Science teaching

An environmental issues course would have the additional advantage of illuminating science in its relationship to other disciplines in the real world. We must find some way to persuade our colleagues in the sciences that environmental science is not so much a threat as it is an opportunity to help students appreciate the importance and relevance of science. Perhaps this could be done by helping them see that science teaching tends not to be very... 

DeBoer, G. E. (2000). Scientific literacy Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. 

Gabel, D. L. (Ed.). (1994). Handbook of research on science teaching and learning. New York MacMillan. 

Nakhleh, M. B., Krajeik, J. S. (1994). Influenee of levels of information as presented by different technologies on students understanding of acid, base, and pH concepts. Journal of Research in Science Teaching, J7(10), 1077-1096. 

Griffiths, A. K., Prestorr, K. R. (1992). Grade-12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628. 

Bennett, J., Lubben, F., Hogarth., S. (2007), Bringing science to life A synthesis of the researeh evidenee on the effeets of eontext-based and STS approaches to science teaching. Science Education, 91, 347-370. 

Hoffmann, R., Coppola, B. R (1996) Some heritical thoughts on what our students are telling us. Journal of College Science Teaching, 390-394. 

Farland, D. L., McComas, W. F. (2007, 15-18 April). The enhanced (E-DAST) A more valid, efficient, reliable and complete method of identifying students perceptions of scientists. Paper presented at the National Association of Research in Science Teaching (NARST), New Orleans, USA. 

Pozzer, L. L., Roth, W.-M. (2003). Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 70(10), 1089-1114. 

Grosslight, E., Unger, C., Jay, E., Smith, C. E. (1991). Understanding models and their use in science conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799-822. 

Blosser, P. (1980). A critical review of the role of the laboratory in science teaching. Columbus OH Center for Science and Mathematics Education. 

Gabel, D. L., Sherwood, R. D., Enoehs, L. (1984). Problem-solving skills of high school chemistry students. Journal of Research in Science Teaching, 21, 211-233. 

Hart, C., Mulhall, P., Berry, A., Loughran, J., Gunstone, R. (2000). What is the purpose of this experiment Or can students learn something from doing experiments Journal of Research in Science Teaching, 37, 655-675. 

Hofstein, A., Lunetta,V. N. (1982). The role of the laboratory in science teaching Neglected aspects of research. Review of Educational Research, 52, 201-217. 

Hofstein, A., Navon, O., Kipnis, M., Mamlok-Naaman, R. (2005). Developing students ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791-806. 

Kempa, R. F, Ward, J. E. (1975). The effect of different modes of task orientational attainment in practical chemistry. Journal of Research in Science Teaching, 12, 69-76. 

Kerr, J. F. (1963). Practical work in school science An account of an inquiry into the nature and purpose of practical work in school science teaching in England and Wales. Leicester, UK Leicester University Press. 

Lee, O., Eichinger, D. C., Anderson, C. W., Berkheime, G. D. (1993). Changing middle school student s conceptions of matter and molecules. Journal of Research in Science Teaching, 30, 249-270. 

Stamovlasis, D., Dimos, A., Tsaparlis G. (2006). A study of group interaetions in learning lower secondary physics. Journal of Research in Science Teaching, 43, 556-576. 

Dechsri, R, Jones, L. L., Heikkinen, H. W. (1997). Effeet of a laboratory manual design incorporating visual information-processing aids on student learning and attitudes. Journal of Research in Science Teaching, 34(9), 891-904. 

Tan, K. C. D., Goh, N. K., Chia, L. S., Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301. 

Boo, H. K. (1998). Students understanding of chemical bonds and the energetics of chemical reactions. Journal of Research in Science Teaching, 35 5), 569-581. 

Keig, P. F., Rubba, P. A. (1993). Translations of the representations of the structure of matter and its relationship to reasoning, gender, spatial reasoning, and specific prior knowledge. Journal of Research in Science Teaching, 30(%), 883-903. 

Ardac, D., Akaygun, S. (2004). Effectiveness of multi-media-based instruction that emphasizes moleeular representations on students understanding of ehemieal ehange. Journal of Research in Science Teaching, 41(4), 317-337. 

Gobert, J. D., Clement, J. J. (1999). Effects of student-generated diagrams versus studentgenerated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 56(1), 39-53. 

Klaassen, C. W. J. M., Lijnse, P. L. (1996). Interpreting students and teachers discourse in science classes An underestimated problem Journal of Research in Science Teaching, 33, 115-134. 

Rivet, A., Slinger, J., Schneider, R., Krajick, J., Marx, R. (2000). The evolution of water. Paper presented at the Aimual Conference of the National Association for Research in Science Teaching, New Orleans, LA. 

Some semblances can also be fonnd in the content of ideas Similarities between stndents conceptions and historical ideas have been described in many fields of science. These relations can be nseful in science teaching, but a closer examination in each specific sitnation is certainly necessary. 

Gault, C. (1991). History of science, individual development and science teaching. Research in Science Education, 21, 133-140. 

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