BibTex RIS Cite

Primary and Secondary School Differences in Thinking about Learning Science

Year 2010, Volume: 1 Issue: 3, 92 - 102, 01.09.2010

Abstract

References

  • Bauersfeld, H. (1988) Interaction, construction, and knowledge: Alternative perspectives for mathematics education. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching. (Vol. 1, pp27-46) Reston, Virginia: NCTM and Lawrence Erlbaum Associates
  • Duschl, R.A., & Duncan, R.G. (2009) Beyond the fringe: Building and evaluating scientific knowledge systems. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or Failure. (Pp. 311-332). Routledge: London.
  • European Commission: Directorate-General for Research (2005) Europeans, science and technology. Special Eurobarometer 224 / Wave 63.1 – TNS Opinion & Social. European Commission, Europe needs more scientists. 2004, Directorate-General for Research: Brussels. p. 1-215.
  • Group interuniversitaire projet Sophia : Chypre, France, Irlande, République tchèque, Slovénie (2009) (Sophie Robert, Hugh Gash, Thomas McCloughlin, Barbara Bajd, Dusan Krnel, Zdenka Chocholouskova, Michaela Dolenska, &
  • Nicos Valanides.) (2009) Formation des enseignants : un exemple de recherche-action. Review Internationale D'Éducation, Sèvres, No 51 septembre, 47-58.
  • Kirschner P. A., Sweller J. & Clark R. E. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 4 (2): 75–86.
  • Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M. C., Davis, E. A., & Eylon, B.S. (2004). The scaffolded knowledge integration framework for instruction. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M.C., Lee, H.S., Tinker, R., Husic, F. & Chiu , J.L. (2006) Inquiry Learning: Teaching and Assessing Knowledge Integration in Science. Science 313 (5790) pp. 1049 – 1050.
  • OECD (2006) Evolution of Student Interest in Science and Technology Studies – Policy Report; Global Science Forum.
  • O’Hare, D. (2002) Report of task force on the physical sciences. Dublin: Department of Education and Science.
  • National Council for Curriculum and Assessment (Ireland). Retreived March 12 2010 from http://www.ncca.ie
  • Rocard,M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H., & Hemmo, V. (2007) Science education now: a renewed pedagogy for the future of Europe. Directorate-General for Research: Science, Economy and Society, European Commission.
  • Royal Irish Academy (2009) Making the best of third level science. (2009) Royal Irish Academy. Retreived January 30, 2010, from http://www.ria.ie
  • Taylor, P.C., & Fraser, B.J. (1991). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research, 27(4), 293-302.
  • Taylor, P.C., Fraser, B.J., & White, L.R. (1994) The revised CLES: a questionnaire for educators interested in the constructivist reform of school science and mathematics. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia (April).
  • Taylor, P.C., Dawson, V., & Fraser, B.J. (1995) A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the National Association for Research on Science Teaching, San Francisco, California (April).
  • Taylor, P., Fisher, D., & Fraser, B. (1996) A questionnaire for monitoring social constructivist reform in university teaching. Internet paper, last accessed 4th December 2006, URL: http://www.herdsa.org.au/confs/1996/taylorp.html
  • Thyssen, M. (2008) EPP-ED Group. Lisbon Strategy: Partnership for growth and jobs should be incorporated in Berlin Declaration. [Press Release] 2007 [cited 2008 17 OCT 08]; Available from:http://www.epp- ed.eu/Press/showPR.asp?PRControlDocTypeID=1&PRControlID=5728&PRContentID=1019 3&PRContentLg=en
  • Tobin, K. (1990) Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal. 36 (4) pp29-35.
  • Tobias, S., & Duffy, T. M. (2009) Constructivist Instruction: Success or Failure. Routledge: London.
  • N. Valanides. (Ed.) (2009) Sophia (128958-CP-1-2006-FR-Comenius-C21-Sophia) Teacher : Professional Development.Cyprus: University of Cyprus. About the Author(s)
  • Hugh Gash & Thomas McCloughlin, St Patrick’s College, Dublin City University, Ireland.
  • hugh.gash@spd.dcu.ie, thomas.mccloughlin@spd.dcu.ie
Year 2010, Volume: 1 Issue: 3, 92 - 102, 01.09.2010

Abstract

References

  • Bauersfeld, H. (1988) Interaction, construction, and knowledge: Alternative perspectives for mathematics education. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching. (Vol. 1, pp27-46) Reston, Virginia: NCTM and Lawrence Erlbaum Associates
  • Duschl, R.A., & Duncan, R.G. (2009) Beyond the fringe: Building and evaluating scientific knowledge systems. In S. Tobias & T.M. Duffy (Eds.), Constructivist Instruction: Success or Failure. (Pp. 311-332). Routledge: London.
  • European Commission: Directorate-General for Research (2005) Europeans, science and technology. Special Eurobarometer 224 / Wave 63.1 – TNS Opinion & Social. European Commission, Europe needs more scientists. 2004, Directorate-General for Research: Brussels. p. 1-215.
  • Group interuniversitaire projet Sophia : Chypre, France, Irlande, République tchèque, Slovénie (2009) (Sophie Robert, Hugh Gash, Thomas McCloughlin, Barbara Bajd, Dusan Krnel, Zdenka Chocholouskova, Michaela Dolenska, &
  • Nicos Valanides.) (2009) Formation des enseignants : un exemple de recherche-action. Review Internationale D'Éducation, Sèvres, No 51 septembre, 47-58.
  • Kirschner P. A., Sweller J. & Clark R. E. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 4 (2): 75–86.
  • Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M. C., Davis, E. A., & Eylon, B.S. (2004). The scaffolded knowledge integration framework for instruction. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Linn, M.C., Lee, H.S., Tinker, R., Husic, F. & Chiu , J.L. (2006) Inquiry Learning: Teaching and Assessing Knowledge Integration in Science. Science 313 (5790) pp. 1049 – 1050.
  • OECD (2006) Evolution of Student Interest in Science and Technology Studies – Policy Report; Global Science Forum.
  • O’Hare, D. (2002) Report of task force on the physical sciences. Dublin: Department of Education and Science.
  • National Council for Curriculum and Assessment (Ireland). Retreived March 12 2010 from http://www.ncca.ie
  • Rocard,M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H., & Hemmo, V. (2007) Science education now: a renewed pedagogy for the future of Europe. Directorate-General for Research: Science, Economy and Society, European Commission.
  • Royal Irish Academy (2009) Making the best of third level science. (2009) Royal Irish Academy. Retreived January 30, 2010, from http://www.ria.ie
  • Taylor, P.C., & Fraser, B.J. (1991). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research, 27(4), 293-302.
  • Taylor, P.C., Fraser, B.J., & White, L.R. (1994) The revised CLES: a questionnaire for educators interested in the constructivist reform of school science and mathematics. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, Georgia (April).
  • Taylor, P.C., Dawson, V., & Fraser, B.J. (1995) A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the National Association for Research on Science Teaching, San Francisco, California (April).
  • Taylor, P., Fisher, D., & Fraser, B. (1996) A questionnaire for monitoring social constructivist reform in university teaching. Internet paper, last accessed 4th December 2006, URL: http://www.herdsa.org.au/confs/1996/taylorp.html
  • Thyssen, M. (2008) EPP-ED Group. Lisbon Strategy: Partnership for growth and jobs should be incorporated in Berlin Declaration. [Press Release] 2007 [cited 2008 17 OCT 08]; Available from:http://www.epp- ed.eu/Press/showPR.asp?PRControlDocTypeID=1&PRControlID=5728&PRContentID=1019 3&PRContentLg=en
  • Tobin, K. (1990) Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal. 36 (4) pp29-35.
  • Tobias, S., & Duffy, T. M. (2009) Constructivist Instruction: Success or Failure. Routledge: London.
  • N. Valanides. (Ed.) (2009) Sophia (128958-CP-1-2006-FR-Comenius-C21-Sophia) Teacher : Professional Development.Cyprus: University of Cyprus. About the Author(s)
  • Hugh Gash & Thomas McCloughlin, St Patrick’s College, Dublin City University, Ireland.
  • hugh.gash@spd.dcu.ie, thomas.mccloughlin@spd.dcu.ie
There are 24 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Adile Hugh Gash This is me

Thomas Mccloughlin This is me

Publication Date September 1, 2010
Published in Issue Year 2010 Volume: 1 Issue: 3

Cite

APA Gash, A. H., & Mccloughlin, T. (2010). Primary and Secondary School Differences in Thinking about Learning Science. International Journal of Educational Researchers, 1(3), 92-102.