201
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research

Pages 469-495 | Published online: 01 Mar 2017

References

  • AbellS. K.BryanL. A.AndersonM. A.Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparationScience Education19988249150910.1002/(SICI)1098-237X(199807)82:4<491::AID-SCE5>3.0.CO;2-6
  • AkersonV. L.FlickL. B.LedermanN. G.The influence of primary children’s ideas in science on teaching practiceJournal of Research in Science Teaching20003736338510.1002/(SICI)1098-2736(200004)37:4<363::AID-TEA5>3.0.CO;2-#
  • AsokoH.Developing conceptual understanding in primary scienceCambridge Journal of Education20023215316410.1080/03057640220147522
  • BallD. L.CohenD. K.Darling-HammondL.SykesG.Developing practice, developing practitioners: Toward a practice-based theory of professional educationTeaching as the learning profession: Handbook of policy and practice1999San FranciscoJossey-Bass332
  • BlumerH.Symbolic interactionism: Perspective and method1969Los AngelesUniversity of California Press
  • BriscoeC.WellsE.Reforming primary science assessment practices: A case study of one teacher’s professional development through action researchScience Education20028641743510.1002/sce.10021
  • BryanL. A.TippinsD. J.The Monets, Van Goghs, and Renoirs of science education: Writing impressionist tales as a strategy for facilitating prospective teachers’ reflections on science experiencesJournal of Science Teacher Education20051622723910.1007/s10972-005-3567-8
  • BryceT.MacMillanK.Encouraging conceptual change: The use of bridging analogies in the teaching of action–reaction forces and the ‘at rest’ condition in physicsInternational Journal of Science Education200527737763
  • CalderheadJ.Reflective teaching and teacher educationTeaching and Teacher Education19895435110.1016/0742-051X(89)90018-8
  • ChristensonM.SlutskyR.BendauS.CovertJ.DyerJ.RiskoG.et al.The rocky road of teachers becoming action researchersTeaching and Teacher Education20021825927210.1016/S0742-051X(01)00068-3
  • Cochran-SmithM.LytleS. L.Inside outside: Teacher research and knowledge1993New YorkTeachers College Press
  • Cochran-SmithM.LytleS. L.The teacher research movement: A decade laterEducational Researcher1999287152510.2307/1176137
  • ConnellyF. M.ClandininD. J.Stories of experience and narrative inquiryEducational Researcher199019521410.2307/1176100
  • CopelandW. D.BirminghamC.la CruzE.LewinB.The reflective practitioner in teaching: Toward a research agendaTeaching and Teacher Education1993934735910.1016/0742-051X(93)90002-X
  • Darling-HammondL.The right to learn and the advancement of teaching: Research, policy, and practice for democratic educationEducational Researcher199625651710.2307/1176043
  • DesforgesC.How does experience affect theoretical knowledge for teaching?Learning and Instruction19955438540010.1016/0959-4752(95)00024-0
  • Dewey, J. (1933/1997). How we think. Buffalo, NY: Prometheus Books.
  • DhindsaH. S.AndersonO. R.Using a conceptual-change approach to help preservice science teachers reorganize their knowledge structures for constructivist teachingJournal of Science Teacher Education2004151638510.1023/B:JSTE.0000031463.56206.a5
  • DriverR.AsokoH.LeachJ.MortimerE.ScottP. H.Constructing scientific knowledge in the classroomEducational Researcher199423751210.2307/1176933
  • DriverR.GuesneE.TiberghienA.Children’s ideas in science1985Milton Keynes, UKOpen University Press
  • DriverR.ScottP. H.TreagustD. F.DuitR.FraserB. J.Curriculum development as research: A constructivist approach to science curriculum development and teachingImproving teaching and learning in science and mathematics1996New YorkTeachers College Press94108
  • Duit, R. (2004). Bibliography STCSE: Students’ and teachers’ conceptions and science education. Retrieved September 21, 2005, from http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html.
  • DuitR.TreagustD.Conceptual change: A powerful framework for improving science teaching and learningInternational Journal of Science Education200325667168810.1080/09500690305016
  • HallidayJ.Technicism, reflective practice and authenticity in teacher educationTeaching and Teacher Education19981459760510.1016/S0742-051X(98)00010-9
  • HammerD.ElbyA.HoferB. K.PintrichP. R.On the form of personal epistemologyPersonal Epistemology: The Psychology of Beliefs about Knowledge and Knowing2002Mahway, NJErlbaum169190
  • HammerD.SchifterD.Practices of inquiry in teaching and researchCognition and Instruction20011944147810.1207/S1532690XCI1904_2
  • HarrisonA.TreagustD. F.Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistryScience Education20008435238110.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
  • HattonN.SmithD.Reflection in teacher education: Towards definition and implementationTeaching and Teacher Education199511334910.1016/0742-051X(94)00012-U
  • Havu-NuutinenS.Examining young children’s conceptual change process in floating and sinking from a social constructivist perspectiveInternational Journal of Science Education20052725927910.1080/0950069042000243736
  • HawleyW. D.ValliL.Darling-HammondL.SykesG.The essentials of effective professional development: A new consensusTeaching as the learning profession: Handbook of policy and practice1999San FranciscoJossey-Bass127150
  • HewsonP. W.TreagustD. F.DuitR.FraserB. J.Teaching for conceptual changeImproving teaching and learning in science and mathematics1996New YorkTeachers College Press131140
  • HillH. C.SchillingS. G.BallD. L.Developing measures of teachers’ mathematics knowledge for teachingThe Elementary School Journal2004105113010.1086/428763
  • JensenM.FosterE.EddyM.Creating a space where teachers can locate their voices and develop their pedagogical awarenessTeaching and Teacher Education19971386387510.1016/S0742-051X(97)00025-5
  • Kang, N.-H., & Howren, C. (2004). Teaching for conceptual understanding. Science and Children, September, 28–32.
  • KangN. -H.WallaceC. S.Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practicesScience Education20058914016510.1002/sce.20013
  • KinchinI. M.From ‘ecologist’ to ‘conceptual ecologist’: The utility of the conceptual ecology analogy for teachers of biologyJournal of Biological Education2000344178183
  • KorthagenF. A. J.Two modes of reflectionTeaching and Teacher Education1993931732610.1016/0742-051X(93)90046-J
  • KraftN. P.Teacher research as a way to engage in critical reflection: A case studyReflective Practice20023217518910.1080/14623940220142325
  • KyleJ. W. C.LinnM. C.BitnerB. L.MitchenerC. P.PerryB.The role of research in science teaching: An NSTA theme paperScience Education19917541341810.1002/sce.3730750403
  • ListonD. P.ZeichnerK. M.Reflective teaching and action research in preservice teacher educationJournal of Education for Teaching1990163235254
  • LortieD. C.Schoolteacher: A sociological study1975ChicagoUniversity of Chicago Press
  • LoughranJ. J.Effective reflective practice: In search of meaning in learning about teachingJournal of Teacher Education2002531334310.1177/0022487102053001004
  • LytleS. L.Cochran-SmithM.Learning from teacher research: A working typologyTeachers College Records19909283103
  • MeyerH.Novice and expert teachers’ conceptions of learners’ prior knowledgeScience Education20048897098310.1002/sce.20006
  • MilesM. B.HubermanA. M.Qualitative data analysis: An expanded sourcebook (2nd ed.)1994Thousand Oaks, CASage
  • MillsG. E.Action research: A guide for the teacher researcher (2nd ed.)2003Upper Saddle River, NJMerrill Prentice Hall
  • Minstrell, J. A. (1989). Teaching science for understanding. In Toward the thinking curriculum: Current cognitive research: 1989 Yearbook of the Association for Supervision and Curriculum Development (pp. 129–149). Alexandria, VA: Association for Supervision and Curriculum Development.
  • MorrisonJ. A.LedermanN. G.Science teachers’ diagnosis and understanding of students’ preconceptionsScience Education20038784986710.1002/sce.10092
  • OsborneR.FreybergP.Learning in science: The implications of children’s science1985Portsmouth, NHHeinemann
  • OsborneR. J.WittrockM. C.The generative learning model and its implications for science educationStudies in Science Education1985125987
  • PattonM. Q.Qualitative evaluation and research methods (2nd ed.)1990Thousand Oaks, CASage
  • PineK.MesserD.St. JohnK.Children’s Misconceptions in Primary Science: A survey of teachers’ viewsResearch in Science & Technological Education200119799610.1080/02635140120046240
  • PintrichP. R.MarxR. W.BoyleR. A.Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual changeReview of Educational Research19936316719910.2307/1170472
  • PonteP.AxJ.BeijaardD.WubbelsT.Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educatorsTeaching and Teacher Education20042067158810.1016/j.tate.2004.06.003
  • PosnerG. J.StrikeK. A.HewsonP. W.GertzogW. A.Accommodation of a scientific conception: Toward a theory of conceptual changeScience Education19826621122710.1002/sce.3730660207
  • RoseberyA. S.PuttickG. M.Teacher professional development as situated sense-making: A case study in science educationScience Education19988264967710.1002/(SICI)1098-237X(199811)82:6<649::AID-SCE2>3.0.CO;2-H
  • RoseberyA. S.WarrenB.Boats, balloons & classroom video: Science teaching as inquiry1998Portsmouth, NHHeinemann
  • RossD.First steps in developing a reflective approachJournal of Teacher Education19894022233
  • RussellT.Can reflective practice be taught?Reflective Practice2005619920410.1080/14623940500105833
  • SchönD. A.The reflective practitioner: How professionals think in action1983New YorkBasic Books
  • ShapiroB.What children bring to light: A constructivist perspective on children’s learning in science1994New YorkTeachers College Press
  • ShulmanJ.Using case methods in teacher education1992New YorkTeachers College Press
  • ShymanskyJ. A.WoodworthG.NormanO.DunkhaseJ.MatthewsC.LiuC.A study of changes in middle school teachers’ understanding of selected ideas in science as a function of an in-service program focusing on student preconceptionsJournal of Research in Science Teaching19933073775510.1002/tea.3660300711
  • SmithJ. P.diSessaA. A.RoschelleJ.Misconceptions reconceived: A constructivist analysis of knowledge in transitionJournal of the Learning Sciences1993/1994311516310.1207/s15327809jls0302_1
  • SpaldingE.WilsonA.Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writingTeachers College Records20021041393142110.1111/1467-9620.00208
  • StrikeK. A.PosnerG. J.WestL. H. T.PinesA. L.A conceptual change view of learning and understandingCognitive structure and conceptual change1985Orlando, FLAcademic press211231
  • StrikeK. A.PosnerG. J.DuschlR.HiltonR.A revisionist theory of conceptual changePhilosophy of science, cognitive psychology, and educational theory and practice1992Albany, NYSUNY147176
  • TabachnickB. R.ZeichnerK. M.Idea and action: Action research and the development of conceptual change teaching of scienceScience Education19998330932210.1002/(SICI)1098-237X(199905)83:3<309::AID-SCE3>3.0.CO;2-1
  • ThagardP.Conceptual revolutions1992Princeton, NJPrinceton University Press
  • Trowbridge, L. W., Bybee, R. W., & Carlson-Powell, J. (2004). Models for effective science teaching. In Teaching secondary school science: Strategies for developing scientific literacy (8th ed., pp. 209–227). Upper Saddle River, NJ: Prentice Hall.
  • TysonL. M.VenvilleG. J.HarrisonA. G.TreagustD. F.A multidimensional framework for interpreting conceptual change events in the classroomScience Education19978138740410.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-8
  • ValliL.Listening to other voices: A description of teacher reflection in the United StatesPeabody Journal of Education1997721678810.1207/s15327930pje7201_4
  • ZeeE.LayD.RobertsD.Fostering collaborative inquiries by prospective and practicing elementary and middle school teachersScience Education20038758861210.1002/sce.10070
  • VenvilleG. J.TreagustD. F.Exploring conceptual change in genetics using a multidimensional interpretive frameworkJournal of Research in Science Teaching19983591031105510.1002/(SICI)1098-2736(199811)35:9<1031::AID-TEA5>3.0.CO;2-E
  • VosniadouS. I.ChristosFrom conceptual development to science education: A psychological point of viewInternational Journal of Science Education19982012131230
  • VygotskyL. S.Thought and language1986Cambridge, MAMIT Press
  • WadeR. C.Teacher education students’ views on class discussion: Implications for fostering critical reflectionTeaching and Teacher Education19941023124310.1016/0742-051X(94)90015-9
  • WardJ.McCotterS.Reflection as a visible outcome for preservice teachersTeaching and Teacher Education20042024625710.1016/j.tate.2004.02.004
  • WanderseeJ. H.MintzesJ. J.NovakJ. D.GabelD. L.Research on alternative conceptions in scienceHandbook of research on science teaching and learning1994New YorkMacmillian177210
  • WhiteR. T.Learning science1988New YorkBasil Blackwell
  • WhiteR. T.FenshamP. J.GunstoneR. F.WhiteR. T.Dimensions of contentThe content of science: A constructivist approach to its teaching and learning1994Washington, D. CFalmer255262
  • WhiteR. T.GunstoneR. F.Probing understanding1992New YorkFalmer
  • WittrockM. C.FenshamP. J.GunstoneR. F.WhiteR. T.Generative science teachingThe content of science: A constructivist approach to its teaching and learning1994Washington, D. CFalmer2938
  • WongE. D.Challenges confronting the researcher/teacher: Conflicts of purpose and conductEducational Researcher1995243222810.2307/1176021
  • ZeichnerK. M.Alternative paradigms of teacher educationJournal of Teacher Education198334339
  • ZeichnerK. M.ListonD. P.Teaching student teachers to reflectHarvard Educational Review1987572348

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.