| 1 |
Barth-Cohen, L. A., & Braden, S. H. (in press). Unpacking the complexity in learning to observe in field geology. Cognition and Instruction.
|
| 2 |
Bliss, J. (1995). Piaget and after: The case of learning science. Studies in Science Education, 25, 139-172.
DOI
|
| 3 |
Chang, H. (2012). Is water H2O? Evidence, realism and pluralism. New York, NY: Springer.
|
| 4 |
Chen, Y.-C., & Qiao, X. (2020). Using students' epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education, 42(13), 2145-2180.
DOI
|
| 5 |
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
DOI
|
| 6 |
Eylon, B.-S., & Linn, M. C. (1988). Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58(3), 251-301.
DOI
|
| 7 |
Greeno, J. G. (1995). Understanding concepts in activity. In C. A. Weaver III, S. Mannes, & C. R. Feltcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 65-95). Hillsdale, NJ: Lawrence Erlbaum Associates.
|
| 8 |
Greeno, J. G. (2012). Concepts in activities and discourses. Mind, Culture, and Activity, 19, 310-313.
DOI
|
| 9 |
Greeno, J. G., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), 9-23.
DOI
|
| 10 |
Kawasaki, J., & Sandoval, W. A. (2020). Examining teachers' classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards. Journal of Science Teacher Education, 31(4), 384-400.
DOI
|
| 11 |
Chang, H. (2014). Epistemic activities and systems of practice: Unit of analysis in philosophy of science after the practice turn. In L. Soler, S. Zwart, M. Lynch & V. Israel-Jost (Eds.), Science after the practice turn in the philosophy, history, and social studies of science (pp. 67-79). New York, NY: Routledge.
|
| 12 |
Ausubel, D. P. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart & Winston.
|
| 13 |
Bateman, K., Wilson, C. G., Williams, R., & Tikoff, B., & Shipley, T. F. (in press). Explicit instruction of scientific uncertainty in an undergraduate geoscience field-based course. Science & Education.
|
| 14 |
Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. The Elementary School Journal, 97(4), 97(4), 329-340.
|
| 15 |
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
DOI
|
| 16 |
Chang, H. (2011). The philosophical grammar of scientific practice. International Studies in the Philosophy of Science, 25(3), 205-221.
DOI
|
| 17 |
Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39-68.
DOI
|
| 18 |
Chen, Y.-C. (2022). Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co-development. Journal of Research in Science Teaching, 59, 383-422.
DOI
|
| 19 |
Cheng, M.-F., & Brown, D. E. (2010). Conceptual resources in self-developed explanatory models: The importance of integrating conscious and intuitive knowledge. International Journal of Science Education, 32, 2367-2392.
DOI
|
| 20 |
Cho, H., & Shon, M. (2015). When learning by practice could be situated learning: Exploring implications for contextual instructional design. The Journal of Curriculum Studies, 33(4), 201-226.
|
| 21 |
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399-483.
DOI
|
| 22 |
Ford, D. J. (2005). The challenges of observing geologically: Third graders' descriptions of rock and mineral properties. Science Education, 89(2), 276-295.
DOI
|
| 23 |
Froyland, M., Remmen, K. B., & Sorvik, G. O. (2016). Namedropping or understanding? Teaching to observe geologically. Science Education, 100(5), 923-951.
DOI
|
| 24 |
Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.
DOI
|
| 25 |
Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. L. Gable (Ed.), Handbook of research on science teaching and learning (pp. 177-210). New York, NY: Macmillan.
|
| 26 |
Trumbull, D. J., Bonney, R., & Grudens-Schuck, N. (2005). Developing materials to promote inquiry: Lessons learned. Science Education, 89(6), 879-900.
DOI
|
| 27 |
Varelas, M., Pappas, C. C., Kane, J. M., Arsenault, A., Hankes, J., & Cowan, B. M. (2008). Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation. Science Education, 92(1), 65-95.
DOI
|
| 28 |
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
|
| 29 |
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
|
| 30 |
Zheng, R. (2010). Effects of situated learning on students' knowledge acquisition: An individual differences perspective. Journal of Educational Computing Research, 43(4), 467-487.
DOI
|
| 31 |
Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington, VA: National Science Teachers Association Press.
|
| 32 |
Greeno, J. G. (2006) Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of the Learning Sciences, 15(4), 537-547.
DOI
|
| 33 |
Greeno, J. G., & the Middle School Mathematics Through Applications Project Group (MMAP) (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5-26.
DOI
|
| 34 |
Hall, R., & Greeno, J. G. (2008). Conceptual learning. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 212-221). Thousand Oaks, CA: Sage.
|
| 35 |
Kawasaki, J., & Sandoval, W. A. (2019). The role of teacher framing in producing coherent NGSS-aligned teaching. Journal of Science Teacher Education, 30(8), 906-922.
DOI
|
| 36 |
Kim, M., & Tan, A.-L. (2011). Rethinking difficulties of teaching inquiry- based practical work: Stories from elementary pre-service teachers. International Journal of Science Education, 33(4), 465-486.
DOI
|
| 37 |
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149-164.
DOI
|
| 38 |
Greeno, J. G., & Engestrom, Y. (2014). Learning in activity. In R. K. Sawyer (Ed.), The cambridge handbook of the learning sciences (2nd ed., pp. 128-147). New York, NY: Cambridge University Press.
|
| 39 |
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
|
| 40 |
Abrahams, I., & Reiss, M J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035-1055.
DOI
|
| 41 |
Aleong, R. J., & Adams, R. (2020, June). A situative understanding of the NGSS science and engineering practices. Paper presented at 2020 ASEE Virtual Annual Conference.
|
| 42 |
Arnseth, H. C. (2008). Activity theory and situated learning theory: Contrasting views of educational practice. Pedagogy, Culture & Society, 16(3), 289-302.
DOI
|
| 43 |
Moore, C. (2019). Creating scientists: Teaching and assessing science practice for the NGSS. New York, NY: Routledge.
|
| 44 |
Manz, E. (2015). Resistance and the development of scientific practice: Designing the mangle into science instruction. Cognition and Instruction, 33(2), 89-124.
DOI
|
| 45 |
Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148-1174.
DOI
|
| 46 |
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: A design problem. Disciplinary and Interdisciplinary Science Education Research, 1:7.
DOI
|
| 47 |
Nordine, J., Krajcik, J., Fortus, D., & Neumann, K. (2019). Using storylines to support three-dimensional learning in project-based instruction. Science Scope, 42(6), 86-92.
|
| 48 |
Novak, J. D. (2005). Results and implications of a 12-year longitudinal study of science concept learning. Research in Science Education, 35, 23-40.
DOI
|
| 49 |
Oh, P. S. (2006). Participation metaphor for learning and its implication for science teaching and learning. Journal of the Korean Earth Science Society, 27(2), 140-148.
|
| 50 |
Oh, P. S. (2020). A critical review of the skill-based approach to scientific inquiry in science education. Journal of the Korean Association for Science Education, 40(2), 141-150.
DOI
|
| 51 |
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press
|
| 52 |
Oh, P. S. (in press). How a student uses knowledge as a resource to solve scientific problems: A case study on science learning as rediscovery. Science & Education.
|
| 53 |
NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
|
| 54 |
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Psychological Association.
|
| 55 |
Manz, E. (2012). Understanding the codevelopment of modeling practice and ecological knowledge. Science Education, 96, 1071-1105.
DOI
|
| 56 |
Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65(2), 93-127.
DOI
|
| 57 |
Nordine, J., & Lee, O. (2021). Crosscutting concepts: Strengthening science and engineering learning. Arlington, VA: National Science Teachers Association Press.
|
| 58 |
Oh, P. S. (2015). A theoretical review and trial application of the 'resourcesbased view' (RBV) as an alternative cognitive theory. Journal of the Korean Association for Science Education, 35(6), 971-984.
DOI
|
| 59 |
Passmore, C., Schwarz, C. V., & Mankowski, J. (2017). Developing and using models. In C. V. Schwarz, C. Passmore & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 109-134). Arlington, VA: National Science Teachers Association Press.
|
| 60 |
Roth, W.-M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordrecht, The Netherlands: Kluwer Academic.
|
| 61 |
Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and conceptual learning in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 31-56). Mahwah, NJ: Lawrence Erlbaum Associates.
|
| 62 |
Schwarz, C. V., Passmore, C., & Reiser. B. J. (2017). Moving beyond "knowing about" science to making sense of the world. In C. V. Schwarz, C. Passmore & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 3-21). Arlington, VA: National Science Teachers Association Press.
|
| 63 |
Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago, IL: University of Chicago Press.
|
| 64 |
Remmen, K. B., & Froyland, M. (2020) Students' use of observation in geology: Towards 'scientific observation' in rock classification, International Journal of Science Education, 42(1), 113-132.
DOI
|
| 65 |
Sadler, T. D. (2009) Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.
DOI
|
| 66 |
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
DOI
|
webmaster
