Michaels, Sarah, Shouse, Andrew W., Schweingruber, Heidi A.. "2 Four Strands of Science Learning." Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press, 2007.
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Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms
For Further Reading
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
Gotwals, A., and Songer, N. (2006). Measuring students’ scientific content and inquiry reasoning. In Proceedings of the 7th International Conference of the Learning Sciences (pp. 196-202). Bloomington, IN: International Society of the Learning Sciences.
Lehrer, R., Schauble, L., Strom, D., and Pligge, M. (2001). Similarity of form and substance: Modeling material kind. In S. Carver and D. Klahr (Eds.), Cognitionand instruction: Twenty-five years in progress. Mahwah, NJ: Lawrence Erlbaum Associates.
National Research Council. (2007). Goals for science education. Chapter 2 in Committee on Science Learning, Kindergarten Through Eighth Grade, Taking scienceto school: Learning and teaching science in grades K-8 (pp. 26-50). R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Stewart, J., Cartier, J.L., and Passmore, C.M. (2005). Developing understanding through model-based inquiry. In National Research Council, How students learn: History,mathematics, and science in the classroom (pp. 516-565). Committee on How PeopleLearn, a Targeted Report for Teachers. M.S. Donovan and J.D. Bransford (Eds.). Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.