Studying lifeworlds of science learning: A longitudinal study of changing ideas, contexts, and personal orientations in science learning

Canadian Journal of Science, Mathematics and Technology Education

Volumn 4, Issue 1, 2004, Pages 127-147

  Shapiro, Bonnie ^a  

^a UNIVERSITY OF CALGARY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011527134     PISSN: 14926156     EISSN: 19424051     Source Type: Journal    
DOI: 10.1080/14926150409556601     Document Type: Article

References (41)

1. Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Bloom, J. (1992, April). Conceptual change or contextual flexibility: The myth of restructuring and replacing conceptions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
3. Bloom, J. (1995). Assessing and extending the scope of children’s contexts of meaning: Context maps as a methodological perspective. International Journal of Science Education, 17, 167-187.
4. Brophy, J.E. (1982). Schooling as students experience it. Elementary School Journal, 82(5), 519-529.
5. Crookes, J., & Goldby, G. (1984). How we see things: An introduction to light. Leicestershire, UK: Science Process Curriculum Group, The Science Curriculum Review in Leicestershire.
6. Dharmadasa, K. (1994, November). Personal meaning as a metacognitive process. Paper presented at the Mid-South Educational Research Association, Nashville, TN.
7. Feher, E. (1990). Interactive museum exhibits as tools for learning: Explorations with light. International Journal of Science Education, 12, 35-49.
8. Feher, E., & Meyer, K. (1992). Children’s concept of color. Journal of Research in Science Education, 29(5), 503-520.
9. Fetherstonahugh, T., & Treagust, D.F. (1992). Students’ understanding of light and its properties: Teaching to engender conceptual change. Science Education, 76(6), 653-672.
10. Guesne, E. (1978). Children’s ideas about light. In New trends in physics teaching, IV. Paris: UNESCO.
11. Guesne (1985). Light. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children’s ideas in science (pp. 10-32). Milton Keynes, UK: Open University Press.
12. Head, J. (1979). Personality and the pursuit of science. Studies in Science Education, 6, 23-44.
13. Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia: Open University Press.
14. Keeves, J.P. (1998). Methods and processes in research in science education. In B. Fraser & K. Tobin (Eds.), International handbook of science education, Part 2 (pp. 1127-1153). Boston, MA: Kluwer Academic.
15. Krugly-Smolska, E. (1995). Scientific culture, multiculturalism and the science classroom. Science Education, 17, 21-29.
16. LaRosa, C., Mayer, M., Patrizi, P., & Vincenti, M. (1984). Common sense knowledge in optics: Preliminary results of an investigation on the properties of light. European Journal of Science Education, 6(4), 387-397.
17. Leach, J., & Scott, P. (2003). Individual and sociocultural views of learning in science education. Science and Education, 12(1), 91-113.
18. Lemke, J. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
19. Piaget, J. (1974). The child’s conception of physical causality. London: Routledge.
20. Ramadas, J., & Driver, R. (1989). Aspects of secondary students’ ideas about light. Leeds, UK: Children’s Learning in Science Project, CSSME, University of Leeds.
21. Reiss, M. (2000). Understanding science lessons. Philadelphia: Open University Press.
22. Ritchie, T.J. (1982). In praise of idiosyncratic study. Interchange, 13(4), 31-38.
23. Roth, W.-M. (2002). Taking science education beyond schooling. Canadian Journal of Science, Mathematics and Technology Education, 2, 37—48.
24. Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86, 368-385.
25. Scott, P.H. (1997). Developing science concepts in science classrooms: An analysis of pedagogical interactions from a Vygotskian perspective. Unpublished doctoral dissertation, The University of Leeds.
26. Shapiro, B. (1983). Young children talk about what science is. Unpublished manuscript, University of Alberta. ’
27. Shapiro, B. (1988). What children bring to light: Towards understanding what the primary school science learner is trying to do. In P. Fensham (Ed.), Development and dilemmas in science education. New York: Falmer Press.
28. Shapiro, B. (1989). What children bring to light: Giving high status to learners’ views and actions in science. Science Education, 73(6), 711-733.
29. Shapiro, B. (1992). A life of science learning: An approach to the study of personal, social and cultural features in the initiation to school science. In Proceedings of the Second International Conference, History and Philosophy of Science in Science Education: Vol. 2 (pp. 429-447). Kingston: Queen’s University Press.
30. Shapiro, B. (1994a). What children bring to light: A constructivist perspective on children’s learning in science. New York: Teachers College Press.
31. Shapiro, B. (1994b). ‘That’s not true-It doesn’t make sense’: An approach to understanding students’ views of scientific ideas. International Journal of Qualitative Studies in Education, 7(1), 19-32.
32. Shapiro, B. (1998). Reading the furniture: The semiotic interpretation of science learning environments. In B. Fraser & K. Tobin, (Eds.), International handbook of science education, Vol.l (pp. 609-621). Dordrecht, The Netherlands: Kluwer.
33. Shapiro, B. (2003). Six case studies of science learning: A program of longitudinal research. Unpublished manuscript, University of Calgary.
34. Shapiro, B.L., & Kirby, D. (1998). An approach to consider the messages of science learning culture. Journal of Science Teacher Education, 9(3), 221-240.
35. Shapiro, B., Richards, L., Ross, N., & Kendal-Knitter, K. (1998). Time and the environments of schooling. Learning Environments Research—An International Journal 2, 1-19.
36. Tyson, L.M., Venville, G.J., Harrison, A.G., & Treagust, D.F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.
37. von Glasersfeld, E. (1986, October). Knowledge from a constructivist point of view. Paper presented at the Moscow Institute for Systems Studies, Moscow.
38. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-40.
39. von Glasersfeld, E. (1992). Constructivism reconstructed: A reply to Suchting. Science and Education, 1, 379-84.
40. White, R. (2001). The revolution in research on science teaching. In V. Richardson (Ed.), Handbook of research on teaching. New York: Macmillan.
41. Zylbersztajn, A., & Watts, M. (1982). Throwing some light on color. Unpublished manuscript, University of Surrey, England.