33. Resnick, L., Michaels, S., and O’Connor, C. (2010). How (well-structured) talk builds the mind. In R. Sternberg and D. Preiss (Eds.), From Genes to Context: New Discoveries about Learning from Educational Research and Their Applications (pp. 163-194). New York: Springer.

34. Norris, S., and Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.

35. Lemke, J. (1998). Multiplying meaning. In J.R. Martin and R. Veel (Eds.), Reading Science (pp. 87-113). London, England: Routledge.

36. Tenopir, C., and King, D.W. (2004). Communication Patterns of Engineers. Hoboken, NJ: Wiley.

37. Martin, J.R., and Veel, R. (1998). Reading Science. London, England: Routledge.

38. Kress, G.R., and Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London, England: Hodder Arnold.

39. Council of Chief State School Officers and National Governors Association. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Available: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf [June 2011].

40. Yarden, A. (2009). Reading scientific texts: Adapting primary literature for promoting scientific literacy. Research in Science Education, 39(3), 307-311.

41. Osborne, J.F., Collins, S., Ratcliffe, M., Millar, R., and Duschl, R. (2003). What “ideas about science” should be taught in school science?: A Delphi study of the “expert” community. Journal of Research in Science Teaching, 40(7), 692-720.

42. Mccomas, W.F., and Olson, J.K. (1998). The nature of science in international science education standards documents. In W.F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies (pp. 41-52). Dordrecht, the Netherlands: Kluwer.

43. National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

44. Bauer, H.H. (1992). Scientific Literacy and the Myth of the Scientific Method. Chicago: University of Illinois Press.

45. Duschl, R.A., and Grandy, R.E. (2008). Teaching Scientific Inquiry: Recommendations for Research and Implementation. Rotterdam, the Netherlands: Sense.

46. Harré, R. (1984). The Philosophies of Science: An Introductory Survey. Oxford, England: Oxford University Press.

47. Gott, R., Duggan, S., and Roberts, R. (2008). Concepts of Evidence and Their Role in Open-Ended Practical Investigations and Scientific Literacy. Durham, England: Durham University.

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