359
Views
2
CrossRef citations to date
0
Altmetric
Research Article

What do students think they should know about vertebrate fish?

, , &

References

  • Alda, B., and F. Luis. 2015. “La biología en enseñanzas medias y primer curso de la Universidad: análisis de los currículos oficiales mediante ontologías semánticas.” PhD diss., Spain: University of Zaragoza.
  • Barmby, P., P. M. Kind, and K. Jones. 2008. “Examining Changing Attitudes in Secondary School Science.” International Journal of Science Education 30 (8): 1075–1093. doi:10.1080/09500690701344966.
  • Chin, C., and J. Osborne. 2008. “Students’ Questions: A Potential Resource for Teaching and Learning Science.” Studies in Science Education 44: 1–39. doi:10.1080/03057260701828101.
  • Coetzee, D., S. Lim, A. Fox, B. Hartmann, and M. A. Hearst. 2015. “Structuring Interactions for Large-Scale Synchronous Peer Learning.” In CSCW ’2015 Proceeding sof the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, 1139–1152. New York: ACM.
  • Ebenezer, J. V., and U. Zoller. 1993. “Grade 10 Students’ Perceptions of and Attitudes toward Science Teaching and School Science.” Journal of Research in Science Teaching 30: 175–186. doi:10.1002/tea.3660300205.
  • Franklin, S., M. Peat, and A. Lewis. 2002. “Traditional versus Computer-Based Dissections in Enhancing Learning in a Tertiary Setting: A Student Perspective.” Journal of Biological Education 36 (3): 124–129. doi:10.1080/00219266.2002.9655817.
  • Fraser, B. J. 2007. “Classroom Learning Environments.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 103–124. Mahwah, NJ: Lawrence Erlbaum.
  • Fraser, B. J., and H. J. Walberg. 2005. “Research on Teacher-Student Relationships and Learning Environments: Context, Retrospect and Prospect.” International Journal of Educational Research 43: 103–109. doi:10.1016/j.ijer.2006.03.001.
  • George, R. 2006. “A Cross-Domain Analysis of Change in Students’ Attitudes toward Science and Attitudes about the Utility of Science.” International Journal of Science Education 28 (6): 571–589. doi:10.1080/09500690500338755.
  • Gil Quílez, M. J., M. de la Gándara Gómez, M. E. Dies Álvarez, and B. Martínez Peña. 2011. “Animales extraordinarios: construcción y uso de modelos en la Escuela Primaria.” Investigación en la Escuela 74: 89–100.
  • Gil-Flores, J. 2012. “Actitudes del alumnado español hacia las ciencias en la evaluación PISA 2006.” Enseñanza de las Ciencias 30 (2): 131–152.
  • Graesser, A., and N. K. Person. 1994. “Question Asking during Tutoring.” American Educational Research Journal 31: 104–137. doi:10.3102/00028312031001104.
  • Harlen, W. 2004. Teaching, Learning and Assessing Science. London: Paul Chapman Publishing PCP.
  • Hoffman, J. 2003. “Multiage Teachers’ Beliefs and Practices.” Journal of Research in Childhood Education 18 (1): 5–17. doi:10.1080/02568540309595019.
  • Holstermann, N., D. Grube, and S. Bögeholz. 2009. “The Influence of Emotion on Students´ Performance in Dissection Exercises.” Journal of Biological Education 43 (4): 164–168. doi:10.1080/00219266.2009.9656177.
  • Kattman, U. 2001. “Aquatics, Flyers, Creepers and Terrestrials- Students’ Conceptions of Animal Classification.” Journal of Biological Education 35 (5): 141–147. doi:10.1080/00219266.2001.9655763.
  • NRC (National Research Council). 2000. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press.
  • NSTA (National Science Teachers Association). 2005. “Responsible Use of Live Animals and Dissection in the Science Classroom.” NSTA Position Statement. Accessed 29 May 2009. www.nsta.org/about/positions/animals.aspx
  • Osborne, J., and J. Dillon. 2008. “Science Education in Europe: Critical Reflections.” A Report to the Nuffield Foundation. London: Nuffield Foundation.
  • Osborne, J., S. Simon, and S. Collins. 2003. “Attitudes Towards Science: A Review of the Literature and Its Implications.” International Journal of Science Education 25 (9): 1049–1079. doi:10.1080/0950069032000032199.
  • Palmer, D. H. 2009. “Student Interest Generated during and Inquiry Skills Lesson.” Journal of Research in Science Teaching 46 (2): 147–165. doi:10.1002/tea.20263.
  • Pedrinaci, E., A. Caamaño, P. Cañal, and A. de Pro. 2012. 11 ideas clave. El desarrollo de la competencia científica [11 key ideas. The development of scientific competence]. Barcelona: Graó.
  • Potvin, P., and A. Hasni. 2014. “Interest, Motivation and Attitude Towards Science and Technology at K-12 Levels: A Systematic Review of 12 Years of Educational Research.” Studies in Science Education 50 (1): 85–129. doi:10.1080/03057267.2014.881626.
  • Roca, M., C. Márquez, and N. Sanmartí. 2013. “Las preguntas de los alumnos: una propuesta de análisis.” Enseñanza de las Ciencias 31 (1): 95–114.
  • Rodrigues, A., and C. Mattos. 2011. “Contexto, negociación y actividad en una clase de física.” Enseñanza de las Ciencias 29 (2): 263–274.
  • Solbes, J., R. Montserrat, and C. Furió. 2007. “El desinterés del alumnado hacia el aprendizaje de la ciencia: implicaciones en su enseñanza.” Didáctica de las Ciencias Experimentales y Sociales 21: 91–117.
  • Swarat, S., A. Ortony, and W. Revelle. 2012. “Activity Matters: Understanding Student Interest in School Science.” Journal of Research in Science Teaching 49 (4): 515–537. doi:10.1002/tea.21010.
  • Topping, K. J. 2005. “Trends in Peer Learning.” Educational Psychology 25 (6): 631–645. doi:10.1080/01443410500345172.
  • Torres, T. 2013. “Preguntas de los estudiantes sobre dispositivos experimentales en distintas situaciones didácticas: Génesis y tipología.” PhD diss., Spain: University of Valencia.
  • Valle, A., A. González, and S. Rodríguez. 2006. “Reflexiones sobre la motivación y el aprendizaje a partir de la ley orgánica de educación (L.O.E.): ‘del dicho al hecho…’.” Papeles del Psicólogo 27 (3): 135–138.
  • Wartofsky, M. W. 1976. Introducción a la filosofía de la ciencia [Introduction to the philosophy os science]. Madrid: Alianza Universidad.
  • Wheeler, A. G. 1993. “Justifying the Dissection of Animals in Biology Teaching.” Australian Science Teachers Journal 39: 30–35.
  • Windschitl, M. 2003. “Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?” Science Education 87 (1): 112–143. doi:10.1002/sce.10044.
  • Wubbels, T., and M. Brekelmans. 2005. “Two Decades of Research on Teacher-Student Relationships in Class.” International Journal of Educational Research 43: 6–24. doi:10.1016/j.ijer.2006.03.003.

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.