Novice and expert teachers' conceptions of learners' prior knowledge

Science Education

Volumn 88, Issue 6, 2004, Pages 970-983

  Meyer, Helen ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9344238196     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20006     Document Type: Review

References (32)

1. Adams, P., & Tillotson, J. (1995). Why research in the service of science education is needed. Journal of Research in Science Teaching, 32, 441-443.
2. Akerson, V., Flick, L., & Lederman, N. (2000). The influence of primary children's ideas in science on teaching practice. Journal of Research in Science Teaching, 37, 363-385.
3. Ausubel, D. (1968). Educational psychology. New York: Holt, Rinehart & Winston.
4. Barmaid, R., Hardman, F., & Leat, D. (1995). Initial teacher trainees and their views of teaching and learning. Teaching and Teacher Education, 11, 23-31.
5. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
6. Berliner, D. (1994). Assessing the skills of expert pedagogues. Paper presented at the meeting of the International Association of Applied Psychology, Madrid, Spain.
7. Bryan, L., & Abell, S. (1999). The development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121-140.
8. Bryan, L., & Atwater, M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821-839.
9. Erickson, G., Mayer-Smith, J., Rodriguez, A., Chin, P., & Mitchell, I. (1994). Perspectives on learning to teach science: Insights and dilemmas from a collaborative practicum project. International Journal of Science Education, 16, 585-597.
10. Haney, J., & McArthur, J. (2002). Four case studies of prospective science teachers' beliefs concerning constructivist practices. Science Education, 86, 783-802.
11. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26, 160-189.
12. Kelly, G. (1955). The psychology of personal constructs. New York: W.W. Norton.
13. Larkin, J., McDermott, J., Simon, D., & Simon, H. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
14. Marion, R., Hewson, P., Tabachnick, R., & Blomker, K. (1999). Teaching for conceptual change in elementary and secondary science methods courses. Science Education, 83, 275-307.
15. Marshall, C., & Rossman, G. (1995). Designing qualitative research (2nd ed.). Thousand Oaks, CA: Sage Publications.
16. Martens, M., & Crosier, S. (1994). Sharon's story: The usefulness of conceptual change constructs in promoting student reflection. Journal of Research in Science Teaching, 5, 139-145.
17. Meyer, H., Tabachnick, R., Hewson, P., Lemberger, J., & Park, H. (1999). The relationship between prospective elementary teachers' classroom practices and their conceptions of biology and of teaching science. Science Education, 83, 324-346.
18. Northfield, J., Gunstone, R., & Erickson, G. (1996). A constructivist perspective on science teacher education. In D. Treagust, R. Duit, & B. Faser (Eds.), Improving teaching and learning in science and mathematics (pp. 201-211). New York: Teachers College Press.
19. Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of children's science. Auckland, NZ: Heinemann.
20. Peterson, P., & Comeaux, M. (1987). Teachers' schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education, 3, 319-332.
21. Rich, Y, & Almozlino, M. (1999). Educational goal preferences among novice and veteran teachers of science and humanities. Teaching and Teacher Education, 15, 613-629.
22. Salish, I. (1997). Secondary science and mathematics teacher preparation programs: Influences on new teachers and their students. Instrument package and user's guide. A supplement to the Final Report of Salish I Research Project. University of Iowa.
23. Shymansky, J. (1992). Using constructivist ideas to teach science teachers about constructivist ideas, or teachers are students too! Journal of Science Teacher Education, 3, 53-57.
24. Smith, D. (2000). Content and pedagogical content knowledge for elementary science teacher educators: Knowing our students. Journal of Science Teacher Education, 11, 27-46.
25. Sternberg, R., & Horvath, J. (1995). A prototype view of expert teaching. Educational Researcher, 24, 9-17.
26. Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany, NY: SUNY Press.
27. Sutton, R., Caraferelli, A., Lund, R., Schurdell, D., & Bichsel, S. (1996). A developmental constructivist approach to preservice teachers' way of knowing. Teaching and Teacher Education, 12, 413-427.
28. Tabachnick, R., & Zeichner, K. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science Education, 83, 310-322.
29. Taylor, S., & Sobel, D. (2001). Addressing the discontinuity of students' and teachers' diversity: A preliminary study of preservice teachers' beliefs and perceived skills. Teaching and Teacher Education, 17, 487-503.
30. Tobin, K., & LaMaster, S. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32, 225-242.
31. Wandersee, J., Mintzes, J., & Novak, J. (1994). Research on alternative conceptions. In D. Gabel (Ed.), Handbook of research on science teaching and learning. New York: Macmillan.
32. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131-176.