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Taking Science to School: Learning and Teaching Science in Grades K-8 (2007)
Board on Science Education (BOSE)
Center for Education (CFE)

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. "9 Teaching Science as Practice." Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: The National Academies Press, 2007.

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Taking Science to School: Learning and Teaching Science in Grades K-8

Ruiz-Primo, M.A., Li, M., Ayala, C., and Shavelson, R.J. (2004). Evaluating students’ science notebooks as an assessment tool. International Journal of Science Education, 26(12), 1477-1506.

Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.

Sandoval, W.A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12(1), 5-51.

Sandoval, W.A., and Reiser, B.J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.

Scardamalia, M., and Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.

Scardamalia, M., and Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.

Schauble, L, Glaser, R., Raghavan, K., and Reiner, M. (1991). Causal models and experimentation strategies in scientific reasoning. Journal of the Learning Sciences, 1, 201-238.

Schmidt, W.H., Houang, R., and Cogan, L. (2002). A coherent curriculum: The case of mathematics. American Educator, 26(2), 10-26, 47-48.

Schneider, R.M., Krajcik, J., and Blumenfeld, P. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42(3), 283-312.

Schneider, R.M., Krajcik, J., Marx, R.W., and Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410-422.

Schwarz, C.V., and White, B.Y. (2005). Metamodeling knowledge: Developing students’ understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205.

Shavelson, R.J., Black, P.J., Wiliam, D., and Coffey, J.E. (2003). On aligning formative and summative assessment. Paper presented at the National Research Council’s Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment Workshop, Washington, DC, January.

Shavelson, R.J., and the Stanford Education Assessment Laboratory. (2003). On the integration of formative assessment in teaching and learning with implications of teacher education. Paper presented at the Biannual Meeting of the European Association for Research on Learning and Instruction, Padova, Italy.

Shepard, L.A. (2003). Reconsidering large-scale assessment to heighten its relevance to learning. In J.M. Atkin and J. Coffey (Eds.), Everyday assessment in the science classroom (pp. 41-59). Arlington, VA: National Science Teachers Association.

Sherin, B.L., Reiser, B.J., and Edelson, D.C. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. Journal of the Learning Sciences, 13(3), 387-421.

Singer, J., Marx, R.W., Krajcik, J., and Chambers, J.C. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35, 165-178.

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