Learning Theory
Bruner, J. (1996). The Culture of Education. Cambridge, MA, Harvard University Press.
Donovon, M., J. Bransford, et al. (1999). How People Learn: Bridging Research and Practice. Washington, DC, National Academy of Science Press.
Lave, J. (1993). The Practice of Learning. Understanding Practice: Perspectives on Activity and Context. S. Chaiklin and J. Lave. New York, Cambridge University Press: 3-32.
Rogoff, B., R. Paradise, et al. (2003). "Firsthand Learning by Intent Participation." Annual Review of Psychology, 54.
Wertsch, J. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA, Harvard University Press.
Science Teaching and Learning
Ash, D. (2002). Negotiation of Thematic Conversations about Biology. Learning Conversations in Museums. G. Leinhardt, K. Crowley and K. Knutson. Mahwah, NJ, Lawrence Erlbaum Associates: 357-400.
Barnett, J. and D. Hodson (2001). "Pedagogical Content Knowledge: Towards a Fuller Understanding of What Good Science Teachers Know." Science Education 85(4): 426-453.
Bybee, R. W. (1993). Reforming Science Education: Social Perspectives and Personal Reflections, NY Teachers College Press. National Research Council (1996).
National Science Education Standards. Washington, DC, National Academy Press.
Driver, R., J. Leach, et al. (1996). Young People's Images of Science. Buckingham, GB, Open University Press.
Duschl, R. (1990). Restructuring Science Education: The Importance of Theories and Their Development. NY, Teachers College Press.
Duschl, R. (1994). Research on the History and Philosophy of Science. Handbook of Research in Science Teaching. D. Gable. New York, Macmillian: 443-465.
Duschl, R. and O. J. (2002). "Supporting and Promoting Argumentation Discourse in Science Education." Studies in Science Education 38: 39-72.
Minstell, J. and E. Van Zee, Eds. (2000). Inquiring into Inquiry Learning and Teaching in Science Teaching. Washington, DC, AAAS.
Learning in Museums
(1997). "Science Education." 81 Special Issue on Science Education (6).
Ash, D. (2004). "How Families Use Questions at Dioramas: Ideas for Exhibit Design." Curator 47(1).
Bitgood, S., B. Serrel, et al. (1994). The Impact of Informal Education on Visitors to Museums. Informal Science Learning: What Research Says about Television, Science Museums, and Community-Based Projects. V. Crane, H. Nicholson, M. Chen and S. Bitgood. Ephrate, PA, Science Press.
Callanan, M. and J. Jipson (2001). Explanatory Conversations and Young Children's Developing Scientific Literacy. Designing for Science: Implications from Everyday, Classroom, and Professional Settings. K. Crowley, C. Schunn and T. Okada. Mahwah, NJ, Erlbaum: 21-49.
Crowley, K. and M. Callanan (1998). "Describing and Supporting Collaborative Scientific Thinking in Parent-Child Interactions." Journal of Museum Education (Special Issue 23): 12-17.
Czikszentmihalyi, M. and K. Hermanson (1995). Intrinsic Motivation in Museums: Why Does One Want to Learn? Public Institutions for Personal Learning. J. H. Falk and L. D. Dierking. Washington, DC, American Association of Museums.
Ellenbogen, K. E. (2003). "Sociocultural Perspectives on Museums, Part 1 & 2." Journal of Museum Education, 28(1 & 2).
Falk, J. and L. Dierking (2002). Learning From Museums: Visitor Experience and the Making of Meaning. Walnut Creek, AltaMira Press.
Falk, J. and L. D. Dierking (1992). The Museum Experience. Washington DC, Whalesback Books.
Guichard, J. (1992). "Designing Tools to Develop the Conceptions of Learners." International Journal of Science Education, 21(11): 1187-1200.
Hein, G. (1998). Learning in Museums. London, Routledge.
Hooper-Greenhill, E. and T. Moussouri (2002). Researching Learning in Museums and Galleries: a Bibliographic Review. Leicester, RCMG.
Leinhardt, G., K. Crowley, et al. (2002). Learning Conversations in Museums. Mahwah, NJ, Lawrence Erlbaum Associates.
Oppenheimer, F. (1976). "Everyone is You...or Me." Technology Review (June).
Paris, S. G., Ed. (2002). Perspectives on Object-centered Learning in Museums. Mahwah, NJ, Lawrence Erlbaum Associates.
Learning in Schools
Brown, A. L., D. Ash, et al. (1993). Distributed Expertise in the Classroom. Distributed Cognitions. G. Salomon. NJ, LEA.
Gardner, H. (1991). "Making Schools More like Museums." Education Week, 40.
Higert, J., T. Carpenter, et al. (1997). Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth, NH, Heinemann.
Newman, D., P. Griffen, et al. (1989). The Construction Zone: Working for Cognitive Change in School. New York, Cambridge University Press.
Rogoff, B., C. Goodman Turkanis, et al. (2001). Learning Together: Children and Adults in a School Community. New York, Oxford University Press.
Learning in Non-School, Non-Museum Contexts
Abreu, G. d. (1995). "Understanding How Children Experience the Relationship Between Home and School Mathematics." Mind, Culture and Activity (2): 119-142S.
Brice Heath, S. and M. Wallin McLaughlin (1994). "Learning for Anything Everyday." J. Curriculum Studies 26(5): 471-489.
Moll, L. C. and J. B. Greenberg (1990). Creating Zones of Possibilities: Combining Social Contexts for Instruction. Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Pschology. L. C. Moll. Cambridge, Cambridge University Press: 319-348.
Resnick, M., N. Rush, et al. (1998). The Computer Clubhouse: Technological Fluency in the Inner City. High Technology and Low-Income Communities. D. Schon, B. Sanyal and W. Mitchell. Boston, MIT Press.
Scribner, S. and M. Cole (1973). "Cognitive Consequences of Formal and Informal Education." Science, 182(4112): 553-559.
Frameworks for Researchers Working in the Field of Informal Learning and Schools
Connelly, F. M. and D. J. Clandinin (1990). "Stories of Experience and Narrative Inquiry." Education Researcher, 19(4): 2-14.
Hammer, D. (1996). "More than Misconceptions: Multiple Perspectives in Student Knowledge and Reasoning and An Appropriate Agenda for Education Research." American Journal of Physics, 64(40): 1316-1325.
Schauble, L., G. Leinhardt, et al. (1997). "A Framework for Organizing a Cumulative Research Agenda in Informal Learning Contexts." Journal of Museum Education, 22(2&3): 3-8.
Explanation, Communication and Discourse
Ball, D. (1991). "What's All this Talk about "Discourse"?" The Arithmetic Teacher, 39(3): 44-47.
Ballenger, C. (1997). "Social Identities, Moral Narratives, Scientific Argumentation: Science Talk in Bilngual Classroom." Language and Education, 11: 1-14.
Brown, A. L., D. Ash, et al. (1993). Distributed Expertise in the Classroom. Distributed Cognitions. G. Salomon. NJ, LEA.
Cobb, P., T. Wood, et al. (1993). Discourse, Mathematical Thinking, and Classroom Practice. Contexts for Learning: Sociocultural Dynamics in Children's Development. E. Forman, N. Minick and C. A. Stone. New York, Oxford University Press. 91-119.
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge, Cambridge University Press.
Lemke, J. (1990). Talking Science: Language, Learning and Calculus. Norwood, NJ, Ablex.
Ogborn, J., G. Kress, et al. (1996). Explaining Science in the Classroom. Buckingham, Open University Press.
Participation
Brown, A. L. and J. Campione (1994). Guided Discovery in a Community of Learners. Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. K. McGillicuddy. Cambridge, MA, MIT Press: 229-270.
Lave, J. and E. Wenger (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, Cambridge Univeresity Press.
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA, Harvard University Press.
Design of Learning Environments
Brown, A. L. (1992). "Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings." The Journal of Learning Sciences, 2(2): 141-178.
Design-Based Research Collective (2003). "Design-Based Research: An Emerging Paradigm for Educational Enquiry." Education Researcher, 32(1): 5-8.
Gee, J. P. (2004). Learning by Design: Games as Learning Machines. San Jose, CA. Paper presented at the Game Developers Conference.
Hall, R. (2000). Following Mathematical Practices in Design-Oriented Work. Rethinking the Mathematics Curriculum. C. M. Hoyles and G. Woodhouse. Bristol, PA, Falmer Press: 29-47.
Moore, G. T. (1987). The Physical Environment and Cognitive Development in Child-Care Centers. Spaces for Children: The Built Environment and Child Development. C. S. Weinstein and T. G. David. NY, Plenum Press.
Moschkovich, J. (2002). "Bringing Together Workplace and School Mathematical Practices in the Classroom." Journal for Research in Mathematics, Monograph Number 11(M. Brenner & J. Moschkovich, (Eds.) Everyday and Academic Mathematics in the Classroom): 93-110.
Schauble, L. and K. Bartlett (1997). "Constructing a Science Gallery for Children and Families: The Role of Research in an Innovative Design Process." Science Education, 81(6): 781-793.
Organization Structures
Lieberman, A. and L. Miller (1999). Teachers: Transforming Their World and Their Work. NY, Teachers College Press.
O'Day, J. (2002). "Complexity Accountabilty and School Improvement." Harvard Ed Review, 72(3 Fall): 293-329.
Ogawa, R. (1994). "The Institutional Sources of Education Reform: Lessons from School-Based Management." American Educational Research Journal, 31: 519-548.
Roberts, L. (1997). From Knowledge to Narrative. Washington, DC, Smithsonian.
Diversity
Crowley, K., M. A. Callanan, et al. (2001). "Parents Explain More Often to Boys than to Girls During Shared Scientific Thinking." Psychological Science, 12(258-261).
Gutierrez, K. and B. Rogoff (2003). "Cultural Ways of Learning: Individual Traits or Repertoires of Practice." Education Researcher, 32(19-25).
Moschkovich, J. N. (2002). "A Situated and Sociocultural Perspective on Bilingual Mathematics Learners." Mathematical Thinking and Learning, special issue on equity #4, Nassir, N. & Cobb, P. (eds.)(2&3): 189-212.
Rosebery, A., B. Warren, et al. (1992). "Appropriating Scientific Discourse: Findings from Language Minority Classrooms." The Journal of Learning Sciences, 2: 61-94.
Warren, E. A. (2001). "Rethinking Diversity in Learning Science: The Logic of Everyday Sense-Making." Journal of Research in Science Teaching, 38(5): 529-552.
Assessment
Black, P. and D. Wiliam (1998). "Inside the Black Box: Raising Standards through Classroom Assessment." Phi Delta Kappan, (October 1998): 141.
Black, P. and D. Wiliam (1998). Working Inside the Black Box: Assessment for Learning in the Classroom. London, UK, King's College London.
Schoenfeld, A. (1987). What's All the Fuss about Metacognition. Cognitive Science and Mathematics Education. Mahwah, NJ, Lawrence Erlbaum and Associates: 189-215. |
