. School Science and Mathematics, 83, 165-169.
8. Bell, P. (2005). The school science laboratory: Considerations of learning, technology, and scientific practice. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at: http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_Meeting_Agenda.html.
9. Biological Sciences Curriculum Study. (2001). Profiles in science: A guide to NSFfunded high school instructional materials. Colorado Springs, CO: Author. Available at: http://www.bscs.org/page.asp?id=Professional_Development|Resources|Profiles_In_Science [accessed Sept. 2004].
10. Brownell, H., and Wade, F.B. (1925). The teaching of science and the science teacher. New York: Century Company.
11. Bruner, J.S. (1960). The process of education. New York: Vintage.
12. Bump, H.C. (1895). Laboratory teaching of large classes-Zoology. [Letter to the editor]. Science, New Series, 1(10), 260.
13. California Department of Education. (2004). Criteria for evaluating instructional materials in science, kindergarten through grade eight. Available at: http:// www.cde.ca.gov/ci/sc/cf/documents/scicriteria04.pdf [accessed Nov. 2004].
14. Champagne, A., and Shiland, T. (2004). Large-scale assessment and the high school science laboratory. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_ School_Labs_Meeting_Agenda.html [accessed Jan. 2004].
15. Davies, K. (2001). Cracking the genome: Inside the race to unlock human DNA. New York: Free Press.
16. Dewey, J. (1910a). How we think. Boston, MA: D.C. Heath.
17. Dewey, J. (1910b). Science as subject-matter and method. Science, New Series, 31, 122, 125.
18. Downing, E.R. (1919). The scientific method and the problems of school science. School and Society, 10, 571.
19. Driver, R. (1995). Constructivist approaches to science teaching. In L.P. Steffe and J. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, NJ: Lawrence Erlbaum.
20. Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young people's images of science. Buckingham, U.K.: Open University Press.
21. Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434.
22. Dunbar, K. (2000). How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology 21(1), 49-58.
23. Duschl, R. (2004). The HS lab experience: Reconsidering the role of evidence, explanation, and the language of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/ July_12-13_2004_High_School_Labs_Meeting_Agenda.html [accessed Nov. 2004].
24. Gould, R. (2004). About micro observatory. Cambridge, MA: Harvard University. Available at: http://mo-www.harvard.edu/MicroObservatory/ [accessed Sept. 2004].
25. Gugliotta, G. (2004). Space sugar a clue to life's origins. The Washington Post, September 27.
26. Gunstone, R.F., and Champagne, A.B. (1990). Promoting conceptual change in the laboratory. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 159-182). London, England: Routledge.
27. Hall, G.S. (1901). How far is the present high-school and early college training adapted to the nature and needs of adolescents? School Review, 9, 652.
28. Harvard University. (1889). Descriptive list of elementary physical experiments intended for use in preparing students for Harvard College. Cambridge, MA: Author.
29. Hegarty-Hazel, E. (1990). Overview. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum. London, England: Routledge.
30. Herron, M.D. (1971). The nature of scientific enquiry. School Review, 79, 171-212.
31. Hilosky, A., Sutman, F., and Schmuckler, J. (1998). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Journal of Chemical Education, 75(1), 103.
32. Hofstein, A., and Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
33. Hollis, J.M., Jewell, P.R., Lovas, F.J., and Remijan, J. (2004, September 20). Green Bank telescope observations of interstellar glycolaldehyde: Low-temperature sugar. Astrophysical Journal, 613, L45-L48.
34. Hull, D. (1988). Science as a process. Chicago: University of Chicago Press.
35. Karplus, R., and Their, H.D. (1967). A new look at elementary school science. Chicago: Rand McNally.
36. Klopfer, L.E. (1990). Learning scientific enquiry in the student laboratory. In E. Hegarty- Hazel (Ed.), The student laboratory and the science curriculum (pp. 95-118). London, England: Routledge.
37. Kuhn, T.S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
38. Linn, M. (2004). High school science laboratories: How can technology contribute? Presentation to the Committee on High School Science Laboratories: Role and Vision. June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed April 2005].
39. Linn, M.C. (1997). The role of the laboratory in science learning. Elementary School Journal, 97(4), 401-417.
40. Longino, H. (1990). Science as social knowledge. Princeton, NJ: Princeton University Press.
41. Longino, H. (1994). The fate of knowledge in social theories of science. In F.F. Schmitt (Ed.), Socializing epistemology: The social dimensions of knowledge (pp. 135- 158). Lanham, MD: Rowman and Littlefield.
42. Lunetta, V. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 249-262). London, England: Kluwer Academic.
43. Matthews, M.R. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.
44. Merton, R.K., and Barber, E. (2004). The travels and adventures of serendipity. Princeton, NJ: Princeton University Press.
45. Mill, J.S. (1963). System of logic, ratiocinative and inductive. In J.M. Robson (Ed.), Collected works of John Stuart Mill. Toronto: University of Toronto Press (Original work published 1843).
46. Millar, R. (2004). The role of practical work in the teaching and learning of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed April 2005].
47. National Education Association. (1894). Report of the Committee of Ten on secondary school studies. New York: American Book Company.
48. National Research Council. (1996). National science education standards. National Committee on Science Education Standards and Assessment, Center for Science, Mathematics, and Engineering Education. Washington, DC: National Academy Press.
49. National Research Council. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Committee on Science and Mathematics Teacher Preparation, Center for Education. Washington, DC: National Academy Press.
50. National Science Foundation. (1957). Annual report. Available at: http://www.nsf.gov/ pubs/1957/annualreports/start.htm [accessed Nov. 2004].
51. National Science Foundation. (2004). An emerging and critical problem of the science and engineering workforce. Washington, DC: Author. Available at: http://www.nsf.gov/sbe/srs/nsb0407/start.htm [accessed Sept. 2003].
52. Penner, D.E., Lehrer, R., and Schauble, L. (1998). From physical models to biomechanics: A design based modeling approach. Journal of the Learning Sciences, 7, 429-449.
53. Polanyi, M. (1958). Personal knowledge: Towards a post-critical philosophy. London, England: Routledge.
54. Roth, W.M., and Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30, 127-152.
55. Rudolph, J.L. (2002). Scientists in the classroom: The cold war reconstruction of American science education. New York: Palgrave.
56. Rudolph, J.L. (2003). Portraying epistemology: School science in historical context. Science Education, 87, 64-79.
57. Rudolph, J.L. (2005). Epistemology for the masses: The origins of the "scientific method" in American schools. History of Education Quarterly, 45(2), 341-376.
58. Schwab, J.J. (1962). The teaching of science as enquiry. In P.F. Brandwein (Ed.), The teaching of science (pp. 1-103). Cambridge, MA: Harvard University Press.
59. Schwab, J.J. (1964). The structure of the natural sciences. In G.W. Ford and L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 31-49). Chicago: Rand McNally.
60. Shymansky, J.A., Hedges, L.B., and Woodworth, G. (1990). A re-assessment of the effects of inquiry-based science curriculum of the sixties on student achievement. Journal of Research in Science Teaching, 20, 387-404.
61. Shymansky, J.A., Kyle, W.C., and Alport, J.M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387-404.
62. Stake, R.E., and Easley, J.A. (1978). Case studies in science education. Center for Instructional Research and Curriculum Evaluation and Committee on Culture and Cognition. Urbana: University of Illinois at Urbana-Champagne.
63. Thakkar, U., Carragher, B., Carroll, L., Conway, C., Grosser, B., Kisseberth, N., Potter, C.S., Robinson, S., Sinn-Hanlon, J., Stone, D., and Weber, D. (2000). Formative evaluation of Bugscope: A sustainable world wide laboratory for K-12. Paper prepared for the annual meeting of the American Educational Research Association, Special Interest Group on Advanced Technologies for Learning, April 24- 28, New Orleans, LA. Available at: http://bugscope.beckman.uiuc.edu/publications/ index.htm#papers [accessed May 2005].
64. Tobin, K. 1990. Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
65. Welch, W.W. (1979). Twenty years of science education development: A look back. Review of Research in Education, 7, 282-306.
66. Whewell, W. (1840). Philosophy of the inductive sciences, founded upon their history. London, England: John W. Parker.
67. Whewell, W. (1858). The history of the inductive sciences, from the earliest to the present time (3rd edition). New York: Appleton.
68. White, B.Y., and Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
69. Whitman, F.P. (1898). The beginnings of laboratory teaching in America. Science, New Series, 8(190), 201-206.
70. Woodhull, J.F. (1909). How the public will solve the problems of science teaching. School Science and Mathematics, 9, 276.
71. Woolnough, B.E. (1983). Exercises, investigations and experiences. Physics Education, 18, 60-63.
72. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: Author.
73. American Association for the Advancement of Science. (2000). Big biology books fail to convey big ideas, Reports AAAS's Project 2061. Washington, DC: Author. Available at: http://www.project2061.org/press//pr000627.htm [accessed Sept. 2004].
74. American Chemical Society. (2005). High school-project seed. Available at: http:// www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education%5C student%5Cprojectseed.html [accessed Jan. 2005].
75. American College Testing Service (ACT). (2004). Crisis at the core: Preparing all students for college and work. Iowa City, IA: Author. Available at: http://www.act.org/path/policy/index.html [accessed Dec. 2004].
76. Association for Biology Laboratory Education. (2005). Labstracts: Newsletter of the Association for Biology Laboratory Education. Available at: http:// www.zoo.utoronto.ca/able/news/winter05/index.html [accessed May 2005].
77. Barton, P.E. (2003). Hispanics in science and engineering: A matter of assistance and persistence. Princeton, NJ: Educational Testing Service.
78. Biological Sciences Curriculum Study. (2001). Profiles in science: A guide to NSFfunded high school instructional materials. Colorado Springs, CO: Author.
79. California Education Data Partnership. (2005). Ed-data: Fiscal, demographic, and performance data on California's K-12 schools. Sacramento: Author. Available at: http://www.ed-data.k12.ca.us/ [accessed May 2005].
80. California State Board of Education. (2004). Investigation and experimentation-grades 9 to 12: Science content standards. Sacramento: Author. Available at: http:// www.cde.ca.gov/be/st/ss/scinvestigation.asp.
81. Campbell, J.R., Hombo, C., and Mazzeo, J. (2000). NAEP 1999-Trends in academic progress: Three decades of student performance: Executive summary. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available at: http://www.nces.ed.gov/nationsreportcard//pubs/main1999/ 2000469.asp [accessed Dec. 2004].
82. Carvallas, E. (2004). Remarks made to the NRC Teacher Advisory Council meeting, March 3, Washington, DC.
83. Center for Rehabilitation Technology and IMAGINE Group. (2004). Barrier free education. Atlanta: Georgia Institute of Technology. Available at: http://www.barrierfree. arch.gatech.edu/index.html [accessed Dec 2004].
84. Champagne, A., and Shiland, T. (2004). Large-scale assessment and the high school science laboratory. Presentation to the Committee on High School Science Laboratories: Role and Vision. June 4. Available at: http://www7.nationalacademies.org/ bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Jan. 2004].
85. Coburn, W.W., and Aikenhead, G.S. (1998). Cultural aspects of learning science. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 39-52). London, England: Kluwer Academic.
86. Commission on Instructionally Supportive Assessment. (2001). Building tests to support instruction and accountability: A guide for policymakers. Available at: http: //www.aasa.org/issues_and_insights/assessment/Building_Tests.pdf [accessed Dec. 2004].
87. Costa, V.B. (1995). When science is another world: Relationships between worlds of family, friends, school and science. Science Education, 79, 313-333.
88. Council of Chief State School Officers. (2002). Key state education policies on PK-12 education: 2002. Washington, DC: Author.
89. Daugherty, E. (2004). The San Mateo biotechnology career pathway. Presentation to the National Research Council Committee on High School Science Laboratories: Role and Vision. July 12. Available at: http://www7.nationalacademies.org/bose/ July_12-13_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004].
90. DeMauro, G.E. (2002). Regents examination in physical setting/earth science performance test 2004. Memorandum. Albany, NY: State Education Department. Available at: http://www.emsc32.nysed.gov/osa/scire/sciearch/regphysearch scimem02.pdf [accessed Jan. 2004].
91. Duschl, R. (2004). The HS lab experience: Reconsidering the role of evidence, explanation, and the language of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at: http:// www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_ Meeting_Agenda.html [accessed Dec. 2004].
92. Educational Evaluation and Policy Analysis. (1990). Educational evaluation and policy analysis. Quarterly Publication of the American Educational Research Association, 12(3), 331-338.
93. Finnigan, K., and Gross, B. (2001). Teacher motivation and the Chicago probation policy. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
94. Firestone, W.A., Fitz, J., and Broadfoot, P. (1999). Power, learning, and legitimation: Assessment implementation across levels in the United States and the United Kingdom. American Educational Research Journal, 36(4), 759-796.
95. Gonzales, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., and Williams, T. (2004). Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Available at: http://www.nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2005005 [accessed Dec. 2004].
96. Heath, S.B. (1989). Oral and literate traditions among black Americans living in poverty. American Psychologist, 44(2), 367-373.
97. Hill, H. (2001). Policy is not enough: Language and the interpretation of state standards. American Educational Research Journal, 38(2), 289-318.
98. Hill, O.W., Pettus, C., and Hedin, B.A. (1990). Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers. Journal of Research in Science Teaching, 27(4), 289-314.
99. Huang, G., Taddese, N., and Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education. (NCES 2000-601.) Washington, DC: National Center for Education Statistics. Available at: http://www. nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000601 [accessed Dec. 2004].
100. Keller, E. (2004). Inclusion in science education for students with disabilities. Morgantown, WV: Eberly College of Arts and Sciences, West Virginia University. Available at: http://www.as.wvu.edu/~scidis [accessed Dec. 2004].
101. Kelley, C., Odden, A., Milanowski, A., and Heneman, H. (2000, February). The motivational effects of school-based performance awards. CPRE Policy Briefs RB-29. Philadelphia, PA: Consortium for Policy Research in Education. Available at: http://www.cpre.org/Publications/rb29.pdf [accessed Oct. 2005].
102. Koretz, D., Mitchell, K., Barron, S., and Keith, S. (1996). Perceived effects of the Maryland State Assessment Program (Technical Report No. 406). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
103. Lane, S., Stone, C., Parke, C., Hansen, M., and Cerrillo, T. (2000). Consequential evidence for MSPAP from the teachers, principal, and student perspective. Paper presented at the annual meeting of the National Council of Measurement in Education, New Orleans.
104. Lawrenz, F., and Huffman, D. (2002). The archipelago approach to mixed methods evaluation. American Journal of Evaluation, 23, 331-338.
105. Lee, C. (2000). The state of knowledge about the education of African Americans. Paper prepared for the Commission on Black Education, American Educational Research Association. Available at: http://www.coribe.org.
106. Lee, O., and Luykx, A. (in press). Science education and student diversity: Synthesis and research agenda. New York: Cambridge University Press. Summary available at: http://www.crede.org/synthesis/sd/sd_exsum.html [accessed May 2005].
107. Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., and Jocelyn, L. (2004). International outcomes of learning in mathematics literacy and problem solving: PISA 2003 results from the U.S. perspective. Washington, DC: National Center for Education Statistics (NCES-2005003). Available at: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005003 [accessed Jan. 2005].
108. Linn, M. (2004). High school science laboratories: How can technology contribute? Presentation to the Committee on High School Science Laboratories: Role and Vision. June. Available at: http://www7.nationalacademies.org/bose/June_3- 4_2004_High_School_Labs_Meeting_Agenda.html [accessed April 2005].
109. Long, G. (2004). Mobile chemistry laboratory: Outreach to high schools. In D. Haase and S. Schulze (Eds.), Proceedings of the Conference on K-12 Outreach from University Science Departments: 2004. Raleigh: Science House, North Carolina State University.
110. Massell, D., Kirst, M., and Hoppe, M. (1997). Persistence and change: Standardsbased reform in nine states. (CPRE Research Report.) Philadelphia, PA: Consortium for Policy Research in Education.
111. McDonnell, L., and Chossier, C. (1997). Testing and teaching: Local implementation of new state assessments. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
112. Miller, J.D. (2004). Public understanding of, and attitudes toward, scientific research: What we know and what we need to know. Public Understanding of Science, 13(3), 273-294.
113. Miner, D.L., Nieman, R., Swanson, A., and Woods, M. (2001). Teaching chemistry to students with disabilities: A manual for high schools, colleges, and graduate programs (4th edition). Washington, DC: American Chemical Society. Available at: http://www.membership.acs.org/C/CWD/TeachChem4.pdf [accessed Dec. 2004].
114. Mulfinger, L. (2004). What is good science education, and whose job is it to support it? In D. Haase and S. Schulze (Eds.), Proceedings of the Conference on K-12 Outreach from University Science Departments: 2004. Raleigh: Science House, North Carolina State University.
115. National Center for Education Statistics. (2001a). National average science scale score results. Washington, DC: Author. Available at: http://www.nces.ed.gov/ nationsreportcard/science/results/natscalescore.asp [accessed Dec. 2004].
116. National Center for Education Statistics. (2001b). Science: National subgroup results. Washington, DC: Author. Available at: http://www.nces.ed.gov/nationsreportcard/ science/results/natsubgroups.asp [accessed May 2005].
117. National Center for Education Statistics. (2002). The condition of education 2002. (NCES 2002-025). Washington, DC: Author.
118. National Center for Education Statistics. (2004a). Contexts of elementary and secondary education: Coursetaking and standards. Available at: http://www.nces. ed.gov/programs/coe/2004/section4/indicator21.asp [accessed May 2005].
119. National Center for Education Statistics. (2004b). Participation in education. Available at: http://www.nces.ed.gov/programs/coe/2004/section1/index.asp [accessed May 2005].
120. National Center for Education Statistics. (2004c). What does the NAEP science assessment measure? Washington, DC: Author. Available at: http://www.nces.ed.gov/ nationsreportcard/science/whatmeasure.asp [accessed Dec. 2004].
121. National Center for Education Statistics. (2004d). Participation in education: Elementary and secondary education. Available at: http://www.nces.ed.gov/programs/ coe/2004/section1/indicator04.asp [accessed May 2005].
122. National Research Council. (1996). National science education standards. National Committee on Science Education Standards and Assessment. Center for Science, Mathematics, and Engineering Education. Washington, DC: National Academy Press.
123. National Research Council. (1997). Educating one and all: Students with disabilities and standards-based reform. Committee on Goals 2000 and the Inclusion of Students with Disabilities, L.M. McDonnell, M.J. McLaughlin, and P. Morison (Eds.). Washington, DC: National Academy Press.
124. National Research Council. (1999). Grading the nation's report card: Evaluating NAEP and transforming the assessment of educational progress. Committee on the Evaluation of National and State Assessments of Educational Progress, J.W. Pellegrino, L.R. Jones, and K.J. Mitchell (Eds.). Board on Testing and Assessment, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
125. National Research Council. (2002). Performance assessments for adult education: Exploring the measurement issues. Report of a workshop. Committee for the Workshop on Alternatives for Assessing Adult Education and Literacy Programs, Robert J. Mislevy and Kaeli T. Knowles (Eds.). Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
126. National Research Council. (2005). Systems for state science assessment. Committee on Test Design for K-12 Science Achievement. M.R. Wilson and M.W. Bertenthal (Eds.). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
127. National Science Foundation. (1997). Review of instructional materials for middle school science. Arlington, VA: Author.
128. National Science Foundation. (2004). Science and engineering indicators 2004. Arlington, VA: Author. Available at: http://www.nsf.gov/sbe/srs/seind04/c0/c0s1.htm [accessed Oct. 2004].
129. Noble Foundation. (2005). Noble Foundation internship programs. Available at: http: //www.noble.org/Internships/index.html [accessed April 2005].
130. Organisation for Economic Co-Operation and Development. (2004). Learning for tomorrow's world: First results from PISA 2003. Paris: Author. Available at: http: //www.pisa.oecd.org/dataoecd/59/21/33917683.pdf [accessed Jan. 2005].
131. Owen, E. (2005). Comparing NAEP, TIMSS, and PISA in mathematics and science. Washington, DC: National Center for Education Statistics, U.S. Department of Education. Available at: http://www.nces.ed.gov/timss/pdf/naep_timss_ pisa_comp.pdf [accessed Jan. 2005].
132. Pardee, A.B. (1956). High school students as laboratory assistants. [Letter to the editor]. Science Magazine, New Series, 123(3200), 725.
133. Pinckney, E.R., and Taylor, G. (2004, July 20). Memorandum to superintendents of schools, principals, curriculum coordinators, VTSAC re Vermont science assessment update. Montpelier: Vermont Department of Education.
134. Quellmalz, E.S., and Kreikemeier, P. (2004). Testing the alignment of items to the NSES inquiry standards. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
135. Quellmalz, E.S., and Moody, M. (2004). Models for multi-level state science assessment systems. Paper prepared for the Workshop on Designing High-Quality Science Assessment Systems, National Research Council, May 6-7. Available at: http://www7.nationalacademies.org/bota/Test_Design_K-12_Science.html [accessed April 2005].
136. Sadler, P., and Tai, R. (2001). Success in introductory college physics: The role of high school preparation. Science Education, 85(111), 136.
137. Shavelson, R.J., and Ruiz-Primo, M.A. (1999). On the psychometrics of assessing science understanding. In J. Mintzes, J.H. Wandersee, and J.D. Novak (Eds.), Assessing science understanding (pp. 304-341). Educational Psychology Series. San Diego: Academic Press.
138. Smith, M. (2004). High school laboratories: A view from earth and space. Presentation to the Committee on High School Science Laboratories: Role and Vision. March 29. Available at: http://www7.nationalacademies.org/bose/March_29- 30_2004_High_School_Labs_Meeting_Agenda.html [accessed Jan. 2005].
139. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. (2002). The national survey of science and mathematics education: Trends from 1977 to 2000. Chapel Hill, NC: Horizon Research. Available at: http://www.horizon-research.com/reports/ 2002/2000survey/trends.php [accessed May 2005].
140. Sommerville, J., and Yi, Y. (2002). Aligning K-12 and postsecondary expectations: State policy in transition. Washington, DC: National Association of System Heads.
141. Spillane, J.P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
142. Spillane, J.P., and Zeuli, J.S. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation and Policy Analysis, 21(1), 1-27.
143. Stecher, B., Barron, S., Chun, T., and Ross, K. (2000). The effects of the Washington state education reform on schools and classrooms. (Technical Report No. 525.) Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
144. The Education Trust. (1999). Ticket to nowhere: The gap between leaving high school and entering college and high-performance jobs. Thinking K-16, 3(2), 3-9.
145. Turner, H. (2004). CLASS: Creating laboratory access for science students. Dayton, OH: Wright State University. Available at: http://www.biology.wright.edu/class/ main.shtml [accessed Dec. 2004].
146. Tushnet, N.C., Millsap, M.A., Abdullah-Welsh, N., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). Final report on the evaluation of the National Science Foundation's Instructional Materials Development Program. Arlington, VA: National Science Foundation.
147. U.S. Department of Education. (2001). Digest of education statistics: Tables and figures. Table 153: State requirements for high school graduation, in Carnegie units: 2001. Washington, DC: Author. Available at: http://www.nces.ed.gov/programs/ digest/d01/dt153.asp [accessed April 2005].
148. U.S. Department of Education. (2003). Digest of educational statistics 2003. Washington, D.C: Author. Available at: http://www.nces.ed.gov/programs/digest/d03/ tables/dt052.asp [accessed Dec. 2004].
149. Valverde, G.A., and Schmidt, W.H. (1997, Winter). Refocusing U.S. math and science education. Issues in Science and Technology Online. Available at: http:// www.issues.org/issues/14.2/schmid.htm [accessed Oct. 2005].
150. Warren, B., Ballenger, C., Ogonowski, M., Rosebury, A.S., and Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking. Journal of Research in Science Teaching, 38(5), 529-552.
151. Webb, N.L., Kane, J., Kaufman, D., and Yang, J.H. (2001). Study of the impact of the statewide Systemic Initiatives Program. Technical report to the National Science Foundation. Madison: Wisconsin Center for Education Research. Available at: http://www.wcer.wisc.edu/SSI/1%20web%20pages2/TechReport2001.htm [accessed May 2005].
152. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research.
153. WestEd. (2004). PASS science assessment: Partnership for the assessment of standardsbased science. Available at: http://www.wested.org/cs/we/view/serv/9 [accessed Sept. 2004].
154. Anderson, R.O. (1976). The experience of science: A new perspective for laboratory teaching. New York: Columbia University, Teachers College Press.
155. Ato, T., and Wilkinson, W. (1986). Relationships between the availability and use of science equipment and attitudes to both science and sources of scientific information in Benue State, Nigeria. Research in Science and Technological Education, 4, 19-28.
156. Beasley, W.F. (1985). Improving student laboratory performance: How much practice makes perfect? Science Education, 69, 567-576.
157. Bell, P. (2005). The school science laboratory: Considerations of learning, technology, and scientific practice. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at: http://www7.nationalacademies.org/bose/ July_12-13_2004_High_School_Labs_ Meeting_Agenda.html [accessed June 2005].
158. Bell, P., and Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
159. Ben-Zvi, R., Hofstein, A., Kampa, R.F, and Samuel, D. (1976). The effectiveness of filmed experiments in high school chemical education. Journal of Chemical Education, 53, 518-520.
160. Blakeslee, T., Bronstein, L., Chapin, M., Hesbitt, D., Peek, Y., Thiele, E., and Vellanti, J. (1993). Chemistry that applies. Lansing: Michigan Department of Education. Available at: http://www.ed-web2.educ.msu.edu/CCMS/secmod/Cluster3.pdf [accessed Feb. 2005].
161. Bransford, J.D., and Schwartz, D.L. (2001). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad, and P.D. Pearson (Eds.), Review of research in education (pp. 61-100). Washington, DC: American Educational Research Association.
162. Bryce, T.G.K., and Robertson, I.J. (1985). What can they do: A review of practical assessment in science. Studies in Science Education, 12, 1-24.
163. Carey, S., and Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235-251.
164. Champagne, A.B., Gunstone, R.F., and Klopfer, L.E. (1985). Instructional consequences of students' knowledge about physical phenomena. In L.H.T. West and A.L. Pines (Eds.), Cognitive structure and conceptual change (pp. 61-68). New York: Academic Press.
165. Chang, H.P., and Lederman, N.G. (1994). The effect of levels of co-operation within physical science laboratory groups on physical science achievement. Journal of Research in Science Teaching, 31, 167-181.
166. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., and Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
167. Cobb, P., Stephan, M., McClain, K., and Gavemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10, 113-164.
168. Coleman, E.B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7(3, 4), 387-427.
169. Collins, A., Joseph, D., and Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15-42.
170. Coulter, J.C. (1966). The effectiveness of inductive laboratory demonstration and deductive laboratory in biology. Journal of Research in Science Teaching, 4, 185-186.
171. Denny, M., and Chennell, F. (1986). Exploring pupils' views and feelings about their school science practicals: Use of letter-writing and drawing exercises. Educational Studies, 12, 73-86.
172. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
173. Driver, R. (1995). Constructivist approaches to science teaching. In L.P. Steffe and J. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, NJ: Lawrence Erlbaum.
174. Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
175. Driver, R., Newton, P., and Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
176. Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434.
177. Dupin, J.J., and Joshua, S. (1987). Analogies and "modeling analogies" in teaching: Some examples in basic electricity. Science Education, 73, 791-806.
178. Duschl, R.A. (2004). The HS lab experience: Reconsidering the role of evidence, explanation and the language of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http://www7. nationalacademies.org/bose/July_12- 13_2004_High_School_Labs_ Meeting_Agenda.html [accessed July 2005].
179. Duschl, R.A., and Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
180. Eylon, B., and Linn, M.C. (1988). Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58(3), 251-301.
181. Fraser, B.J., Giddings, G.J., and McRobbie, C.J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399-422.
182. Fraser, B.J., McRobbie, C.J., and Giddings, G.J. (1993). Development and cross-national validation of a laboratory classroom environment instrument for senior high school science. Science Education, 77, 1-24.
183. Freedman, M.P. (2002). The influence of laboratory instruction on science achievement and attitude toward science across gender differences. Journal of Women and Minorities in Science and Engineering, 8, 191-200.
184. Friedler, Y., Nachmias, R., and Linn, M.C. (1990). Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research in Science Teaching, 27(2), 173-192.
185. Glaser, R. (1994). Learning theory and instruction. In G. d'Ydewalle, P. Eelen, and P. Bertelson (Eds.), International perspectives on science, volume 2: The state of the art (pp. 341-357). Hove, England: Erlbaum.
186. Gobert, J., and Clement, J. (1999). The effects of student-generated diagrams versus student-generated summaries on conceptual understanding of spatial, causal, and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-53.
187. Gutwill, J.P., Fredericksen, J.R., and White, B.Y. (1999). Making their own connections: Students' understanding of multiple models in basic electricity. Cognition and Instruction, 17(3), 249-282.
188. Hatano, G., and Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L.B. Resnick, J.M. Levine, and S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348). Washington, DC: American Psychological Association.
189. Henderson, D., Fisher, D., and Fraser, B. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
190. Hickey, D.T., Kindfield, A.C.H., Horwitz, P., and Christie, M.A. (2000). Integrating instruction, assessment, and evaluation in a technology-based genetics environment: The GenScope follow-up study. In B.J. Fishman and S.F. O'Connor-Divelbiss (Eds.), Proceedings of the International Conference of the Learning Sciences (pp. 6-13). Mahwah, NJ: Lawrence Erlbaum.
191. Hickey, D.T., Kindfield, A.C., Horwitz, P., and Christie, M.A. (2003). Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics environment. American Educational Research Journal, 40(2), 495-538.
192. Hodson, D. (1993). Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings. Interchange, 24, 41-52.
193. Hofstein, A., and Lunetta, V.N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217.
194. Hofstein, A., and Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
195. Holden, C. (1990). Animal rights activism threatens dissection. Science, 25, 751.
196. Horowitz, P. (1996). Linking models to data: Hypermodels for science education. High School Journal, 79(2), 148-156.
197. Horowitz, P., and Christie, M.A. (2000). Computer-based manipulatives for teaching scientific reasoning: An example. In M.J. Jacobson and R.B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 163-191). Mahwah, NJ: Lawrence Erlbaum.
198. Jovanovic, J., and King, S.S. (1998). Boys and girls in the performance-based science classroom: Who's doing the performing? American Educational Research Journal, 35(3), 477-496.
199. Kesidou, S., and Roseman, J. (2002). How well do middle school science programs measure up? Findings from Project 2061's curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.
200. Khishfe, R., and Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
201. Klopfer, L.E. (1990). Learning scientific enquiry in the student laboratory. In E. Hegarty- Hazel (Ed.), The student laboratory and the science curriculum (pp. 95-118). London, England: Routledge.
202. Kozma, R.B. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding. Learning and Instruction, 13, 205-226.
203. Kuhn, D., Schauble, L., and Garcia-Mila, M. (1992). Cross-domain development of scientific reasoning. Cognition and Instruction, 9(4), 285-327.
204. Lazarowitz, R., and Tamir, P. (1994). Research on using laboratory instruction in science. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-130). New York: Macmillan.
205. Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
206. Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., and Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
207. Lehrer, R., and Schauble, L. (2004). Scientific thinking and science literacy: Supporting development in learning contexts. In W. Damon, R. Lerner, K. Anne Renninger, and E. Sigel (Eds.), Handbook of child psychology, sixth edition, volume four: Child psychology in practice. Hoboken, NJ: John Wiley & Sons.
208. Lehrer, R., Schauble, L., Strom, D., and Pligge, M. (2001). Similarity of form and substance: Modeling material kind. In S.M. Carver and D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress. Mahwah, NJ: Lawrence Erlbaum.
209. Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
210. Linn, M.C. (1997). The role of the laboratory in science learning. Elementary School Journal, 97, 401-417.
211. Linn, M.C. (2004). High school science laboratories: How can technology contribute? Presentation to the Committee on High School Science Laboratories: Role and Vision. June. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed April 2005].
212. Linn, M.C., Bell, P., and Hsi, S. (1998). Using the Internet to enhance student understanding of science: The knowledge integration environment. Interactive Learning Environments, 6(1-2), 4-38.
213. Linn, M.C., Davis, E., and Bell, P. (2004a). Inquiry and technology. In M.C. Linn, E. Davis, and P. Bell, (Eds.), Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum.
214. Linn, M.C., Davis, E., and Bell, P. (Eds.). (2004b). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum.
215. Linn, M.C., and Hsi, S. (2000). Computers, teachers, peers. Mahwah, NJ: Lawrence Erlbaum.
216. Linn, M.C., and Songer, B. (1991). Teaching thermodynamics to middle school children: What are appropriate cognitive demands? Journal of Research in Science Teaching, 28(10), 885-918.
217. Lunetta, V.N. (1998). The school science laboratory. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 249-262). London, England: Kluwer Academic.
218. Lynch, S. (2004). What are the effects of highly rated, lab-based curriculum materials on diverse learners? Presentation to the Committee on High School Science Laboratories: Role and Vision. July 12. Available at: http://www7.nationalacademies. org/bose/July_12-13_2004_High_School_Labs _Meeting_Agenda.html [accessed Oct. 2004].
219. Lynch, S., Kuipers, J., Pyke, C., and Szesze, M. (In press). Examining the effects of a highly rated science curriculum unitinstructional unit on diverse populations: Results from a planning grant. Journal of Research in Science Teaching.
220. Lynch, S., and O'Donnell, C. (2005). The evolving definition, measurement, and conceptualization of fidelity of implementation in scale-up of highly rated science curriculum unitsintegrated instructional units in diverse middle schools. Paper presented at the annual meeting of the American Educational Research Association, April 7, Montreal, Canada.
221. McRobbie, C.J., and Fraser, B.J. (1993). Associations between student outcomes and psychosocial science environment. Journal of Educational Research, 87, 78-85.
222. Meichtry, Y.J. (1993). The impact of science curricula on student views about the nature of science. Journal of Research in Science Teaching, 30(5), 429-443.
223. Metz, K.E. (2004). Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219-290.
224. Meyer, K., and Woodruff, E. (1997). Consensually driven explanation in science teaching. Science Education, 80, 173-192.
225. Millar, R. (1998). Rhetoric and reality: What practical work in science education is really for. In J. Wellington (Ed.), Practical work in school science: Which way now? (pp. 16-31). London, England: Routledge.
226. Millar, R. (2004). The role of practical work in the teaching and learning of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at: http://www7.nationalacademies.org/bose/June3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed April 2005].
227. National Research Council. (1999). How people learn: Brain, mind, experience, and school. Committee on Developments in the Science of Learning, J.D. Bransford, A.L. Brown, and R.R. Cocking (Eds.). Washington, DC: National Academy Press.
228. National Research Council. (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy. B.T. Bowman, M.S. Donovan, and M.S. Burns (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
229. National Research Council. (2005). Systems for state science assessment. Committee on Test Design for K-12 Science Achievement, M.R. Wilson and M.W. Bertenthal (Eds.). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
230. Osborne, R., and Freyberg, P. (1985). Learning in science: The implications of children's science. London, England: Heinemann.
231. Partnership for 21st Century Skills. (2003). Learning for the 21st century. Washington, DC: Author. Available at: http://www.21stcenturyskills.org/reports/learning.asp [accessed April 2005].
232. Pea, R., Mills, M., and Takeuchi, L. (Eds). (2004). Making SENS: Science education networks of sensors. Report from an OMRON-sponsored workshop of the Media- X Program at Stanford University, October 3. Stanford, CA: Stanford Center for Innovations in Learning. Available at:: http://www.makingsens.stanford.edu/ index.html [accessed May 2005].
233. Raghubir, K.P. (1979). The laboratory investigative approach to science instruction. Journal of Research in Science Teaching, 16, 13-18.
234. Reif, F., and St. John, M. (1979) Teaching physicists thinking skills in the laboratory. American Journal of Physics, 47(11), 950-957.
235. Reiner, M., Pea, R.D., and Shulman, D.J. (1995). Impact of simulator-based instruction on diagramming in geometrical optics by introductory physics students. Journal of Science Education and Technology, 4(3), 199-225.
236. Reiser, B.J., Tabak, I., Sandoval, W.A., Smith, B.K., Steinmuller, F., and Leone, A.J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S.M. Carver and D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum.
237. Renner, J.W., Abraham, M.R., and Birnie, H.H. (1985). Secondary school students' beliefs about the physics laboratory, Science Education, 69, 649-63.
238. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.
239. Roschelle, J., Kaput, J., and Stroup, W. (2000). SimCalc: Accelerating students' engagement with the mathematics of change. In M.J. Jacobsen and R.B. Kozma (Eds). Learning the sciences of the 21st century: Research, design, and implementing advanced technology learning environments (pp. 47-75). Hillsdale, NJ: Lawrence Erlbaum.
240. Rosebery, A.S., Warren, B., and Conant, F.R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 61-94.
241. Salomon, G. (1996). Studying novel learning environments as patterns of change. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 363-377). Mahwah, NJ: Lawrence Erlbaum.
242. Sandoval, W.A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1), 5-51.
243. Sandoval, W.A., and Millwood, K.A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55.
244. Sandoval, W.A., and Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.
245. Sandoval, W.A., and Reiser, B.J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic supports for science inquiry. Science Education, 88, 345-372.
246. Schauble, L., Glaser, R., Duschl, R.A., Schulze, S., and John, J. (1995). Students' understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4(2), 131-166.
247. Schauble, L., Klopfer, L.E., and Raghavan, K. (1991). Students' transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28(9), 859-882.
248. Shaffer, P.S., and McDermott, L.C. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies. American Journal of Physics, 60(11), 1003-1013.
249. Shepardson, D.P., and Pizzini, E.L. (1993). A comparison of student perceptions of science activities within three instructional approaches. School Science and Mathematics, 93, 127-131.
250. Shulman, L.S., and Tamir, P. (1973). Research on teaching in the natural sciences. In R.M.W. Travers (Ed.), Second handbook of research on teaching. Chicago: Rand- McNally.
251. Singer, R.N. (1977). To err or not to err: A question for the instruction of psychomotor skills. Review of Educational Research, 47, 479-489.
252. Smith, C.L., Maclin, D., Grosslight, L., and Davis, H. (1997). Teaching for understanding: A study of students' pre-instruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15, 317-394.
253. Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M. (2000). Sixth-grade students' epitemologies of science: The impact of school science experiences on epitemological development. Cognition and Instruction, 18, 349-422.
254. Snir, J., Smith, C.L., and Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87(6), 794-830.
255. Songer, N.B., and Linn, M.C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
256. Tabak, I. (2004). Synergy: a complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
257. Tasker, R. (1981). Children's views and classroom experiences. Australian Science Teachers' Journal, 27, 33-37.
258. Tiberghien, A., Veillard, L., Le Marechal, J.-F., Buty, C., and Millar, R. (2000). An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85, 483-508.
259. Tobin, K. (1987). Forces which shape the implemented curriculum in high school science and mathematics. Teaching and Teacher Education, 3(4), 287-298.
260. VandenBerg, E., Katu, N., and Lunetta, V.N. (1994). The role of "experiments" in conceptual change. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
261. Webb, N.M., Nemer, K.M., Chizhik, A.W., and Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-652.
262. Webb, N.M., and Palincsar, A.S. (1996). Group processes in the classroom. In D.C. Berliner and R.C. Calfee (Eds.), Handbook of educational psychology (pp. 841- 873). New York: Macmillan.
263. Wells, M., Hestenes, D., and Swackhamer, G. (1995). A modeling method for high school physics instruction. American Journal of Physics, 63(7), 606-619.
264. Wheatley, J.H. (1975).Evaluating cognitive learning in the college science laboratory. Journal of Research in Science Teaching, 12, 101-109.
265. White, B.Y. (1993). ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1-100.
266. White, B.Y., and Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
267. White, R.T. (1996). The link between the laboratory and learning. International Journal of Science Education, 18, 761-774.
268. White, R.T., and Gunstone, R.F. (1992). Probing understanding. London, England: Falmer.
269. Wilkenson, J.W., and Ward, M. (1997). The purpose and perceived effectiveness of laboratory work in secondary schools. Australian Science Teachers' Journal, 43-55.
270. Wong, A.F.L., and Fraser, B.J. (1995). Cross-validation in Singapore of the science laboratory environment inventory. Psychological Reports, 76, 907-911.
271. Woolnough, B.E. (1983). Exercises, investigations and experiences. Physics Education, 18, 60-63.
272. Yager, R.E., Engen, J.B., and Snider, C.F. (1969). Effects of the laboratory and demonstration method upon the outcomes of instruction in secondary biology. Journal of Research in Science Teaching, 5, 76-86.
273. Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.
274. Atanda, R. (1999). Do gatekeeper courses expand educational options? Washington, DC: U.S. Department of Education, National Center for Education Statistics.
275. Banilower, E.R., Green, S., and Smith, P.S. (2004). Analysis of data of the 2000 National Survey of Science and Mathematics Education for the Committee on High School Science Laboratories (September). Chapel Hill, NC: Horizon Research.
276. College Board. (2001). AP biology lab manual for teachers. Princeton, NJ: Author.
277. College Board. (2005). Advanced placement report to the nation 2005. Princeton, NJ: Author. Available at: http://www.apcentral.collegeboard.com/documentlibrary [accessed Feb. 2005].
278. DeCarlo, C.L., and Rubba, P.A. (1994). What happens during high school chemistry laboratory sessions? A descriptive case study of the behaviors exhibited by three teachers and their students. Journal of Science Teacher Education, 5(2), 37-47.
279. Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485-529.
280. Hegarty-Hazel, E. (Ed.). (1990). The student laboratory and the science curriculum. London, England: Rutledge.
281. Hestenes, D., Jackson, J., Dukerich, L., and Swackhamer, G. (2002). Modeling instruction in high school physics: Unit 1: Scientific thinking in experimental settings. Tempe, AZ: Modeling Instruction Program. Available at: http:// www.modeling.asu.edu/Modeling-pub/Mechanics_curriculum/1-Sci%20Thinking/ [accessed Feb. 2005].
282. Hofstein, A., and Lunetta. V. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
283. Jovanovic, J., and King, S.S. (1998). Boys and girls in the performance-based science classroom: Who's doing the performing? American Educational Research Journal, 35(3), 477-496.
284. Kahle, J.B., Parker, L.H., Rennie, L.J., and Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28, 379-404.
285. Kelly, A. (1988). Sex stereotypes and school science: A three-year follow-up. Educational Studies, 14, 151-163.
286. Lazarowitz, R., and Tamir, P. (1994). Research on using laboratory instruction in science. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-130). New York: Macmillan.
287. Linn, M.C. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25(6), 727-758.
288. Linn, M.C., Songer, N.B., and Eylon, B.S. (1996). Shifts and convergences in science learning and instruction. In R. Calfee and D. Berliner (Eds.), Handbook of educational psychology (pp. 438-490). Riverside, NJ: Macmillan.
289. Lunetta, V.N. (1998). The school science laboratory. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 249-262). London, England: Kluwer Academic.
290. Marx, R.W., Freeman, J.G., Krajcik, J.S., and Blumenfeld, P.C. (1998). Professional development of science teachers. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 667-680). London, England: Kluwer Academic.
291. Millar, R. (2004). The role of practical work in the teaching and learning of science: Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June3-4_2004_High_School_ Labs_Meeting_Agenda.html [accessed April 2005].
292. National Center for Education Statistics. (2004). Contexts of elementary and secondary education: Trends in science and mathematics course taking. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator21.asp [accessed June 2005].
293. National Research Council. (2002). Learning and understanding: Improving advanced study of mathematics and science in U.S. high schools. Washington, DC: National Academy Press. Chemistry Content Panel Report available at: http:// www.books.nap.edu/books/NI000403/html/ [accessed Oct., 2004].
294. National Science Foundation. (2004). Science and engineering indicators 2004. Arlington, VA: Author. Available at: http://www.nsf.gov/sbe/srs/seind04/start.htm [accessed Feb. 2005].
295. Norman, O., Ault, C.R., Bentz, B., and Meskimen, L. (2001). The black-white "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice. Journal of Research in Science Teaching, 38(10), 1101-1114.
296. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: Rand Corporation.
297. Oakes, J., Gamoran, A., and Page, R. (1992).Curriculum differentiation: Opportunities, outcomes, and meanings. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 570- 608). New York: Macmillan.
298. Oakes, J., Rogers, J., McDonough, P., Solorzano, D., Mehan, H., and Noguera, P. (2000). Remedying unequal opportunities for successful participation in advanced placement courses in California high schools. Unpublished paper prepared for the American Civil Liberties Union of Southern California.
299. Olsen, T.P., Hewson, P.W., and Lyons, L. (1996). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. International Journal of Science Education, 18(7), 775-790.
300. O'Sullivan, C.Y., Lauko, M.S., Grigg, W.S., Quian, J., and Zhang, J. (2003). The nation's report card: Science 2000. In NCES National Assessment of Educational Progress (NAEP). NCES 2002-452. Washington, DC: U.S. Department of Education.
301. Perkins, R., Kleiner, B., Roey, S., and Brown, J. (2004). The High School Transcript Study: A decade of change in curricula and achievement, 1990-2000. Washington, DC: National Center for Education Statistics. Available at: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004455 [accessed June 2005].
302. Priestley, W., Priestley, H., and Schmuckler, J. (1997). The impact of longer term intervention on reforming the approaches to instructions in chemistry by urban teachers of physical and life sciences at the secondary school level. Paper presented at the National Association for Research in Science Teaching meeting, March 23, Chicago.
303. Quinn, P. (1996). NELS: 88 High school seniors' instructional experiences in science and math. Washington, DC: U.S. Department of Education, National Center for Education Statistics, NCES 95278. Available at: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=95278 [accessed Dec. 2004].
304. Russell, C.P., and French, D.P. (2002). Factors affecting participation in traditional and inquiry-based laboratories. Journal of College Science Teaching, 31, 225-229.
305. Shymansky, T.A., and Penick, T.E. (1981). Teacher behavior does make a difference in hands-on science classrooms. School Science and Mathematics, 81, 412-423.
306. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. (2002). The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. Chapel Hill, NC: Horizon Research. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005].
307. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestley, H.D., and Priestley, W.J. (1996). Seeking more effective outcomes from science laboratory experiences (grades 7- 14): Six companion studies. Summary of multiple paper presentation at the annual meeting of the National Association for Research in Science Teaching, April 1, St. Louis, MO.
308. Tobin, K. (1987). Forces which shape the implemented curriculum in high school science and mathematics. Teaching and Teacher Education, 3(4), 287-298.
309. Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
310. Tobin, K., and Gallagher, J. (1987). What happens in high school science classrooms? Journal of Curriculum Studies, 19(6), 549-560.
311. Weiss, I., Banilower, E., McMahon, K., and Smith, P.S. (2001). Report of the 2000 Survey of Mathematics and Science Education. Chapel Hill, NC: Horizon Research. Available at: http://www.2000survey.horizon-research.com/reports/ status.php [accessed Dec. 2004].
312. American Association of Physics Teachers. (2002). AAPT guidelines for high school physics programs. Washington, DC: Author.
313. Anderson, C., Sheldon, T., and Dubay, J. (1990). The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27, 761-776.
314. Baumgartner, E. (2004). Synergy research and knowledge integration. In M.C. Linn, E.A. Davis, and P. Bell (Eds.), Internet environments for science education. Mahwah, NJ: Lawrence Earlbaum.
315. Bayer Corporation. (2004). Bayer facts of science education 2004: Are the nation's colleges adequately preparing elementary schoolteachers of tomorrow to teach science? Available at: http://www.bayerus.com/msms/news/facts. cfm?mode=detailandid-survey04 [accessed Dec. 2004].
316. Bell, P. (2004). The school science laboratory: Considerations of learning, technology, and scientific practice. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/July_12- 13_2004_High_School_Labs_Meeting_Agenda.html.
317. Brown, A.L., and Campione, J.C. (1998). Designing a community of young learners: Theoretical and practical lessons. In N.M. Lambert and B.L. McComs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 153- 186). Washington, DC: American Psychological Association.
318. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
319. Catley, K. (2004). How do teachers work and learn-specifically related to labs. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http:// www7.nationalacademies.org/bose/June_3-4_2004_High_School_ Labs_ Meeting_Agenda.html [accessed Oct. 2004].
320. Chaney, B. (1995). Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. Rockville, MD: Westat.
321. Clark, R.L., Clough, M.P., and Berg, C.A. (2000). Modifying cookbook labs. Science Teacher (October), 40-43.
322. Darling-Hammond, L., Berry, B., and Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23(1), 57-77.
323. Deng, Z. (2001). The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. Science Education, 85(3), 263-278.
324. DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). Improving teachers' in-service professional development in mathematics and science: The role of postsecondary institutions. Educational Policy, 17(5), 613-649. Abstract available at: http://epx.sagepub.com/cgi/content/abstract/17/5/613 [accessed May 2005].
325. DeSimone, L.M., Porter, A.S., Garet, M.S., Yoon, K.S., and Birman, B. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
326. Driver, R. (1995). Constructivist approaches to science teaching. In L.P. Steffe and J. Gale (Eds.), Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum.
327. Duschl, R. (1983). The elementary level science methods course: Breeding ground of an apprehension toward science? Journal of Research in Science Teaching, 20, 745-754.
328. Ferguson, R. (1998). Can schools narrow the black-white test score gap? In C. Jencks and M. Phillips (Eds.), The black-white test score gap. Washington, DC: Brookings Institution.
329. Fred Hutchinson Cancer Research Center. (2003). Welcome to the Science Education Partnership. Seattle: Author. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005].
330. Gallagher, J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
331. Gamoran, A. (2004). Organizational conditions that support inquiry in high school science instruction. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005].
332. Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.
333. Gess-Newsome, J., and Lederman, N. (1993). Pre-service biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(1), 25-46.
334. Gitomer, D.H., and Duschl, R.A. (1998). Emerging issues and practices in science assessment. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 791-810). London, England: Kluwer Academic.
335. Glagovich, N., and Swierczynski, A. (2004). Teaching failure in the laboratory. Journal of College Science Teaching, 33(6).
336. Goldhaber, D.D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teachers' characteristics. Education Next, 2(1), 50-55. Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005].
337. Goldhaber, D.D., and Brewer, D.J. (1997). Evaluating the effect of teacher degree level on educational performance. In W. Fowler (Ed.), Development in school finance, 1996. (ED 409-634.) Washington, DC: U.S. Department of Education, National Center for Education Statistics.
338. Goldhaber, D.D., and Brewer, D.J. (2001). Evaluating the evidence on teacher certification: A rejoinder. Educational Evaluation and Policy Analysis, 23(1), 79-86.
339. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). A three-way error components analysis of educational productivity. Education Economics, 7(3), 199-208.
340. Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485-529.
341. Hanusek, E., Kain, J., and Rivkin, S. (1999). Do higher salaries buy better teachers? (Working Paper No. 7082.) Cambridge, MA: National Bureau of Economic Research.
342. Harlen, W. (2000). Respecting children's own ideas. New York: City College Workshop Center.
343. Harlen, W. (2001). Primary science: Taking the plunge. Portsmouth, NH: Heinemann.
344. Hegarty-Hazel, E. (1990). Life in science laboratory classrooms at the tertiary level. In E. Hegarty-Hazel (Ed.), The student laboratory and the curriculum (pp. 357- 382). London, England: Routledge.
345. Hein, G.E., and Price, S. (1994). Active assessment for active learning. Portsmouth, NH: Heinemann.
346. Henderson, A.T., and Mapp, K.L. (2002). A new wave of evidence-The impact of school, family, and community connections in student achievement. National Center for Family and Community Connections with Schools. Austin, TX: Southwest Educational Development Laboratory. Available at: http://www.sedl.org/ connections/research-syntheses.html [accessed May 2005].
347. Hilosky, A., Sutman, F., and Schmuckler, J. (1998). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Journal of Chemical Education, 75(1), 100-104.
348. Hirsch, E., Koppich, J.E., and Knapp, M.S. (2001). Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. (Working paper prepared in collaboration with the National Conference of State Legislatures.) Seattle: University of Washington, Center for the Study of Teaching and Policy.
349. Hudson, S.B., McMahon, K.C., and Overstreet, C.M. (2002). The 2000 National Survey of Science and Mathematics Education: Compendium of tables. Chapel Hill, NC: Horizon Research.
350. Ingersoll, R. (2003). Is there a shortage among mathematics and science teachers? Science Educator, 12(1), 1-9.
351. Javonovic, J., and King, S.S. (1998). Boys and girls in the performance-based classroom: Who's doing the performing? American Educational Research Journal 35(3), 477-496.
352. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). A study package for examining and tracking changes in teachers' knowledge. East Lansing, MI: National Center for Research in Teacher Education.
353. Khalic, A., and Lederman, N. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education 22(7), 665-701.
354. Lederman, N.G. (2004). Laboratory experiences and their role in science education. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_ Labs_Meeting_Agenda.html [accessed May 2005].
355. Lee, O. (2002). Equity for linguistically and culturally diverse students in science education. A research agenda. Teachers College Record, 105(3), 465-489.
356. Lee, O., and Fradd, S.H. (1998). Science for all, including students from non-Englishlanguage backgrounds. Educational Researcher, 27, 12-21.
357. Linn, M.C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
358. Linn, M.C. (1997). The role of the laboratory in science learning. Elementary School Journal, 97(4), 401-417.
359. Linn, M.C., Davis, E.A., and Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum.
360. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
361. Lunetta, V.N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 249-262). London, England: Kluwer Academic.
362. Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching.
363. Maienschein, J. (2004). Laboratories in science education: Understanding the history and nature of science. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3- 4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005].
364. McComas, W.F., and Colburn, A.I. (1995). Laboratory learning: Addressing a neglected dimension of science teacher education. Journal of Science Teacher Education, 6(2), 120-124.
365. McDiarmid, G.W. (1994). The arts and science as preparation for teaching. In K. Howey and N. Zimpher (Eds.), Faculty development for improving teacher preparation (pp. 99-138). Reston, VA: Association of Teacher Educators.
366. McDiarmid, G.S., Ball, D.L., and Anderson, C.W. (1989). Why staying ahead one chapter doesn't really work: Subject-specific pedagogy. In M.D. Reynolds (Ed.), Knowledge base for the beginning teacher. New York: Pergamon.
367. Millar, R. (2004). The role of practical work in the teaching and learning of science. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_ Labs_Meeting_Agenda.html [accessed May 2005].
368. Millar, R., and Driver, R. (1987). Beyond process. Studies in Science Education, 14, 33-62.
369. Minstrell, J., and van Zee, E.H. (2003). Using questioning to assess and foster student thinking. In J.M. Atkin and J.E. Coffey, Everyday assessment in the science classroom (pp. 61-74). Arlington, VA: National Science Teachers Association.
370. Mortimer, E., and Scott, P. (2003). Meaning making in secondary science classrooms. Philadelphia: Open University Press.
371. National Center for Education Statistics. (2004). Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. Statistical analysis report. Washington, DC: Author.
372. National Research Council. (1990). Fulfilling the promise: Biology education in the nation's schools. Committee on High School Biology Education, Commission on Life Sciences. Washington, DC: National Academy Press.
373. National Research Council. (1999). The changing nature of work: Implications for occupational analysis. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Washington, DC: National Academy Press.
374. National Research Council. (2001a). Educating teachers of science, mathematics, and technology. Committee on Science and Mathematics Teacher Preparation, Center for Education. Washington, DC: National Academy Press.
375. National Research Council. (2001b). Classroom assessment and the national science education standards. Committee on Classroom Assessment and the National Science Education Standards, J.M. Atkin, P. Black, and J. Coffey (Eds.). Center for Education. Washington, DC: National Academy Press.
376. National Science Teachers Association. (1990). NSTA position statement: Laboratory science. Available at: http://www.nsta.org/positionstatementandpsid=16 [accessed Oct. 2004].
377. Olsen, T.P., Hewson, P.W., and Lyons, L. (1996). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. International Journal of Science Education, 18(7), 775-790.
378. Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparisons of the beliefs of scientists, secondary science teachers, and elementary science teachers. Science Education, 77, 261-278.
379. Priestley, W., Priestley, H., and Schmuckler, J. (1997). The impact of longer term intervention on reforming the approaches to instructions in chemistry by urban teachers of physical and life sciences at the secondary school level. Paper presented at the National Association for Research in Science Teaching meeting, March 23, Chicago, IL.
380. Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919-934.
381. Sanders, W.L., and Rivers, J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value- Added Research and Assessment Center.
382. Schwartz, R., and Lederman, N. (2002). It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
383. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
384. Slotta, J.D. (2004). The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. In M.C. Linn, E.A. Davis, and P. Bell (Eds.), Internet environments for science education. Mahwah, NJ: Lawrence Earlbaum.
385. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. (2002). The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. Chapel Hill, NC: Horizon Research. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005].
386. Smith, S. (2004). High school science laboratories. Data from the 2000 National Survey of Science and Mathematics Education. Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_ Labs_Meeting_Agenda.html [accessed Oct. 2005].
387. Songer, C., and Mintzes, J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621-637.
388. Supovitz, J.A., Mayer, D.P., and Kahle, J. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356.
389. Supovitz, J.A., and Turner, H.M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research on Science Teaching, 37, 963-980.
390. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. (1996). Seeking more effective outcomes from science laboratory experiences (Grades 7- 14): Six companion studies. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO.
391. Tobin, K.G. (2004). Culturally adaptive teaching and learning science in labs. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Available at: http:/ /www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf [accessed August 2005].
392. Trumbull, D., and Kerr, P. (1993). University researchers' inchoate critiques of science teaching: Implications for the content of pre-service science teacher education. Science Education, 77(3), 301-317.
393. Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). Final report on the evaluation of the National Science Foundation's Instructional Materials Development Program. Arlington, VA: National Science Foundation.
394. U.S. Department of Education. (2000). Before it's too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. Washington, DC: Author.
395. U.S. Department of Education. (2004). The condition of education. Washington, DC: Author. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005].
396. U.S. Department of Energy. (2004). The laboratory science teacher professional development program. Washington, DC: Author. Available at: http://www. scied.science.doe.gov/scied/LSTPD/about.htm [accessed Feb. 2005].
397. van Zee, E., and Minstrell, J. (1997). Using questioning to guide student thinking. Journal of the Learning Sciences, 6(2), 227-269.
398. Volkmann, M., and Abell, S. (2003). Rethinking laboratories. Science Teacher, September, 38-41.
399. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research.
400. Westbrook, S., and Marek, E. (1992). A cross-age study of student understanding of the concept of homeostasis. Journal of Research in Science Teaching, 29, 51-61.
401. Williams, M., Linn, M.C., Ammon, P., and Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13(2), 189-206.
402. Windschitl, M. (2004). What types of knowledge do teachers use to engage learners in "doing science"? Rethinking the continuum of preparation and professional development for secondary science educators. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_ Agenda.html [accessed May 2005].
403. Wright, S.P., Horn, S., and Sanders, W. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57-67.
404. Zahopoulos, C. (2003). Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. In D.G. Haase, B.S. Wojnowski, and S.K. Schulze (Eds.), Proceedings of the Conference on K-12 Outreach from University Science Departments. Raleigh: Science House, North Carolina State University.
405. Abramson, P. (2004, February). 9th annual school construction report: School planning and management. Available at: http://www.peterli.com/global/pdfs/ SPMConstruction2004.pdf [accessed Sept. 2004].
406. Agron, J. (2003, May). Growth spurt: Even as school districts and colleges continue to cut spending budgets, spending on construction booms. American School and University Magazine. Available at: http://www.asumag.com/mag/405asu21.pdf [accessed Sept. 2004].
407. Ainley, J. (1978). An evaluation of the Australian science facilities program and its effect on science education in Australian schools. Unpublished Ph.D. thesis, University of Melbourne.
408. Ainley, J. (1990). School laboratory work: Some issues of policy. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 223-241). London, England: Routledge.
409. Arzi, H.J. (1998). Enhancing science education through laboratory environments: More than walls, benches and widgets. In B.J. Fraser and K.G. Tobin (Eds.), International handbook of science education (pp. 595-608). London, England: Kluwer Academic.
410. Banilower, E.R., Green, S., and Smith, P.S. (2004). Analysis of data of the 2000 National Survey of Science and Mathematics Education for the Committee on High School Science Laboratories: Role and Vision (September). Chapel Hill, NC: Horizon Research.
411. Biehle, J., Motz, L., and West, S. (1999). NSTA guide to school science facilities. Arlington, VA: National Science Teachers Association.
412. California Commission on Teacher Credentialing. (2004). Science teacher preparation in California: Standards of quality and effectiveness for subject matter programs. A Handbook for teacher educators and program reviewers. Sacramento: Author.
413. California Department of Education. (2005). Ed-data: Profiles and reports. Available at: http://www.ed-data.k12.ca.us/Navigation/fsTwoPanel.asp?bottom= %2Fprofile%2Easp%3Flevel%3D05%26reportNumber%3D16 [accessed Jan. 2005].
414. Council of Chief State Science Supervisors. (No date). Science and safety: Making the connection. Washington, DC: Author. Available at: http://csss.enc.org/safety.htm [accessed June 2005].
415. Englehardt, D.F. (1968). Aspects of spatial influence on science teaching methods. Unpublished Ed.D. thesis, Harvard University, School of Education.
416. Fuller, E.J., Picucci, A.C., Collins, J.W., and Swann, P. (2001). An analysis of laboratory safety in Texas. Austin: Charles A. Dana Center of the University of Texas at Austin.
417. Gerlovich, J.A., Adams, S., Davis, B., and Parsa, R. (2003). Alabama science safety: A 2001 status report. ASTA News, 25(1). Montgomery: Alabama State Teachers' Association.
418. Gerlovich, J.A., Parsa, R., Frana, B., Drew, V., and Stiner, T. (2002). Science safety status in Iowa schools. Journal of the Iowa Academy of Science 109(3, 4), 61-65.
419. Gerlovich, J.A., Whitsett, J., Lee, S., and Parsa, R. (2001). Surveying safety: How researchers addressed safety in science classrooms in Wisconsin. Science Teacher, 68(4), 31-35.
420. Gerlovich, J.A., Wilson, E., and Parsa, R. (1998). Safety issues and Iowa science teachers. Journal of the Iowa Academy of Sciences, 105(4), 152-157.
421. Gerlovich, J.A., and Woodland, J. (2000). Nebraska Secondary Science Teacher Safety Project: A 2000 status report. Nebraska Science Teacher, 1(1), 4-11.
422. Gohl, D. (2004). Panel discussion of finances and resources. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed June 2005].
423. Hagey, J. (2004, January 31). Four hurt in lab explosion. News Tribune (Tacoma, WA).
424. Helderman, R. (2004, March 25). Institute plans VA biotech magnet school. Washington Post.
425. Henderson, A.T., and Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin: Southwest Educational Development Laboratory. Available at: http:// www.sedl.org/connections/research-syntheses.html [accessed June 2005].
426. Henderson, D., Fisher, D.L., and Fraser, B.J. (2000). Interpersonal behaviour, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
427. Hoff, D.J. (2003). Science-lab safety upgraded after mishaps. Education Week, 22(33), 1, 20-21.
428. Horton, P. (1988). Class size and lab safety in Florida. Florida Science Teachers Magazine, spring.
429. Jakel, Inc. (2005). The total science safety system. Available at: http:// showcase.netins.net/web/jakel/examples/examples.html [accessed June 2005].
430. LabPlan. (2004). Introduction. Available at: http://www.labplan.net/index.htm [accessed Oct. 2003].
431. Lazarowitz, R., and Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-128). New York: Macmillan.
432. Lidsky, A. (2004). How financial and resource issues constrain or enable laboratory activities. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_ Labs_Meeting_Agenda.html [accessed June 2005].
433. Maynard, S. (2004, April 16). Hazards found in FWay schools science labs. News Tribune. Available at: http://www.labsafety.org/news/hazards_found_in_ fway_schools_sc.htm [accessed June 2005].
434. Mulfinger, L. (2004). What is good science education, and whose job is it to support it? In D. Haase and S. Schulze (Eds.), Proceedings of the Conference on K-12 Outreach from University Science Departments. Raleigh: Science House, North Carolina State University.
435. National Center for Education Statistics. (2004a). Contexts of elementary and secondary education: Trends in science and mathematics course taking. Available at: http://nces.ed.gov/pubs2002/2002025_4.pdf [accessed Oct. 2005].
436. National Center for Education Statistics. (2004b). The condition of education 2004. Societal support for learning. Available at: http://www.nces.ed.gov/programs/ coe/list/i6.asp [accessed July 2005].
437. National Research Council. (2003). Bio 2010: Transforming undergraduate education for future research biologists. Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century. Board on Life Sciences, Division on Earth and Life Studies. Washington, DC: The National Academies Press.
438. Novak, J.D. (1972). Facilities for secondary school science teaching: Evolving patterns in facilities and programs. Arlington, VA: National Science Teachers Association.
439. Roy, K. (1999). For safety sake: One class size does not fit all! Safe Science Series. Raleigh, NC: National Science Education Leadership Association. Available at: http://www.nsela.org/safesci7.htm [accessed June 2005].
440. Schenck, S., and Meeks, D. (1999). Math and science programs: Making them count. (ED 439-006.) New York: Office of the Comptroller, City of New York.
441. Schneider, M. (2002). Public school facilities and teaching: Washington, DC and Chicago. Paper commissioned by the 21st Century School Fund. Washington, DC: 21st Century School Fund. Available at: http://www.21csf.org/csf-home/ publications.asp [Feb. 2005].
442. Schneider, M. (2004). The educational adequacy of New Jersey public school facilities: Results from a survey of principals. Newark: Education Law Center. Available at: http://www.edlawcenter.org/ELCPublic/elcnews_040510_jointpressrelease.htm [accessed May 2005].
443. Sheperd, R. (Ed.) (1974). Facilities for learning science [Special issue on the buildings and other facilities for the learning of science in Australian schools]. Australian Science Teachers Journal, 20(3), 4-76.
444. Sinclair, L., Gerlovich, J., and Parsa, R.A. (2003). South Carolina Statewide Science Safety Project. Journal of the South Carolina Academy of Science, 1(1), 19-27.
445. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. (2002). The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. Chapel Hill, NC: Horizon Research. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005].
446. Stallings, C., Gerlovich, J., and Parsa, R. (No date). Science safety: A status report on North Carolina schools. Raleigh: North Carolina Public Schools, Department of Public Instruction.
447. Standler, R. (1999). Injuries in school/collage laboratories in the USA. Available at: http://www.rbs2.com/labinj.htm [Oct. 2004].
448. Tamir, P. (1976). The role of the laboratory in science teaching. (Technical Report No. 10.) Iowa City: University of Iowa Science Education Center.
449. Trejos, N. (2003, August 25). Classroom's costly lessons: Cuts force teachers to forage for supplies. Washington Post, B1.
450. U.S. General Accounting Office. (1996). School facilities: America's schools not designed or equipped for the 21st century. (GAO-HEHS-95-95.) Washington, DC: Author. Available at: http://archive.gao.gov/t2pbat1/153956.pdf [accessed Oct. 2004].
451. Virginia Polytechnic Institute. (2004). Chemistry outreach program. Blacksburg, VA: Author. Available at: http://www.chem.vt.edu/chem-dept/mcl/index.html [accessed June 2005].