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Deci, E. L., Ryan, R. M. (2002). Handbook of Self-Determination research. Rochester: University of Rochester Press.

Duggan, S. & Gott, R. (1995). The place of investigations in practical work in UK National Curriculum for Science. International Journal of Science Education, 17 (2), 137-147.

Dompnier, B., Pansu, P., & Bressoux, P. (2007). Social utility, social desirability and scholastic judgments: toward a personological model of academic evaluation. European Journal of Psychology of Education, 22(3), 333-350.

Donnelly, J. (1995). Curriculum developments in science: the lessons of Sc1. School Science Review, 76(227), 95-103.

Duggan, S. , Johnson, P., & Gott, R. (19961995). The place of investigations in practical work in UK National Curriculum for Science. International Journal of Science Education, 17 (2), 137-147.

Duggan, S., Johnson, P., & Gott, R. (1996). A critical point in defining investigative work: Defining variables. Journal of Research in Science A critical point in defining investigative work: Defining variables. Journal of Research in Science Teaching, 33(5), 461-474.

EC (European Commission) (2007) Science Education Now: A renewed Pedagogy for the Future of Europe: Report of the High-Level Group on Science Education Brussels, EC Directorate -General for Research: available at:  http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdfImage Removed

EC (European Commission) (2004a) Increasing Human Resources for Science and Technology in Europe: Report to be presented at the EC Conference "Europe needs More Scientists" Brussels,  European Commission.

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Elliot, A. J., Dweck, C.S. (2005). Handbook of competence and motivation. New York: Guilford Press.Erduran

Enghag, S & Jimenez-Aleixandre M., & Niedderer, H. (2007) Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics, International Journal of Science and Mathematics Education, 6:629-653

Erduran, S & Jimenez-Aleixandre M. P. ( P. (Eds.) 2008, Argumentation in science education: perspectives from classroom-based research. Dordrecht: Springer.

EURYDICE (2006) Science Teaching in Schools in Europe: Policies and Research Brussels, European Commission.

Evans, R.H. (March, 1999). Methodological competence: using science processes to interpret and hypothesize about natural artifacts. An article and video-presentation published as a CD-ROM. IPN Scientific Literacy Series, Kiel, Germany.

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Evans, R. and Koballa, T. (2002): Umsetzung der Theorie in die Praxis (Transformation of Theory into School Practice) in Graber, W., Nentwig, P., Koballa, T. & Evans, R. (Hrsg.): Scientific Literacy. Der Beitrag der  Naturwissenschaften zur Allgemeinen Bildung. (Scientific Literacy: The Value of Science in General Education) Opladen: Leske + Budrich.

GoodsonFan, I. F. (1992). Sponsoring the teacher's voice: Teachers' lives and teacher development. In A. Hargreaves & M. G. Fullan Y., Hoel, T.L., Tjeldvoll, A., Engvik, G. (Eds.), Understanding teacher development. London: Cassell.

Gott, R., & Duggan, S. (2002). Problems with the assessment of performance in practical science: Which way now? Cambridge Journal of Education, 32(2), 83-201.

. (2006) Assuring University Learning Quality: Cross-Boundary Collaboration. Trondheim, Tapir Academic Press

Farkac J., & Bozkova H. (2006). Biological Olympiad. Prague: Jan Farkac Publishing.  (in Czech).

Goodson, I. F. (1992). Sponsoring the teacher's voice: Teachers' lives and teacher development. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development. London: Cassell.

Gott, R., & Duggan, S. (2002). Problems with the assessment of performance in practical science: Which way now? Cambridge Journal of Education, 32(2), 83-201.

Gowin, D. B. & Alvarez, M. C. (2005). Gowin, D. B. & Alvarez, M. C. (2005). The art of educating with V Diagrams. New York: Cambridge University Press.

Graber, W., Nentwig, P., Koballa, T. & Evans, R. (Hrsg.) (2002): Scientific Literacy. Der Beitrag der Naturwissenschaften zur Allgemeinen Bildung. (Scientific Literacy: The Value of Science in General Education) Opladen: Leske + BudrichEnghag, M., & Niedderer, H.

Goucha, Moufida (2007) Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics, International Journal of Science and Mathematics Education, 6:629-653

EURYDICE (2006) Science Teaching in Schools in Europe: Policies and Research Brussels, European Commission.

Fan, Y., Hoel, T.L., Tjeldvoll, A., Engvik, G. (Eds.). (2006) Assuring University Learning Quality: Cross-Boundary Collaboration. Trondheim, Tapir Academic Press

Farkac J., & Bozkova H. (2006). Biological Olympiad. Prague: Jan Farkac Publishing.  (in Czech).

Goucha, Moufida (2007) Philosophy: a school of freedom; Teaching philosophy and learning to philosophize: status and prospects, Paris, UNESCO.

Grangeat, M. & Gray, P. (2008).  Teaching as a collective work: analysis, current research and implications for teacher education. Journal of Education for Teaching, 34 (3), 2008, 177-189).

Grangeat, M. & Gray, P. (2007). Factors influencing teachers' professional competence development. Journal of Vocational Education and Training, 59 (4), 485-501.

Gueudet, G. (2008) Digital resources and mathematics teachers' documents, JEM Network (Joining Educational Mathematics), 5th Workshop, Paris.

Gueudet, G.,  Trouche, L. (2008) Collective documentation work as a mode of teacher training : which methodological assistants ? Colloque ECER, Goteborg, Suede.

Hajer,  M. (2000). Creating a language promoting classroom: content-area teachers at work.In J. K. Hall & L. S.Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 265-286). Mahwah, NJ: Lawrence  Erlbaum.

Hegarty-Hazel, E. (1990). Tertiary laboratory classroom. In E. Hegarty-Hazel (Ed.).  The student laboratory and the science curriculum. London: Routledge.

Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications  for classroom learning. Studies in Science Education, 22, 1-41.

Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the "nature of science":  modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.

Hodson, D. (1992). Assessment of practical work: Some considerations in philosophy of science. Science and Education, 1, 115-144.

Hodson, D., & Bencze, J. (1998). Becoming critical about practical work: changing views and changing practice through action research. International Journal of Science Education, 20(6), 683-694.

Jimenez-Aleixandre, M. P.  (2008). Designing Argumentation learning environments. In Erduran, S. & Jiménez Aleixandre, M.P (Eds) Argumentation in Science Education. Perspectives from classroom-based research (pp 91-115). Dordrecht:  Springer

Jimenez-Aleixandre, M.; Rodriguez, A. & Duschl, R.  (2000). "Doing the lesson" or "Doing Science": Argument in High School Genetics.  Science Education, 84, 757-792.

Klette K., Odegaard M., Arnesen N.E. (2007): Time Scales and Coding Categories in Video Analyses. Invited symposium contribution at ESERA, August 21-25. 2007

Philosophy: a school of freedom; Teaching philosophy and learning to philosophize: status and prospects, Paris, UNESCO.

Grangeat, M. & Gray, P. (2008).  Teaching as a collective work: analysis, current research and implications for teacher education. Journal of Education for Teaching, 34 (3), 2008, 177-189).

Grangeat, M. & Gray, P. (2007). Factors influencing teachers' professional competence development. Journal of Vocational Education and Training, 59 (4), 485-501.

Gueudet, G. (2008) Digital resources and mathematics teachers' documents, JEM Network (Joining Educational Mathematics), 5th Workshop, Paris.

Gueudet, G.,  Trouche, L. (2008) Collective documentation work as a mode of teacher training : which methodological assistants ? Colloque ECER, Goteborg, Suede.

Hajer,  M. (2000). Creating a language promoting classroom: content-area teachers at work.In J. K. Hall & L. S.Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 265-286). Mahwah, NJ: Lawrence  Erlbaum.

Hegarty-Hazel, E. (1990). Tertiary laboratory classroom. In E. Hegarty-Hazel (Ed.).  The student laboratory and the science curriculum. London: Routledge.

Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications  for classroom learning. Studies in Science Education, 22, 1-41.

Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the "nature of science":  modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.

Hodson, D. (1992). Assessment of practical work: Some considerations in philosophy of science. Science and Education, 1, 115-144.

Hodson, D., & Bencze, J. (1998). Becoming critical about practical work: changing views and changing practice through action research. International Journal of Science Education, 20(6), 683-694.

Jimenez-Aleixandre, M. P.  (2008). Designing Argumentation learning environments. In Erduran, S. & Jimenez Aleixandre, M.P (Eds) Argumentation in Science Education. Perspectives from classroom-based research (pp 91-115). Dordrecht:  Springer

Jimenez-Aleixandre, M.; Rodriguez, A. & Duschl, R.  (2000). "Doing the lesson" or "Doing Science": Argument in High School Genetics.  Science Education, 84, 757-792.

Klette K., Odegaard M., Arnesen N.E. (2007): Time Scales and Coding Categories in Video Analyses. Invited symposium contribution at ESERA, August 21-25. 2007

Klette K., (2007): Trends in Research on Klette K., (2007): Trends in Research on teaching and Learning in Schools: Didactics meets Classroom studies. In European Educational Research Journal, Vol.6, No 2 (pp147-161).

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Lavonen, J. (2008) Finland in PISA 2006 Scientific Literacy Assessment. In J.  Hautamäki, E. Harjunen, A. Hautamäki, T. Karjalainen, S. Kupiainen, J. Lavonen, E. Pehkonen, P. Rantanen & P. Scheinin (Eds.), PISA 2006: Analysis, Reflections, Explanantions, pp. 65-113. Helsinki: Ministry of Education Publications  2008:44.http://www.minedu.fi/OPM/Julkaisut/2008/PISA06._Analyses_Reflections_and_Explanations?lang=enImage Removed

Lavonen, J., Juuti, K., Byman, R. & Meisalo, V. 2006. How we can make upper secondary school physics interesting for students? Giornale di Fisica, 47(1), 41-52.

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Martin Andrew J & Marsh Herbert W (2005) Student Motivation and Engagement in Mathematics, Science and English: Multilevel Modelling Paper MAR05402, SELF Research Centre, University Of Western Sydney, Australia, available  at:http://www.aare.edu.au/05pap/mar05402.pdfImage Removed

McNally, J (2009) Improving the professional learning of Teachers, Routledge  (forthcoming)

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Public Understanding of Science. (2005). Retrieved February 9, 2005, from http://pus.sagepub.comImage Removed

Richoux H., Saint-Georges M., Simon C., 2005, Une question d'actualité: comment impliquer les élèves dans l'apprentissage en physique-chimie ? Des outils pour aider les enseignants à analyser et concevoir les activités expérimentales. Bulletin  de l'Union des Professeurs de Physique et de Chimie 99   (876).

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Wiki Markup
Saint-Georges M., Richoux H., Tiberghien A, (2005), Study of teachers'  understanding of video extracts of students recorded in physics classroom, Communication to the fifth international conference of ESERA, Barcelona, August 2005. \[Actes sur CD ROM\].

Shulman, L. S. (1986): Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4 - 14.

Schwarz Yael, Ben-Zvi Ruth & Hofstein Avi (2006) The use of scientific literacy taxonomy for assessing the development of chemical literacy among high school students Chemistry Education Research and Practice 7/4, 203-225

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Savinainen, A. Scott, P. & Viiri, J. (2005) Introducing Forces as Interactions: An Effective Approach to Teaching Newton's Third Law, Using a Bridging Representation. Science Education, 89, 175 - 195.

Schwarz Yael, Ben-Zvi Ruth & Hofstein Avi (2006) The use of scientific literacy taxonomy for assessing the development of chemical literacy among high school students Chemistry Education Research and Practice 7/4, 203-225.

Scott, P., Mortimer, E. & Aguiar, O. (2006) The tension between authoritative and dialogic discourse: a fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90: 605-631, 2006.

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Shapiro, B. L. (1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the "face of science that does not yet know". Science Education, 80(5), 535-560. Science Education, 80(5), 535-560.

Shulman, L. S. (1986): Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4 - 14.

Sund, P., & Wickman, P.-O. (2008). Teachers' objects of responsibility - something to care about in education for sustainable development? Environmental Education Research, 14(2), 145-163.

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UFD (2005) St. meld. Nr. 20 ((2004-2005). Vilje til forskning. Utdannings- og forskningsdepartmentet, Oslo.UNESCO 1998 The State of International Cooperation in Philosophy for Children: Paris Meeting, Paris, UNESCO. Available at: http://www.ovc.ulaval.ca/ms/documents/unesco_march_1999.pdfImage Removed. Vilje til forskning. Utdannings- og forskningsdepartmentet, Oslo.

Uitto, A., Juuti, K., Lavonen, J., & Meisalo, V. (2008). The  Importance of Pupils' Interest and Out-of-school Experiences in  Planning Biology Lessons. The Science Education Review 7(1), 23-27

Uitto, A., Juuti, K., Lavonen, J. & Meisalo, V. 2006. Is pupils' interest in biology related to their out-of-school experiences? Journal of Biology Education 40 (3), 124-129.

UNESCO 1998 The State of International Cooperation in Philosophy for Children: Paris Meeting, Paris, UNESCO. Available at: http://www.ovc.ulaval.ca/ms/documents/unesco_march_1999.pdf

Veal, W. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26(3), 329-351.

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