BibTex RIS Kaynak Göster

Primary and Secondary School Differences in Thinking about Learning Science

Yıl 2010, Cilt: 1 Sayı: 3, 92 - 102, 01.09.2010

Öz

Kaynakça

  • 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
Yıl 2010, Cilt: 1 Sayı: 3, 92 - 102, 01.09.2010

Öz

Kaynakça

  • 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
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Adile Hugh Gash Bu kişi benim

Thomas Mccloughlin Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 1 Sayı: 3

Kaynak Göster

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.