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All material is my personal opinion, and not that of any other organization. Copyright 2001. Permission is granted for individual teacher use. All rights reserved. |
American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy. Oxford: Oxford University Press. Atwater, M., & Baptiste, P. (1993). Macmillan/McGraw Hill Science, Changes in Matter; Teacher's Planning Guide. Macmillan/McGraw Hill. Brooks, Norman (NormanB495@aol.com). (Nov. 6, 1997) Re: Update on work with kits. Email to Anthony Cody (codypren@ousd.k12.ca.us) Connelly, F. M., & Clandinin, D. J. (1991). Narrative Inquiry: Storied Experience, in Forms of Curriculum Inquiry. In Short, E. New York: State University of New York Press.(pp. 121- 153) Darling-Hammond, L. (1997). The Right to Learn. San Francisco: Jossey-Bass. Davis, N. T. (1996). Looking in the Mirror: Teachers' Use of Autobiography and Action Research to Improve Practice. Research in Science Education, 26 (1), 23 - 32. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58 (3), 280 - 298. Driver, R. (1983). The Pupil as Scientist? Philadelphia: Open University Press. The Construction of Scientific Knowledge in School Classrooms. In Millar, R.(pp. 83 - 106). New York: Falmer Press. Driver, R., Squires, A., Rushworth, P., & Woood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children's Ideas. New York: Routledge. Freire, P. (1992). Pedagogy of Hope. New York: Continuum. Grundy, S. (1987). Curriculum: Product or Praxis. London: Falmer Press. Harlen, W. (1996). The Teaching of Science in Primary Schools, Second Ed. London: David Fulton. Hollingsworth, S., Cody, A., Davis-Smallwood, J., Dybdahl, M., Gallagher, P., Gallego, M., Maestre, T., Minarik, L., Raffel, L., Standerford, N. S., & Teel, K. M. (1994). Teacher Research and Urban Literacy Education: Lessons and Conversations in a Feminist Key. New York: Teachers College Press. hooks, b. (1994). Teaching to Transgress, Education as the Practice of Freedom. New York: Routledge. Hopkins, D. (1993). A Teacher's Guide to Classroom Research, 2nd ed. Philadelphia: Open University Press. Kuhn, T. S. (1970). The Structure of Scientific Revolutions, 2nd ed. Chicago: University of Chicago Press. Layman, J. W., Ochoa, G., & Heikkenin, H. (1996). Inquiry and Learning; Realizing Science Standards in the Classroom. New York: College Entrance Examination Board. Lorsbach, A., & Tobin, K. (1992). Constructivism as a Referent for Science Teaching. Research Matters to the Science Teacher, Monograph #5. Lytle, S. L., & Cochran-Smith, M. (1994). Inquiry Knowledge and Practice; in Teacher Research and Education Reform. Hollingsworth, S., & Sockett, H., eds. National Society for the Study of Education. Marek, E. A., & Cavallo, A. M. L. (1997). The Learning Cycle. Heinemann. Meek, A. (March, 1991). On Thinking about Teaching: A Conversation with Eleanor Duckworth. Educational Leadership, 30-34. Mestre, J. P., & Lochhead, J. (1990). Academic Preparation In Science, 2nd Ed. New York: College Entrance Examination Board. National Academy of Science. (1996). National Science Education Standards.Washington , D.C.: National Academy Press. National Science Resource Center. (1997). Science for All Children. Washington, D.C.: National Academy Press. Nugent, J. S., & Yerrick, D. R. (1995). (Re)Forming a Community: Understanding Change and Resistance in the Appropriation of Scientific Discourse. O'Loughlin, M. (1992). Rethinking Science Education: Beyond Piagetian Constructivism:. Journal of Research in Science Teaching, 29, # 8, 791 - 820. Phillips, D. C. (October, 1995). The Good, the Bad, and the Ugly: The Many Faces of Constructivism. Educational Researcher, 24, #7, 5 - 12. Saul, W., Reardon, J., Schmidt, A., Pearce, C., Blackwood, D., & Bird, M. D. (1993). Science Workshop; A Whole Language Approach. Portsmouth, New Hampshire: Heinemann. Saul, W., Reardon, J. (Ed.). (1996). Beyond the Science Kit, Inquiry in Action. Portsmouth, NH: Heinemann. Schon, D. (1987). Educating the Reflective Practitioner. [Online] Available: http://educ.queensu.ca/projects/action_research/schon87.htm [1998, March 26] Sirotnik, K. A. Critical Inquiry: A Paradigm for Praxis, in Development and Dilemmas in Science Education. Fensham, P., ed. New York: Falmer Press. Sund, R. B., & Trowbridge, L. W. (1967). Teaching Science by Inquiry. Columbus, Ohio: Charles Merrill. Tobin, K. (Nov. 1990). Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal, 36,#4, 29-35. Vaidya, N. (1970). Some Aspects of Piaget's Work and Science Teaching. New Delhi: S. Chand and Co. Von Glaserfeld, E. (1989). Cognition, Contruction of Knowledge and Teaching. Synthese, 80, 121-140.
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