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RESEARCH REPORTS

Referents for making sense of science teaching

Pages 241-254 | Published online: 25 Feb 2007

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Ahmad M. Qablan & Theodora DeBaz. (2015) Facilitating elementary science teachers’ implementation of inquiry-based science teaching. Teacher Development 19:1, pages 3-21.
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Adi Ben-David & Nir Orion. (2013) Teachers’ Voices on Integrating Metacognition into Science Education. International Journal of Science Education 35:18, pages 3161-3193.
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KeithS. Taber. (2006) Beyond Constructivism: the Progressive Research Programme into Learning Science. Studies in Science Education 42:1, pages 125-184.
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Elizabeth S. Hancock & Alejandro J. Gallard. (2004) Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences. Journal of Science Teacher Education 15:4, pages 281-291.
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Judith Mulholland & John Wallace. (2003) Facilitating Primary Science Teaching: A narrative account of research as learning. Teachers and Teaching 9:2, pages 133-155.
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GregoryP. Thomas & CampbellJ. Mcrobbie. (2002) Collaborating to enhance student reasoning: Frances' account of her reflections while teaching chemical equilibrium. International Journal of Science Education 24:4, pages 405-423.
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GregoryP. Thomas & CampbellJ. McRobbie. (1999) Using metaphor to probe students' conceptions of chemistry learning. International Journal of Science Education 21:6, pages 667-685.
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Vicente Mellado, Lorenzo J. Blanco & Constantino Ruiz. (1998) A Framework for Learning to Teach Science in Initial Primary Teacher Education. Journal of Science Teacher Education 9:3, pages 195-219.
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Brian Hand & DavidF. Treagust. (1997) Monitoring teachers’ referents for classroom practice using metaphors. International Journal of Science Education 19:2, pages 183-192.
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KeithS. Taber. (1995) Development of Student Understanding: a case study of stability and lability in cognitive structure. Research in Science & Technological Education 13:1, pages 89-99.
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Articles from other publishers (26)

Yılmaz Soysal & Somayyeh Radmard. (2017) Sosyal Oluşturmacı Öğretimin Öğretmen Adaylarının Öğrenme ve Öğretmeye Yönelik İnançlarının ve Pratiklerinin Üzerine Etkisi: Bir Durum Çalışması. İlköğretim Online 16:4, pages 1505-1531.
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Brian Lewthwaite, Tanya Doyle & Thomas Owen. (2014) “Did something happen to you over the summer?”: tensions in intentions for chemistry education. Chem. Educ. Res. Pract. 15:2, pages 142-155.
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김혜진, 김인환 & Jeongho Cha. (2013) Analysis of Secondary Pre-service Science Teachers’ Teaching Perspectives: Comparison between the Results of 2007 and 2010. Teacher Education Research 52:3, pages 464-473.
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Bartolomé Vázquez-Bernal, Vicente Mellado, Roque Jiménez-Pérez & M. Carmen Taboada Leñero. (2012) The process of change in a science teacher's professional development: A case study based on the types of problems in the classroom. Science Education 96:2, pages 337-363.
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Lynn A. Bryan. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education 477 495 .
Esen Uzuntiryaki, Yezdan Boz, Demet Kirbulut & Oktay Bektas. (2009) Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?. Research in Science Education 40:3, pages 403-424.
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Vicente Mellado, María Luisa Bermejo, Lorenzo J. Blanco & Constantino Ruiz. (2007) The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science. International Journal of Science and Mathematics Education 6:1, pages 37-62.
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Nam‐Hwa Kang. (2007) Elementary teachers' epistemological and ontological understanding of teaching for conceptual learning. Journal of Research in Science Teaching 44:9, pages 1292-1317.
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Consuelo Da‐Silva, Vicente Mellado, Constantino Ruiz & Rafael Porlán. (2007) Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps. Science Education 91:3, pages 461-491.
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. (2007) Influences of Current Education Programs for Preservice Chemistry Teachers upon Preservice Science Teachers' Self-Images as Science Teachers. Journal of the Korean Chemical Society 51:2, pages 201-212.
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Keith S. Taber. (2006) Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme into the Learning of Science. Foundations of Chemistry 8:2, pages 189-219.
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Tamar Levin & Tili Wagner. (2006) In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom. Instructional Science 34:3, pages 227-278.
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Gregory P. Thomas. (2006) An Investigation of the Metacognitive Orientation of Confucian-Heritage Culture and Non-Confucian-Heritage Culture Science Classroom Learning Environments in Hong Kong. Research in Science Education 36:1-2, pages 85-109.
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Vicente Mellado, Constantino Ruiz, María Luisa Bermejo & Roque Jiménez. (2006) Contributions from the Philosophy of Science to the Education of Science Teachers. Science & Education 15:5, pages 419-445.
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Gregory P. Thomas. 2006. Metaphor and Analogy in Science Education. Metaphor and Analogy in Science Education 105 117 .
Winnie W.M. So & David A. Watkins. (2005) From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education 21:5, pages 525-541.
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Gregory P. Thomas & Campbell J. McRobbie. (2001) Using a metaphor for learning to improve students' metacognition in the chemistry classroom. Journal of Research in Science Teaching 38:2, pages 222-259.
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Jan H. van Driel, Douwe Beijaard & Nico Verloop. (2001) Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching 38:2, pages 137-158.
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Susan Butler. (1999) Catalysing student autonomy through action research in a problem centred learning environment. Research in Science Education 29:1, pages 127-140.
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Gregory P. Thomas. (1999) Student restraints to reform: Conceptual change issues in enhancing students' learning processes. Research in Science Education 29:1, pages 89-109.
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Vicente Mellado. 1998. International Handbook of Science Education. International Handbook of Science Education 1093 1110 .
Beverley Bell. 1998. International Handbook of Science Education. International Handbook of Science Education 681 693 .
Sarah J. Stein & Campbell J. McRobbie. (1997) Students' conceptions of science across the years of schooling. Research in Science Education 27:4, pages 611-628.
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Catherine Milne & Peter Charles Taylor. (1995) Metaphors as global markers for teachers' beliefs about the nature of science. Research in Science Education 25:1, pages 39-49.
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Beverley Bell & John Gilbert. (1994) Teacher development as professional, personal, and social development. Teaching and Teacher Education 10:5, pages 483-497.
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Kenneth G. Tobin, Deborah J. Tippins & Karl Hook. (1994) Referents for changing a science curriculum: A case study of one teacher's change in beliefs. Science and Education 3:3, pages 245-264.
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