A Framework for Learning to Teach Science in Initial Primary Teacher Education

References

• AbellS. K.BryanL. A.Reconceptualizing the elementary science methods course using a reflection orientationJournal of Science Teacher Education199783153166
   Google Scholar
• AbellS. K.RothM.Constraints to teaching elementary science: A case study of a science enthusiast studentScience Education1992766581595
   Web of Science ®Google Scholar
• AbellS. K.RothM.Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacherJournal of Research in Science Teaching19943117790
   Web of Science ®Google Scholar
• AbellS. K.RothM.Reflections on a fifth-grade life science lesson: Making sense of children's understanding of scientific modelsInternational Journal of Science Education19951715974
   Web of Science ®Google Scholar
• AbellS. K.SmithD. C.What is science? Preservice elementary teachers' conceptions of the nature of scienceInternational Journal of Science Education1994164475487
   Web of Science ®Google Scholar
• AquirreM.HaggerthyS.LinderC.Student-teachers' conceptions of science teaching and learning: A case study in preservice science educationInternational Journal of Science Education1990121381390
   Web of Science ®Google Scholar
• AliberasJ.GutierrezR.IzquierdoM.La didáctica de las cicncias: Una empresa racionalEnseñanza de las Ciencias198973277284
   Google Scholar
• AndersonC. W.Policy implications of research on science teaching and teachers' knowledgeCompeting vision of teacher knowledge1989East Lansing, MINational Center for Research on Teacher Education128
   Google Scholar
• AppletonK.Student teachers' confidence to teach science: Is more science knowledge necessary to improve self-confidence?International Journal of Science Education1995193357369
   Web of Science ®Google Scholar
• AppletonK.AsokoH.A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary scienceScience Education1996802165180
   Web of Science ®Google Scholar
• AshtonP. T.WebbR. B.Making a difference: Teachers' sense of efficacy and student achievement1986New YorkLongman
   Google Scholar
• AtwoodR. K.AtwoodV. A.Preservice elementary teachers' conceptions of the causes of seasonsJournal of Research in Science Teaching1996335553563
   Web of Science ®Google Scholar
• BakerL.SaulW.Considering science and language arts connections: A study of teacher cognitionJournal of Research in Science Teaching199431910231037
   Web of Science ®Google Scholar
• BanduraA.Self-efficacy: Toward a unifying theory of behavioral changePsychological Review197784191215
   PubMed Web of Science ®Google Scholar
• BellB.GilbertJ.Teacher development as professional, personal and social developmentTeaching and Teacher Education1994105483497
   Web of Science ®Google Scholar
• BlancoL. J.GiménezJ.LlinaresS.SánchezV.Aprender a enseñar matemáticas: Tipos de conocimientoEl proceso de llegar a ser un profesor de primaria. Cuestiones desde la educación matemática1996Granada, SpainComares199223
   Google Scholar
• BlancoL. J.MelladoV.RuizC.Conocimiento didáctico del contenido en ciencias experimentales y matemáticas y formación del profesoradoRevista de Educación1995307427446
   Google Scholar
• BrekelmansM.WubbelsT.CretonH.A study of student perceptions of physics teacher behaviorJournal of Research in Science Teaching1990274335350
   Web of Science ®Google Scholar
• BrickhouseN. W.StanleyW. B.Practical reasoning and science education: Implications for theory and practiceScience and Education19932363375
   Google Scholar
• BuitinkJ.KemmeS.Changes in student-teacher thinkingEuropean Journal of Teacher Education1986917584
   Google Scholar
• CannonJ. R.ScharmannL. C.Influence of cooperative early field experience on preservice elementary teachers' science self-efficacyScience Education1996804419436
   Web of Science ®Google Scholar
• Cheung, K. C., & Toh, K. A. (1990, October). In the eyes of the beholder: Beginning teachers' conception of the nature of science and science teaching. Paper presented at the meeting of the Educational Research Association, Singapore.
   Google Scholar
• ClarkeA.Student-teacher reflection: Developing and defining a practice that is uniquely one's ownInternational Journal of Science Education1994165497509
   Web of Science ®Google Scholar
• ClermontC.P.KrajcikJ. S.BorkoH.The influence of an intensive inservice workshop on pedagogical content knowledge growth among novice chemical demonstratorsJournal of Research in Science Teaching19933012143
   Web of Science ®Google Scholar
• CollinsA.Performance-based assessment of biology teachers: Promises and pitfallsJournal of Research in Science Teaching199330911031120
   Web of Science ®Google Scholar
• ColomerM.DuránH.GoldG.Conocimientos de Geología en los estudiantes de Magisterio de la especialidad de PrimariaEnseñanza de las Ciencias de la Tierra199313175179
   Google Scholar
• CzerniakC.SchriverM.An examination of preservice science teachers' beliefs and behaviors as related to self-efficacyJournal of Science Teacher Education1994517786
   Google Scholar
• DeManuelJ.Porqué hay veranos e inviernos? Representationes de estudiantes (12–18) y de futuros macstros sobrc algunos aspectos del modelo Sol-TierraEnseñanza de las Ciencias1995132227236
   Google Scholar
• DuffeL.AikenheadG.Curriculum change, student evaluation, and teacher practical knowledgeScience Education1992765493506
   Web of Science ®Google Scholar
• DuschlR. A.GitomerD. H.Epistemological perspectives on conceptual change: Implications for educational practiceJournal of Research in Science Teaching1991289839858
   Web of Science ®Google Scholar
• EbenezarJ. V.HayA.Preservice teachers' meaning-making in science instruction: A case study in ManitobaInternational Journal of Science Education199517193105
   Web of Science ®Google Scholar
• EnochsL. G.ScharmannL. C.RiggsI. M.The relationship of pupil control to preservice elementary science teacher self-efficacyScience Education19957916375
   Web of Science ®Google Scholar
• EricksonG.Mayer-SmithJ.RodriguezA.ChinP.MitchelI.Perspectives on learning to teach science: Insights and dilemmas from a collaborative practicum projectInternational Journal of Science Education1994165585597
   Web of Science ®Google Scholar
• FernándezJ.ElorteguiN.Qué piensan los profesores acerca de como se debe ensenarEnseñanza de las Ciencias1996143331342
   Google Scholar
• FraserB. J.GabelD.Research on classroom and school climateHandbook of research on science teaching and learning1994New YorkMacmillan493541
   Google Scholar
• FurióC.GilD.Pessoa de CarvalhoA. M.SalcedoL. E.La formación inicial del profesorado de educación secundaria: Papel de las didácticas especialesInvestigación en la Escuela199216721
   Google Scholar
• Gess-NewsomeJ.LedermanN. G.Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessmentScience Education19937712545
   Web of Science ®Google Scholar
• GilD.Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizajeEnseñanza de las Ciencias1993112197212
   Google Scholar
• GlassonG. E.LalikR. V.Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practicesJournal of Research in Science Teaching1993302187207
   Web of Science ®Google Scholar
• Grimellini, N., & Pecori, B. (1988, April). Conceptual change and science teacher training: A constructivist perspective. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
   Google Scholar
• GustafsonB. J.RowellP. M.Elementary preservice teacher: Constructing conceptions about learning science, teaching science and the nature of scienceInternational Journal of Science Education1995175585605
   Web of Science ®Google Scholar
• GunstoneR. F.NorthfieldJ. R.Metacognition and learning to teachInternational Journal of Science Education1994165523537
   Web of Science ®Google Scholar
• HackerR. G.A model for the professional development of student teachers of scienceInternational Journal of Science Education1988102203210
   Web of Science ®Google Scholar
• HardyT.KirkwoodV.Towards creating effective learning environments for science teachers: The role of science educators in the tertiary settingInternational Journal of Science Education1994162231251
   Web of Science ®Google Scholar
• HashwehM. Z.Effects of science teachers' epistemological beliefs in teachingJournal of Research in Science Teaching19963314763
   Web of Science ®Google Scholar
• HewsonP. W.MonteroM. L.VezJ. M.Constructivism and reflective practice in science teacher educationLas didácticas específicas en la formación del profesorado1993Santiago, SpainTórculo259275
   Google Scholar
• Horak, W. J. (1980, April). An analysis and comparison of elementary preservice and inservice teachers' beliefs about science teachers' classroom behaviors. Paper presented at the meeting of the National Association for Research in Science Teaching, Boston, MA.
   Google Scholar
• HuibregtseI.KorthagenF.WubbelsT.Physics teachers' conceptions of learning, teaching and professional developmentInternational Journal of Science Education1994165539561
   Web of Science ®Google Scholar
• HuinkerD.MadisonS. K.Preparing efficacious elementary teachers in science and mathematics: The influence of methods coursesJournal of Science Teacher Education199782107126
   Google Scholar
• JiménezM. P.BlancoL.MelladoV.Comparando teorias: La reflexión epistemológica sobre la naturaleza de la ciencia en la formación del profesoradoLaformación del profesorado de ciencias y matemáticas en España y Portugal1995Badajoz, SpainDiputación Provincial267280
   Google Scholar
• KaganD.Professional growth among preservice and beginning teachersReview of Educational Research1992622129170
   Web of Science ®Google Scholar
• KamenM.A teacher's implementation of authentic assessment in an elementary science classroomJournal of Research in Science Teaching1996338859877
   Web of Science ®Google Scholar
• KoulaidisV.OgbornJ.Science teachers' philosophical assumptions: How well do we understand them?International Journal of Science Education1995173273283
   Web of Science ®Google Scholar
• KrugerC.PalacioD.SummersM.Surveys of English primary teachers' conceptions of force, energy, and materialsScience Education1992764339351
   Web of Science ®Google Scholar
• LedermanN. G.Students' and teachers' conceptions of the nature of science: A review of the researchJournal of Research in Science Teaching1992294331359
   Web of Science ®Google Scholar
• LópezJ. I.El pensamiento del profesor sobre el conocimiento de los alumnosInvestigación en la Escuela1994225866
   Google Scholar
• LoudenW.WallaceJ.Knowing and teaching science: The constructivist paradoxInternational Journal of Science Education1994166649657
   Web of Science ®Google Scholar
• LoughranJ.Bridging the gap: An analysis of the needs for second year science teachersScience Education1994784365386
   Web of Science ®Google Scholar
• MarceloC.Introducción a la formación del profesorado: Teoria y metodos1990Sevilla, SpainUniversidad de Sevilla
   Google Scholar
• MarceloC.MonteroM. L.CebreiroB.ZabalzaM. A.Investigaciones sobre práctìcas en los ultimos años: Que nos aportan para la mejora cualitativa de las practicasElpracticum en la formación de profesionales: Problemas y desafios1994Santiago, SpainTórculo339361
   Google Scholar
• Martín-DiazM. J.KempaR. F.Los alumnos prefieren diferentes estrategias didácticas de la enseñanza de las ciencias en función de sus caracteristicas motivacionalesEnseñanza de las Ciencias1991915968
   Google Scholar
• MelladoV.Concepciones y prácticas de aula de profesores de ciencias, en formación inicial de primaria y secundariaEnseñanza de las Ciencias1996143289302
   Google Scholar
• MelladoV.Preservice teachers' classroom practice and their conceptions of the nature of scienceScience and Education199764331354
   Google Scholar
• Mellado, V. (in press). Preservice teachers' classroom practice and their conceptions of the nature of science. In K. Tobin & B. Fraser (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• MelladoV.CarracedoD.Contribuciones de la filosofía de la ciencia a la didáctica de las cienciasEnseñanza de las Ciencias1993113331339
   Google Scholar
• MelladoV.GonzálezT.Las prácticas de enseñanza en la EU de Magisterio de BadajozCampo Abierto19929283301
   Google Scholar
• MitchenerC. P.AndersonR. D.Teachers' perspective: Developing and implementing an STS curriculumJournal of Research in Science Teaching1989264351369
   Web of Science ®Google Scholar
• MonteroM. L.CebreiroB.ZabalzaM. A.El practicum en la formación de profesionales: Problemas y desafios1994Santiago, SpainTórculo
   Google Scholar
• NealeD. C.SmithD. C.JohnsonV. G.Implementing conceptual change teaching in primary scienceThe Elementary School Journal199092109131
   Web of Science ®Google Scholar
• Neale, D. C., Smith, D. C., & Wier, E. A. (1987, April). Teacher thinking in elementary science instruction. Paper presented at the meeting of the American Educational Research Association, Washington, DC.
   Google Scholar
• NicholsS. E.TippinsD.WiesemanK.A toolkit for developing critically reflective science teachersJournal of Science Teacher Education19978277106
   Google Scholar
• OgbornJ.MartinsI.Metaphorical understanding and scientific ideasInternational Journal of Science Education1996186631652
   Web of Science ®Google Scholar
• OstermannF.MoreiraM. A.O ensino de fisica na formação de professores de 1° a 4° series do 1° grau: Entrevistas com docentesCaderno Catarinense Ensino Fisica199073171182
   Google Scholar
• PajaresR.Teachers' beliefs and educational research: Cleaning up a messy constructReview of Educational Research1992623307332
   Web of Science ®Google Scholar
• Porlan, R. (1989). Teoria del conocimiento, teoria de la ensenanza y desarrollo profesional: Las concepciones epistemologicas de los profesores. Unpublished doctoral dissertation, University of Sevilla, Sevilla, Spain.
   Google Scholar
• PorlanR.AzcarateP.MartinR.MartinJ.RiveroA.Conocimiento profesional deseable y profesores innovadores: Fundamentos y principios formativosInvestigación en la Escuela1996292338
   Google Scholar
• PosnerG. J.StrikeK. A.HewsonP. W.GertzogA.Accommodation of a scientific conception: Toward a theory of conceptual changeScience Education1982662211227
   Google Scholar
• RothW.-M.Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responsesJournal of Research in Science Teaching1996337709736
   Web of Science ®Google Scholar
• SandersL. R.BorkoH.LockardJ. D.Secondary science teachers knowledge base when teaching science courses in and out of their area of certificationJournal of Research in Science Teaching1993307723736
   Web of Science ®Google Scholar
• SchoenbergerM.RussellT.Elementary science as a little added frill: A report of two case studiesScience Education1986705519538
   Web of Science ®Google Scholar
• SchoenD.The reflective practitioner1983New YorkBasic Books
   Google Scholar
• SequeiraM.LeiteL.DuarteM. C.Portuguese science teachers' education, attitudes, and practice relative to the issue of alternative conceptionsJournal of Research in Science Teaching1993308845856
   Web of Science ®Google Scholar
• ShroyerM. G.WrightE. L.Ramey-GassertL.An innovative model for collaborative reform in elementary school science teachingJournal of Research in Science Teaching1996308151168
   Google Scholar
• ShulmanL. S.Those who understand: Knowledge growth in teachingEducational Researcher1986152414
   Google Scholar
• ShulmanL. S.MonteroL.VezJ. M.Renewing the pedagogy of teacher education: The impact of subject-specific conceptions of teachingLas didáctcas especificas en la formación del profesorado1993Santiago, SpainTórculo5369
   Google Scholar
• ShymanskyJ. A.KyleN. C.Jr.Establishing a research agenda: Critical issues of science curriculum reformJournal of Research in Science Teaching1992198749778
   Google Scholar
• ShymanskyJ. A.WoodworthG.NormanO.DunkhaseJ.MatthewsC.Chin-TangL.A study of changes in middle school teachers' understanding of selected ideas in science as a function of an inservice program focusing on students' preconceptionsJournal of Research in Science Teaching1993307733755
   Web of Science ®Google Scholar
• SmithD. C.NealeD. C.The construction of subject-matter knowledge in primary science teachingAdvances in Research on Teaching19912187243
   Google Scholar
• SmithE. L.BlakesleeT. D.AndersonC. W.Teaching strategies associated with conceptual change learning in scienceJournal of Research in Science Teaching1993302111126
   Web of Science ®Google Scholar
• StoddartT.ConnellM.StofflettR.PeckD.Reconstructing elementary teacher candidates' understanding of math and science contentTeaching and Teacher Education199393229241
   Web of Science ®Google Scholar
• StodolskyS. S.La importancia del contenido en la enseñanza: Actividades en las clases de matemáticas y ciencias sociales1991Madrid, SpainMEC-PAIDOS
   Google Scholar
• StofflettR. T.The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher educationJournal of Research in Science Teaching1994318787810
   Web of Science ®Google Scholar
• StofflettR. T.StoddartT.The ability to understand and use conceptual change pedagogy as a function of prior learning experienceJournal of Research in Science Teaching19943113151
   Web of Science ®Google Scholar
• TamirP.Views and beliefs of Israel preservice teachers on teaching and learningJournal of Educational Research199184239244
   Web of Science ®Google Scholar
• TobinK.Referents for making sense of science teachingInternational Journal of Science Education1993153241254
   Web of Science ®Google Scholar
• TobinK.FraserB. J.What does it mean to be an exemplary science teacher?Journal of Research in Science Teaching1990271325
   Web of Science ®Google Scholar
• TobinK.TippinsD. J.GallardA. J.GabelD. L.Research on instructional strategies for teaching scienceHandbook of research on science teaching and learning1994New YorkMacmillan4593
   Google Scholar
• TrindaleV.OliveiraV.A formação inicial dos professores e as disciplinas de didactica das ciencias no Universidade de EvoraRevista de Educação1993327782
   Google Scholar
• VitaleM. R.RomanceN. R.Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudesJournal of Research in Science Teaching1992299915928
   Web of Science ®Google Scholar
• WallaceJ.LoudenW.Science teaching and teachers' knowledge: Prospect for reform of elementary classroomsScience Education1992765507521
   Web of Science ®Google Scholar
• WanderseeJ. H.MintzesJ. J.NovakJ. D.GabelD.Research on alternative conceptions in scienceHandbook of research in science teaching and learning1994New YorkMacmillan177210
   Google Scholar
• WattD.An analysis of teacher questioning behavior in constructivist primary science education using a modification of a descriptive system designed by Barned and Todd (1977)International Journal of Science Education1996185601613
   Web of Science ®Google Scholar
• YagerR. E.PenickJ. E.Perceptions of four age groups toward science classes, teachers, and the values of scienceScience Education1986185601613
   Google Scholar
• YoungB. Y.KelloggT.Science attitudes and preparation of preservice elementary teachersScience Education1993773279291
   Web of Science ®Google Scholar
• ZabalzaM. A.La formación práctica de los profesores1990Santiago, SpainTórculo
   Google Scholar
• ZeichnerK. M.Alternative paradigms of teacher educationJournal of Teacher Education198334339
   Web of Science ®Google Scholar