Critique in academic disciplines and active learning of academic content

References

• Ball , D. 1993 . With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics . Elementary School Journal , 93 (4) : 373 – 397 .
   Web of Science ®Google Scholar
• Billig , M. 1987 . Arguing and thinking , Cambridge : Cambridge University Press .
   Google Scholar
• Bridgman , P.W. 1936 . The nature of physical theory , Princeton, NJ : Princeton University Press .
   Google Scholar
• Brown , A.L. and Campione , J.C. 1994 . “ Guided discovery in a community of learners ” . In Classroom lessons: Integrating cognitive theory and classroom practice , Edited by: McGilly , K. 229 – 272 . Cambridge, MA : MIT Press .
   Google Scholar
• Brown , J.S. , Collins , A. and Duguid , P. 1989 . Situated cognition and the culture of learning . Educational Researcher , 18 : 32 – 42 .
   Google Scholar
• Chinn , C. and Malhotra , B. 2002 . Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks . Science Education , 86 : 175 – 218 .
   Web of Science ®Google Scholar
• Driver , R. , Newton , P. and Osborne , J. 2000 . Establishing the norms of scientific argumentation in classrooms . Science Education , 84 (3) : 287 – 312 .
   Web of Science ®Google Scholar
• Eberbach , C. and Crowley , K. 2008 . From everyday to scientific observation: How children learn to observe the biologist’s world . Review of Educational Research , 79 (1) : 39 – 68 .
   Google Scholar
• Elmore , R. , Peterson , P. and McCarthey , S. 1996 . Restructuring in the classroom , San Francisco : Jossey‐Bass .
   Google Scholar
• Ernst , P. 1996 . “ Varieties of constructivism: A framework for comparison ” . In Theories of mathematical learning , Edited by: Steffe , L.P. and Nesher , P. 335 – 350 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Ford , M.J. 2005 . The game, the pieces, and the players: Generative resources from alternative portrayals of experimentation . Journal of the Learning Sciences , 14 (4) : 49 – 487 .
   Google Scholar
• Ford , M.J. 2008a . Disciplinary authority and accountability in scientific practice and learning . Science Education , 92 : 404 – 423 .
   Web of Science ®Google Scholar
• Ford , M.J. 2008b . ‘Grasp of practice’ as a reasoning resource for inquiry and nature of science understanding . Science & Education , 17 (2/3) : 147 – 177 .
   Google Scholar
• Ford , M.J. and Forman , E.A. 2006 . “ Research on instruction and learning in science: Elaborating the design approach ” . In Sage handbook for research in education: Engaging ideas and enriching inquiry , Edited by: Conrad , C.F. and Serlin , R.C. 139 – 155 . Thousand Oaks, CA : Sage Publications .
   Google Scholar
• Goldman , S.R. and Bisanz , G.L. 2002 . “ Toward a functional analysis of scientific genres: Implications for understanding and learning processes ” . In The psychology of science text comprehension , Edited by: Otero , J. , Leon , J.A. and Graesser , A.C. 19 – 50 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Graff , G. 2003 . Clueless in academe: How schooling obscures the life of the mind , New Haven, CT : Yale University Press .
   Google Scholar
• Hacking , I. 1983 . Representing and intervening: Introductory topics in the philosophy of natural science , New York : Cambridge University Press .
   Google Scholar
• Hanson , N.R. 1958 . Patterns of discovery , Cambridge : Cambridge University Press .
   Google Scholar
• Hewson , P.W. and Hewson , M.G.A. 1984 . The role of conceptual conflict in conceptual change and the design of science instruction . Instructional Science , 13 : 1 – 13 .
   Web of Science ®Google Scholar
• Hunt , E. and Minstrell , J. 1994 . “ A cognitive approach to the teaching of physics ” . In Classroom lessons: Integrating cognitive theory and classroom practice , Edited by: McGilly , K. 51 – 74 . Cambridge, MA : MIT Press .
   Google Scholar
• Kang , S. , Scharmann , L.C. and Noh , T. 2004 . Reexamining the role of cognitive conflict in science concept learning . Research in science education , 34 (1) : 1573 – 1898 .
   Google Scholar
• Lampert , M. 1985 . How do teachers manage to teach? Perspectives on problems of practice . Harvard Educational Review , 55 (2) : 178 – 194 .
   Web of Science ®Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , New York : Cambridge University Press .
   Google Scholar
• Longino , H. 2002 . The fate of knowledge , Princeton, NJ : Princeton University Press .
   Google Scholar
• Matthews , M.R. 1997 . Introductory comments on philosophy and constructivism in science education . Science & Education , 6 : 5 – 14 .
   Google Scholar
• Matthews , M.R. , ed. 1998 . Constructivism in science education: A philosophical examination , Dordrecht : Kluwer .
   Google Scholar
• McGinn , M.K. and Roth , W.M. 1999 . Preparing students for competent scientific practice: Implications of recent research in science and technology studies . Educational Researcher , 28 (3) : 14 – 24 .
   Google Scholar
• Mill , J.S. 1913/1869 . On liberty , New York : Longman’s, Green, & Company .
   Google Scholar
• National Research Council . 2000 . Inquiry and the national science education standards , Washington, DC : National Academies Press .
   Google Scholar
• Osborne , J. 1996 . Beyond constructivism . Science Education , 80 (1) : 53 – 82 .
   Web of Science ®Google Scholar
• Pera , M. 1994 . The discourses of science , Chicago : University of Chicago Press .
   Google Scholar
• Phillips , L.A. and Norris , S.P. 1999 . Interpreting popular reports of science: What happens when the readers’ world meets the world on paper . International Journal of Science Education , 21 : 317 – 327 .
   Web of Science ®Google Scholar
• Rouse , J. 1996 . Engaging science: How to understand its practices philosophically , Ithaca, NY : Cornell University Press .
   Google Scholar
• Schwab , J.J. 1962 . The teaching of science as enquiry , Cambridge, MA : Harvard University Press .
   Google Scholar
• Sfard , A. 2008a . When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint . Journal of the Learning Sciences , 16 (4) : 567 – 615 .
   Google Scholar
• Sfard , A. 2008b . Thinking as communicating: Human development, the growth of discourses, and mathematizing , New York : Cambridge University Press .
   Google Scholar
• Solomon , J. 1994 . The rise and fall of constructivism . Studies in Science Education , 23 : 1 – 19 .
   Google Scholar
• Tabak , I. and Baumgartner , E. 2004 . The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding . Cognition and Instruction , 22 (4) : 393 – 429 .
   Google Scholar
• von Glasersfeld , E. 1995 . Radical constructivism: A way of knowing and learning , Washington, DC : Falmer Press .
   Google Scholar
• Whitehead , A.N. 1929 . The aims of education , Cambridge : Cambridge University Press .
   Google Scholar
• Windschitl , M. 2002 . Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers . Review of Educational Research , 72 (2) : 131 – 175 .
   Web of Science ®Google Scholar
• Wood , T. , Cobb , P. and Yackel , E. 1995 . “ Reflections on learning and teaching mathematics in elementary school ” . In Constructivism in education , Edited by: Steffe , L.P. and Gale , J. 401 – 422 . Hillsdale, NJ : Erlbaum .
   Google Scholar