Systemic teacher development to enhance the use of argumentation in school science activities

Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning

Volumn , Issue , 2003, Pages 198-217

  Simon, Shirley ^a   Osborne, Jonathan ^b   Erduran, Sibel ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9344258046     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203447864     Document Type: Chapter

References (27)

1. Adey, P. S., Shayer, M. and Yates, C. (2001) Thinking Science. 3rd edn. London: Nelson Thornes.
2. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box. London: King's College, London.
3. Department for Education and Skills (DfES) (2002) Key Stage 3 National Strategy: Framework for Teaching Science: Years 7, 8, and 9. London: Department for Education and Skills Publications.
4. Dillon, J., Adey, P. and Simon, S. (1996) Factors affecting the success of in-service training: a 'CASE' study. In W. Beasley (ed.), Chemistry: Expanding the Boundaries: Proceedings of the 14th International Conference on Chemical Education, Brisbane, Australia: University of Queensland.
5. Donnelly, J., Buchan, A., Jenkins, E., Laws, P. and Welford, G. (1996) Investigations by Order: Policy, Curriculum and Science Teachers' Work under the Education Reform Act. Nafferton: Studies in Science Education.
6. Driver, R., Newton, P. and Osborne, J. (2000) Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
7. Fullan, M. (1991) The New Meaning of Educational Change. 2nd edn. London: Cassell.
8. Fullan, M. (2001) The New Meaning of Educational Change. 3rd edn. London: RoutledgeFalmer.
9. Hargreaves, A. (1997) Cultures of teaching and educational change. In M. Fullan (ed.), The Challenge of School Change. Arlington Heights, IL: Skylight Professional Development, pp. 57-84.
10. Harland, J. and Kinder, K (1997) Teachers' continuing professional development: framing a model of outcomes. British Journal of In-Service Education, 23(1), 71-84.
11. Jiménex-Aleixandre, M. P., Rodríguez, A. B. and Duschl, R. (2000) 'Doing the lesson' or 'Doing science': Argument in high school genetics. Science Education, 84(6), 757-792.
12. Joyce, B. and Showers, B. (1988) Student Achievement through Staff Development. White Plains, NY: Longman.
13. Kuhn, D., Shaw, V. and Felton, M. (1997) Effects of dyadic interaction on reasoning. Cognition and Instruction, 15(3), 287-315.
14. Leigh, A. (1988) Effective Change: Twenty Ways to Make it Happen. London: Institute of Personnel Management.
15. Leithwood, K., Jantzi, D. and Steinbach, R. (1999) Changing Leadership for Changing Times. Buckingham: Open University Press.
16. Loucks-Horsley, S., Hewson, P., Love, N. and Stiles, K. E. (1998) Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.
17. Millar, R. and Osborne, J. F. (eds) (1998) Beyond 2000: Science Education for the Future. London: King's College, London.
18. Newton, P., Driver, R. and Osborne, J. (1999) The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576.
19. Ogborn, J. (2002) Ownership and transformation: Teachers using curriculum innovation. Physics Education, 37(2), 142-146.
20. Osborne, J., Erduran, S., Simon, S. and Monk, M. (2001) Enhancing the quality of argument in school science. School Science Review, 82(301), 63-70.
21. Pontecorvo, C. (1987) Discussing and reasoning: the role of argument in knowledge construction. In E. De Corte, H. Lodewïjks, R. Parmentier and P. Span (eds), Learning and Instruction: European Research in an International Context. Oxford: Pergamon Press, pp. 239-250.
22. Powell, J. C. and Anderson, R. D. (2002) Changing teachers' practice: curriculum materials and science education reform in the USA. Studies in Science Education, 37, 107-136.
23. Russell, T. L. (1983) Analysing arguments in science classroom discourse: can teachers' questions distort scientific authority? Journal of Research in Science Teaching, 20(1), 27-45.
24. Secondary Science Curriculum Review (1987) Better Science: How to Plan and Manage the Curriculum. London: Heinemann Educational Books/Association for Science Education.
25. Simon, S. A. (1992) Curriculum and assessment innovation in science. Research in Science Education, 22, 358-366.
26. Toulmin, S. (1958) The Uses of Argument. Cambridge: Cambridge University Press.
27. Waring, M. (1979) Social Pressures and Curriculum Innovation. London: Methuen.