Andrew, J.P., DeRocco, E.S., and Taylor, A. (2009). The innovation imperative in manufacturing: How the United States can restore its edge. Boston: Boston Consulting Group, Inc. Available: http://www.nam.org/~/media/AboutUs/ManufacturingInstitute/innovationreport.ashx [retrieved March 2009].

Atkin, J.M., and Karplus, R. (1962). Discovery or invention? The Science Teacher, 29, 45-51.

Autor, D.H., Levy, F., and Murnane, R.J. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279-1333.

Baldi, S., Jin, Y., Skemer, M., Green, P., Herget, D., and Xie, H. (2007). Highlights from PISA 2006: Performance of U.S. 15-year old students in science and mathematics literacy in an international context. Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Banilower, E., Cohen, K., Pasley, J. and Weiss, I. (2008). Effective science instruction: What does research tell us? Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available: http://www.centeroninstruction.org/files/Characteristics%20of%20Effective%20Science%20Instruction%20REVISED%20FINAL.pdf [retrieved September 2009].

Barrows, H.S. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.

Bell, P., and Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.

Bennett, R.E., Persky, H., Weiss, A.R., and Jenkins, F. (2007). Problem-solving in technology-rich environments. A report from the NAEP Technology-Based Assessment Project. Research and Development Series. Institute of Education Sciences, NCES 2007-466. Washington, DC: U.S. Department of Education. Available: http://nces.ed.gov/nationsreportcard/pdf/studies/2007466_1.pdf [retrieved June 23, 2009].

Bloom, B.S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay.

Blumenfeld, P., Soloway, E., Marx, R.W., Guzdial, M., and Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3/4), 369-398.

Boddy, M., Watson, K., and Aubusson, P. (2003). A trial of the five Es: A referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27-42.

Bransford, J.D., and Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24(1), 61-100.

Brickhouse, N.W. (1990). Teacher beliefs about the nature of science and their relationship to classroom practices. Journal of Teacher Education, 41(3), 53-62.

Bybee, R.W. (2009). The BSCS 5E instructional model and 21st century skills. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council. Available: http://www7.nationalacademies.org/bose/21CentSKillUploads.html [retrieved May 2009].

Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Powell, J., Westbrook, A., and Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.

Cacioppo, J.T., Petty, R.E, Feinstein, J.A., and Jarvis, W.B.G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119(2), 197-253.

Case, E., Stevens, R., and Cooper, M. (2007). Is collaborative grouping an effective instructional strategy? Journal of College Science Teaching, 36(6), 42-47.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement