The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Taking Science to School: Learning and Teaching Science in Grades K-8
Smith, C., Maclin, D., Grosslight, L., and Davis, H. (1997) Teaching for understanding: A study of students’ preinstruction theories of matter and a comparison of two approaches to teaching about matter and density. Cognition and Instruction, 15(3), 317-393.
Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M.G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349-422.
Stewart, J., Cartier, J.L., and Passmore, C.M. (2005). Developing understanding through model-based inquiry. In National Research Council, M.S. Donovan, and J.D. Bransford (Eds.), How students learn (pp. 515-565). Washington, DC: The National Academies Press.
Stigler, J.W., and Hiebert, J. (1999). The teaching gap: Best ideas from the world’steachers for improving education in the classroom. New York: The Free Press.
Suthers, D.D. (2003). Representational guidance for collaborative learning. In H.U. Hoppe, F. Verdejo, and J. Kay (Eds.), Artificial intelligence in education (pp. 3-10). Amsterdam, The Netherlands: IOS Press.
Toth, E.E., Suthers, D.D., and Lesgold, A.M. (2002). “Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86(2), 264-286.
VanLehn, K. (1989). Problem solving and cognitive skill acquisition. In M. Posner (Ed.), Foundations of cognitive science(pp. 527-580). Cambridge, MA: MIT Press.
vanZee, E., and Minstrell, J. (1997). Using questioning to guide student thinking. Journal of the Learning Sciences, 6, 227-269.
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., and Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday language.Journal of Research in Science Teaching, 38(5), 529-552.
Weiss, I.R., and Pasley, J.D. (2004). What is high-quality instruction? EducationalLeadership, 61(5), 24.
Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2003). Lookinginside the classroom: A study of K-12 mathematics and science education in theUnited States. Chapel Hill, NC: Horizon Research.
White, B. (1993). ThinkerTools: Causal models, conceptual change, and science instruction. Cognition and Instruction, 10, 1-100.
White, B., and Fredericksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118.
White, R., and Gunstone, R. (1992). Probing understanding. London, England: Falmer Press.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
Wiser, M., and Amin, T. (2001). Is heat hot? Including conceptual change by integrating everyday and scientific perspectives on thermal physics. In L. Mason (Ed.), Instructional practices for conceptual change in science domains. Learning andInstruction, 11(special issue), 331-355.