Developing Biology Lessons Aimed at Teaching for Understanding: A Domain-specific Heuristic for Student Teachers

References

• AbellSKAbellSKLedermanNGResearch on science teacher knowledgeHandbook of research on science education2007Mahwah, NJLawrence Erlbaum Associates11051151
   Google Scholar
• AlexanderPAGrahamSHarrisKRA perspective on strategy research: Progress and prospectsEducational Psychology Review199810212915410.1023/A:1022185502996
   Web of Science ®Google Scholar
• BereiterCEducation and mind in the knowledge age2002Mahwah, NJLawrence Erlbaum Associates
   Google Scholar
• BlumenfeldPMarxRPatrickHKrajcikJSolowayEBiddleBJGoodTLGoodsonIFTeaching for understandingInternational handbook of teachers and teaching1997DordrechtKluwer Academic Publishers819878
   Google Scholar
• BorkoHPutnamRTBerlinerDCCalfeeRCLearning to teachHandbook of educational psychology1996New YorkMacMillan673708
   Google Scholar
• BransfordJDBrownALCockingRRHow people learn. Brain, mind, experience and school1999Washington, DCNAP
   Google Scholar
• ClarkCPetersonPWittrockMTeachers’ thought processesHandbook of research on teaching1986New YorkMacmillan255296
   Google Scholar
• CollinsABrownJSNewmanSEResnickLBCognitive apprenticeship: Teaching the crafts of reading, writing and mathematicsKnowing, learning and instruction: Essays in honor of Robert Glaser1989Hillsdale, NJErlbaum453494
   Google Scholar
• CrawfordBIs it realistic to expect a preservice teacher to create an inquiry-based classroom?Journal of Science Teacher Education19991017519410.1023/A:1009422728845
   Google Scholar
• De Jong, O., Korthagen, F., & Wubbels, Th. (1998). Research on science teaching education in Europe: Teacher thinking and conceptual change. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (Part 2, pp. 743–761). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• JongODrielJHVerloopNPreservice teachers’ pedagogical content knowledge of using particle models in teaching chemistryJournal of Research in Science Teaching200542894796410.1002/tea.20078
   Web of Science ®Google Scholar
• DonovanSMBransfordJDHow students learn. Science in the classroom2005Washington, DCNAP
   Google Scholar
• Gess-NewsomeJGess-NewsomeJLedermanNGTeachers’ knowledge and beliefs about subject matter and its impact on instructionExamining pedagogical content knowledge: The construct and its implications for science education1999DordrechtKluwer Academic Publishers5194
   Google Scholar
• GouldSJLewontinRCThe spandrels of San Marco and the panglossian paradigm: A critique of the adaptationist programmeProc R Soc B197920558159810.1098/rspb.1979.0086
   PubMed Web of Science ®Google Scholar
• Grossman, P., & Schoenfeld, A. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 201–230). San Francisco: Jossey-Bass.
   Google Scholar
• HashwehMTeacher pedagogical constructions: A reconfiguration of PCKTeachers and Teaching: Theory and Practice200511273292
   Google Scholar
• Janssen, F. J. J. M. (1999). Ontwerpend leren in het biologieonderwijs. Uitgewerkt en beproefd voor immunologie. [Learning biology by designing (with a summary in English)]. Utrecht: CD-ß-Press.
   Google Scholar
• Janssen, F. J. J. M., & Verloop, N. (2003). De betekenis van perspectieven voor leren leren. [The meaning of perspectives for learning to learn (with a summary in English)]. Pedagogische Studiën, 5, 375–389.
   Google Scholar
• JonassenDReigeluthCMDesigning constructivist learning environmentsInstructional design theories and models: A new paradigm of instructional theory1999Mahwah, NJLawrence Erlbaum Associates215239
   Google Scholar
• KinachBMA cognitive strategy for developing PCK in the secondary mathematics methods course: Toward a model of effective practiceTeaching and Teacher Education200218517110.1016/S0742-051X(01)00050-6
   Web of Science ®Google Scholar
• KlaassenCWJMA problem-posing approach to teaching the topic of radioactivity1995UtrechtCD-β Press
   Google Scholar
• LijnsePLKlaassenCWJMDidactical structures as an outcome of research on teaching-learning sequencesInternational Journal of Science Education20042653755410.1080/09500690310001614753
   Web of Science ®Google Scholar
• LoughranJJBerryAMulhallPUnderstanding and developing science teachers’ pedagogical content knowledge2006RotterdamSense Publishers
   Google Scholar
• MerillDMFirst principles of instructionETR#x00026;D2002503435910.1007/BF02505024
   Web of Science ®Google Scholar
• MillarROsborneJFBeyond 2000: Science education for the future1998LondonKing’s College London
   Google Scholar
• Inquiry and the national science education standards2000Washington, DCNational Academy Press
   Google Scholar
• ParkerGASmithJMOptimality theory in evolutionary biologyNature1990348273310.1038/348027a0
   Web of Science ®Google Scholar
• PerkinsDNWiskeMSWhat is understanding?Teaching for understanding. Linking research with practice1998San FranciscoJossey-Bass Publishers
   Google Scholar
• PerkinsDNSalomonGAre cognitive skills context-bound?Educational Researcher19891811625
   Google Scholar
• PerkinsDHUngerCReigeluthCMTeaching and learning for understandingInstructional design theories and models. A new paradigm of instructional theory1999Mahwah, NJLawrence Erlbaum Associates91114
   Google Scholar
• ReigeluthCMInstructional design theories and models: A new paradigm of instructional theory1999Mahwah, NJLawrence Erlbaum Associates
   Google Scholar
• RidleyMEvolution2004OxfordBlackwell ScientificPUBLICations
   Google Scholar
• SchankRCBermanTRMacpersonKAReigeluthCMLearning by doingInstructional design theories and models: A new paradigm of instructional theory1999Mahwah, NJLawrence Erlbaum Associates161181
   Google Scholar
• SchwabJJSchwabJJBrandweinPFThe teaching of science as enquiryThe teaching of science1962Cambridge, MAHarvard University Press
   Google Scholar
• ShulmanLSThose who understand: Knowledge growth in teachingEducational Researcher198615414
   Google Scholar
• ShulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review198757122
   Web of Science ®Google Scholar
• StrausALQualitative analysis for social scientists1987New YorkCambridge University Press
   Google Scholar
• TobinKTippinsDJGallardAJGabelDLResearch on instructional strategies for teaching scienceHandbook of research on science teaching and learning1994New YorkMacmillan177210
   Google Scholar
• DrielJHVerloopNVosWDeveloping science teachers’ pedagogical content knowledgeJournal of Research in Science Teaching19983567369510.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
   Web of Science ®Google Scholar
• WigginsGMcTigheJUnderstanding by design2005Alexandria, VAAssociation for Supervision and Curriculum Development
   Google Scholar
• WilliamsGCPlan and purpose in nature1996New YorkHarper Collins Publishers
   Google Scholar
• WineburgSHistorical thinking and other unnatural acts2001Philadelphia, PATemple University Press
   Google Scholar
• WiskeMSWiskeMSWhat is teaching for understanding?Teaching for understanding. Linking research with practice1998San FranciscoJossey-Bass Publishers
   Google Scholar