Energy Flow through an Ecosystem: Conceptions of In-service Elementary and Middle School Teachers

Yıl 2012, Cilt: 2 Sayı: 1, 1 - 18, 01.06.2012

Ashlie M. Beals Rebecca Mcnall Krall Carol L. Wymer

https://izlik.org/JA47TF23HH

Öz

Anahtar Kelimeler

-

Kaynakça

• Abell, S. K., & Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children’s understanding of scientific models. International Journal of Science Education, 17(1), 59-74.
• Adeniyi, E.O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education, 19(4), 311-316.
• Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in Science Teaching, 39, 952-978.
• Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27, 761-776.
• Atwood, R. K. & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the causes of the seasons. Journal of Research in Science Teaching, 33, 553-563.
• Barman, C. R., Griffiths, A. K., & Okebukola, A.O. (1995). High school students’ concepts regarding food chains and food webs: a multinational study. International Journal of Science Education, 17(6), 775782.
• Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
• Beeth, M. (1998). Facilitating conceptual change learning: The need for teachers to support meta-cognition. Journal of Science Teacher Education, 9, 49-61.
• Begle, E. G. (1972). Teacher knowledge and pupil achievement in algebra (NLSMA Technical Report No. 9). Palo Alto, CA: Stanford University, School Mathematics Study Group.
• Boyes, E. & Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25(3), 209-213.
• Brewer, C. A., & Berkowitz, A. (1998). Preliminary results of the ESA survey on ecology in the undergraduate curriculum. Bulletin of the Ecological Society of America, 79, 106-107.
• Carlsen, W. S., (1991). Effects of New Biology Teachers' Subject-Matter Knowledge on Curricular Planning. Science Education, 75(6), 631-647.
• Lin, C. & Hu, R. (2003). Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. International Journal of Science Education, 25(12), 1529-1544.
• D’Avanzo, C. (2003). Research on learning: potential for improving college ecology teaching. Frontiers in Ecology and the Environment, 1(10), 533-540.
• Demetriou, D., Korfiatis, K., & Constantinou, C. (2009). A ‘bottom up’ approach to food web construction. Journal of Biological Education, 43(4), 181-187.
• Eisen, Y., & Stavy, R. (1988). Students' understanding of photosynthesis. American Biology Teacher, 50, 208212.
• Finlay, F., Stewart, J. & Yarroch, W. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66, 530-538.
• Galegos, L., Jerezano, M., & Flores, F. (1994). Preconceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31(3), 259-272.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
• Gess-Newsome, J. & Lederman, N. G. (1995). Biology teachers’ perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
• Gotwals, A.W. & Songer, N.B. (2009). Reasoning up and down a food chain: using an assessment framework to investigate students’ middle knowledge. Science Education, 94, 259-281.
• Grigg, W., Lauko, M., & Brockway, D. (2006). The nation’s report card: Science 2005 (NCES 2006-466). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office. Retrieved November 10th, 2007, from http://nationsreportcard.gov/ science_2005/
• Grossman, P. L. (1995). Teachers’ knowledge. In L. W. Anderson (Ed). International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Oxford: Elsevier Science.
• Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon Press.
• Grotzner, T.A., & Basca, B.B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biological Education, 38(1) 16-29.
• Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11, 273-292.
• Hogan, K. (2000). Assessing students’ systems reasoning in ecology. Journal of Biological Education, 35(1), 2228.
• Hunkler, R. F. (1968). Achievement of sixth grade pupils in modern mathematics as related to their teachers’ math preparation. Unpublished doctoral dissertation, Texas A & M University, College Station.
• Johnson, P. (1998). Progression in children’s understanding of a “basic” particle theory: A longitudinal study. International Journal of Science Education, 20, 393-412.
• Krall, R. M., Lott, K. H., & Wymer, C.L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20, 41-55.
• Leach, J. Driver, R., Scott, P., & Wood-Robinson, C. (1996). Children’s ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18, 19-34.
• Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
• Lord, T. R. (1997). A comparison between traditional and constructivist teaching in college biology. Innovative Higher Education, 21(3), 197-216.
• Louks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-8.
• Mak, Y., Yip, D.Y., & Chung, C.M. (1999). Alternative conceptions in biology-related topics of integrated science teachers and implications for teacher education. Journal of Science Education and Technology, 8(2), 161-170.
• McDermott, L.C. (1991). Milikan Lecture 1990: What we teach and what is learned: Closing the gap. American Journal of Physics, 59, 301 – 315.
• McDermott, L., Heron, P., Shaffer, P., & Stetzer, M. (2006). Improving the preparation of K-12 teachers through physics education research. American Journal of Physics, 74, 763-767.
• Munson, B. H. (1991). Relationships between an individual's conceptual ecology and the individual's conceptions of ecology. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
• Munson, B. H. (1994). Ecological misconceptions. Journal of Environmental Education, 25(4), 30-34.
• National Center for Education Statistics (2011). The Nation’s Report Card: Science 2009 (NCES 2011–451). Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
• National Research Council. (2012). A framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. Washington, DC: The National Academies Press.
• National Research Council. (1996). National science education standards. Washington, DC: The National Academies Press.
• Nazario, G. M, Burrowes, P. A., & Rodriquez, J. (2002). Persisting misconceptions: Using pre-and post-tests to identify biological misconceptions. Journal of College Science Teaching, 31, 292-296.
• Nott, M. & Wellington, J. (1996). Probing teachers’ views of the nature of science: How should we do it and where should we be looking? In G. Welford, J. Osborne & P. Scott (Eds.), Research in Science Education in Europe (pp. 283-295). London: Falmer Press.
• Osborne, R., & Freyberg, O. (1985). Learning in science: The implications of children’s science. Auckland, NZ: Heinemann.
• Ozay, E., & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37, 68-70.
• Ӧzkan, Ӧ., Tekkaya, C., & Geban, Ӧ. (2004). Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95-105).
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57(1), 1-22.
• Simpson, M., & Arnold, B. (1982). The inappropriate use of subsumers in biology learning. European Journal of Science Education, 4, 173-183.
• Smith, D.C., & Neale, D.C. (1989). The construction of subject-matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.
• Smith, E. L., & Anderson, C. W. (1986). Alternative student conception of matter cycling in ecosystems. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA, April.
• Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
• Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.
• Tretter, T. R., Moore, B. D., Brown, S. L., Saderholm, J.C., Kemp, A. C., & Bush, W. S. (2005, January). Structure and Characteristics of Physical Science Assessments Designed for Middle School Teachers. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs.
• Trundle, K. C., Atwood, R. A, & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658.
• Vosniadou, S. (2007). The congnitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55 – 66.
• Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E. (2001). Designing Learning Environments to Promote Conceptual Change in Science. Learning and Instruction, 11(4-5), 381 – 419.
• Webb, P., & Boltt, G. (1990). Food chain to food web: A natural progression? Journal of Biological Education, 24(3), 187.
• Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
• Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology teaching. International Journal of Science Education, 20(4), 461-477.