Black, Paul and Dylan Wiliam
"Inside the Black Box: Raising Standards Through
Phi Delta Kappan; v80 n2, Oct 1998.
Bonnstetter, Ronald J.
"Inquiry: Learning from the Past with an Eye
on the Future"
EJSE (Electronic Journal of Science Education); v3 n1, Sept
Teaching for Understanding: A Conversation with Howard Gardner"
Leadership, v50 n7, April 1993.
How do we preserve the imagination and the questioning of the 5-year-old
mind, but replace the child's notions with well-founded theories
and accurate conceptions? Howard Gardner has some ideas.
Bruer, John T.
"In Search of . . . Brain-Based Education"
Phi Delta Kappan; v80 n9, May 1999.
Cohen, Michael R.; Kagan, Martin H.
"Where Does the Old Moon Go?"
Science Teacher; v46 n8, pp. 22-23, Nov 1979.
Abstract: Describes some common misconceptions of children about
the way the world works. Ways for teachers and curriculum developers
to become aware of these misconceptions are also included.
Grand Forks, ND: North Dakota Study Group on Evaluation,1986.
Abstract: "This is a story about the collective creation of knowledge:
its multiple beginnings; its movement forward, backwards, sidewards;
its intertwining pathways. The setting is a course in the educational
psychology of science teaching, at the University of Geneva." (author)
"Critical Barriers to Science Learning"
Outlook; 29; pp. 3-23, 1978.
Abstract: The author illustrates and discusses some critical barrier
phenomena, such as the optics of mirrors and heat and cold, which
most people have difficulty extending beyond an everyday understanding.
"Messing About in Science" In The Informed Vision: Essays
on Learning and Human Nature. New York: Agathon Press, 1974. pp.
Abstract: There are three major phases of good science teaching;
teaching that does not mix all three is not likely to be optimal.
Inverness Research Associates
The Principals Of Educational Reform: Supporting
Mathematics And Science Teaching In Your School -- A Handbook For
Elementary And Middle School Principals
NSF Monograph, grant number OSR-9350033. April, 1999
Abstract: Written explicitly for school principals to help them
orchestrate a process of school-wide improvement in the teaching
of mathematics, science and technology. (Please note that this is
a PDF document which requires Adobe Acrobat Reader to download it.
For instructions on getting this free software, click here.)
Klentschy, Michael; Garrison, Leslie; and, Amaral
, Olga Maia
Valle Imperial Project in Science (VIPS)
Four-Year Comparison of Student Achievement Data 1995-1999, Research
Series No. 1. (Published by The Educational Research Institute,
San Diego State University, Imperial Valley Campus, Calexico, California
Abstract: This research shows a strong positive impact on test scores
as a result of using a kit-based elementary science curriculum over
several years. Participating students at the 4th and 6th grade level
increased their scores dramatically on the SAT 9 test and on a writing
Lorsbach, Anthony; Tobin, Kenneth.
Constructivism as a referent for science teaching In Research Matters to the Science Teacher, NARST Monograph No. 5, 7 pp., 1992.
Abstract: Presents the case for using constructivism for teaching
science in the classroom. Challenges the reader to reflect on his
or her science teaching and to implement changes that accord with
Minstrell, Jim; Smith, Carol
"What Research Says: Alternative Conceptions and a Strategy for
Science and Children; v21 n3, pp. 31-33, Nov-Dec 1983.
Abstract: Examines children's conceptual frameworks and, recognizing
that they may be inaccurate, proposes such teaching strategies to
aid students in modifying inadequate frameworks as: asking for ideas,
listening respectfully, providing guided experiences, and encouraging
discussion in non-threatening settings. Stresses learning as an
active, thinking, social process with teachers as diagnostic specialists.
and Tina Blythe
for Understanding: Putting Understanding Up Front"
Educational Leadership, v51 n5, February 1994.
Abstract: A simple
four-part framework gives teachers a language and strategy for enhancing
their efforts to teach for greater understanding.
"Teaching for Understanding"
American Educator: The Professional Journal of the American Federation
of Teachers; v17 n3, pp. 8,28-35, Fall 1993.
(Section topic: "To Memorize and Recite or to Think and Do? Observations
from Near and Far.")
Abstract: Explores the meaning of understanding and the importance
of teaching for understanding. Typical classrooms do not give sufficient
presence to thoughtful engagement in understanding performance.
How to teach for learning is reviewed, focusing on both teaching
and assessment. The need for generative knowledge is discussed.
Severide, Rebecca C.; Pizzini, Edward L.
"What Research Says: The Role of Play in Science."
Science and Children, pp. 58-61, May 1984.
Abstract: The realm of play and make-believe and the realm of scientific
inquiry seem to be worlds apart. Play is fanciful, divergent, and
subjective. Scientific inquiry is logical, linear, systematic, and
objective. Yet scientists often solve problems most effectively
and innovatively when they pursue solutions in a spirit of play.
This is a paradox. How can two such different realms be related?
Wheatley, G. H.
"Constructivist Perspectives on Science and Mathematics Learning."
Science Education; v75 n1, pp. 9-21, Jan 1991.
Abstract: In this article, constructivism is examined as an epistemological
basis for school science and mathematics instruction. The nature
and process of constructing scientific and mathematical knowledge
in school settings is also considered. A distinction is made between
truth and feasibility, and the implications for science education
are discussed. Also, discusses problem-centered learning and cooperative
learning. (over 40 references)
Wiske, Martha Stone
"How Teaching for Understanding Changes the Rules in the Classroom."
Educational Leadership; v51 n5, pp. 19-21, Deb 1994.
Abstract: Leaving a door unlocked is the same as giving everyone
a key. Schools and teachers must heed this reminder and unlock the
doors to understanding, shifting from an intellectual privacy perspective
to one of shared intellectual empowerment where everyone holds the
keys. Teachers must be learners and openly negotiate knowledge with
students; they must be authoritative without being authoritarian.
Yager, Robert E.
"The Constructivist Learning Model"
Science Teacher; v58 n6, pp. 52-57, Sep 1991.
Abstract: Provides a brief overview of the constructivist learning
model and characterizes the science classroom where the constructivist
model can best be used.