Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom

References

• AkersonVLAbd-El-KhalickFSTeaching elements of nature of science: A year long case study of a fourth grade teacherJournal of Research in Science Teaching2003401025104910.1002/tea.10119
   Web of Science ®Google Scholar
• AkersonVLCullenTAHansonDLFostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practiceJournal of Research in Science Teaching2009461090111310.1002/tea.20303
   Web of Science ®Google Scholar
• AkersonVLDonnellyLATeaching nature of science to K-2 students: What understandings can they attain?International Journal of Science Education2010329712410.1080/09500690902717283
   Web of Science ®Google Scholar
• AkersonVLHansonDLCullenTAThe influence of guided inquiry and explicit instruction on K-6 teachers’ views of nature of scienceJournal of Science Teacher Education20071875177210.1007/s10972-007-9065-4
   Google Scholar
• AkersonVLHanuscinDLTeaching nature of science through inquiry: The results of a three-year professional development programJournal of Research in Science Teaching20074465368010.1002/tea.20159
   Web of Science ®Google Scholar
• AkersonVLVolrichMTeaching nature of science explicitly in a first grade internship settingJournal of Research in Science Teaching20064337739410.1002/tea.20132
   Web of Science ®Google Scholar
• BellRTeaching the nature of science through process skills: Activities for grades 3–82008BostonPearson
   Google Scholar
• BogdanRCBiklenSKQualitative research for education20034BostonAllyn & Bacon
   Google Scholar
• CareySSmithCOn understanding the nature of scientific knowledgeEducational Psychologist19932823525110.1207/s15326985ep2803_4
   Web of Science ®Google Scholar
• CulhamR6 + 1 traits of writing: The complete guide (Grades 3 and Up)2003Jefferson City, MOScholastic Professional Books
   Google Scholar
• DriverRAsokoHLeachJMortimerEScottPConstructing scientific knowledge in the classroomEducational Researcher1994237512
   Google Scholar
• Enger. S., & Yager, R. (2000). Assessing student understanding in science: A standards-based K-12 handbook. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• GearhardtMNagashimaSPfotenhauerJClarkSSchwabCVendlinskiTOsmundsonEHermanJBernbaumDDeveloping expertise with classroom assessment in K-12 science: Learning to interpret student work. Interim findings from a two-year studyEducational Assessment20061123726310.1207/s15326977ea1103#x00026;4_5
   Google Scholar
• HubbardRPowerBThe art of classroom inquiry: A handbook for teacher researchers1993Portsmouth, NHHeinemann
   Google Scholar
• KhishfeRAbd-El KhalickFSInfluence of explicit and reflective versus implicit inquiry oriented instruction on sixth graders’ views of nature of scienceJournal of Research in Science Teaching20023955157810.1002/tea.10036
   Web of Science ®Google Scholar
• LedermanNGTeachers’ understanding of the NOS and classroom practice: Factors that facilitate or impede the relationshipJournal of Research in Science Teaching19993691692910.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
   Web of Science ®Google Scholar
• Lederman, J. S., & Khishfe, R. (2002). Views of nature of science, form D2. Illinois Institute of Technology, Chicago, IL (unpublished paper).
   Google Scholar
• MarcosJSánchezETillemaHTeachers reflecting on their work: Articulating what is said about what is doneTeachers & Teaching2008149511410.1080/13540600801965887
   Google Scholar
• McDermottLC the Physics Education Group at University of WashingtonPhysics by inquiry1996New YorkWiley
   Google Scholar
• Mohr, L. L. (1995). Teaching diverse learners in inclusive settings: Steps for adapting instruction. A paper presented at the 73rd annual meeting of the Council for Exceptional Children, Indianapolis, IN.
   Google Scholar
• National Science Teachers Association. (2000). NSTA position statement: The nature of science. Retrieved December 12, 2008, from http://www.nsta.org/159#x00026;psid=22.
   Google Scholar
• PalmerDStoughLBurdenskiJGonzalesMIdentifying teacher expertise: An examination of researchers’ decision makingEducational Psychologist200540132510.1207/s15326985ep4001_2
   Web of Science ®Google Scholar
• PutnamRTBorkoHWhat do new views of knowledge and thinking have to say about research on teacher learning?Educational Researcher2000291415
   Google Scholar
• SchwartzRLedermanNG“It’s the nature of the beast:” The influence of knowledge and intentions on learning and teaching nature of scienceJournal of Research in Science Teaching20023949752110.1002/tea.10021
   Web of Science ®Google Scholar
• ShulmanLKnowledge and teaching: Foundations of the new reformHarvard Educational Review198757122
   Web of Science ®Google Scholar
• SmithKAScience process assessment for elementary school students19993State College, PASmith & Wellever Educational Services
   Google Scholar
• SmithCLMaclinDHoughtonCHennesseyMGSixth grade students’ epistemologies of science: The impact of school science experiences on epistemological developmentCognition and Instruction20001834942210.1207/S1532690XCI1803_3
   Web of Science ®Google Scholar
• WagnerKBenefits of reflective practiceLeadership2006363032
   Google Scholar
• WengerECommunities of practice: Learning, meaning and identity1998New YorkCambridge University Press
   Google Scholar