Teachers' Adequacy of Subject Knowledge in Primary Science: Assessing constructivist approaches from a sociocultural perspective

References

• Ball , D. 1998 . “ What do students know? Facing challenges of distance, context and desire in trying to hear children ” . In International handbook of teachers and teaching , Edited by: Biddle , B. J. , Good , T. L. and Goodson , I. F. Dordrecht, , The Netherlands : Kluwer .
   Google Scholar
• Bredo , E. 1997 . “ The social construction of learning ” . In Handbook of academic learning: Construction of knowledge , Edited by: Phye , G. D. CA : Academic Press .
   Google Scholar
• Bredo , E. 1999 . “ Reconstructing educational psychology ” . In Learners, learning & assessment , Edited by: Murphy , P. London : Paul Chapman Publishing .
   Google Scholar
• Barnes , B. 1974 . Scientific knowledge and sociological theory , London : Routledge & Kegan Paul .
   Google Scholar
• Barnes , B. 1982 . T. S. Kuhn and social science , London : Macmillan .
   Google Scholar
• Brown , A. L. and Palinscar , A. S. 1989 . “ Guided, cooperative learning and individual knowledge acquisition ” . In Knowing, learning and instruction , Edited by: Resnick , L. B. Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Brown , J. S. , Collins , A. and Duguid , P. 1989 . “ Situated cognition and the culture of learning ” . In Educational Researcher, January–February 32 – 42 .
   Google Scholar
• Bruner , J. 1986 . Actual minds, possible worlds , Cambridge, MA : Harvard University Press .
   Google Scholar
• Cobb , P. 1994 . Where is the mind? Constructivist and sociocultural perspectives on mathematical development . Educational Researcher , 23 (7) : 13 – 20 .
   Google Scholar
• Collins , A. , Brown , J. S. and Newman , S. E. 1989 . “ Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics ” . In Knowing, learning, and instruction , Edited by: Resnick , L. B. Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Duckworth , E. 1987 . The having of wonderful ideas , New York : Teachers College Press .
   Google Scholar
• Denzin , N. K. and Lincoln , Y. S. , eds. 1994 . Handbook of qualitative research , Thousand Oaks, CA : Sage .
   Google Scholar
• Driver , R. 1984 . “ A review of research into children’s thinking and learning in science ” . In Learning, doing and understanding in science: The proceedings of a conference , Edited by: Bell , B. , Watts , W. and Ellington , K. London : Woolley Hall .
   Google Scholar
• Driver , R. and Oldham , V. 1986 . A constructivist approach to curriculum development in science . Studies in Science Education , 13 : 105 – 122 .
   Google Scholar
• Edwards , A. 2005 . Let’s get beyond community and practice: the many meanings of learning by participating . The Curriculum Journal , 16 (1) : 49 – 65 .
   Google Scholar
• Engestörm , Y. 1988 . How to do research on activity? . The Quarterly Newsletter of the Laboratory of Comparative Human Cognition , 10 (2) : 30 – 31 .
   Google Scholar
• Gagné , R. M. 1970 . The conditions of learning , New York : Rinehart & Winston .
   Google Scholar
• Greeno , J. G. , Pearson , P. D. and Schoenfeld , A. H. 1999 . “ Achievement and theories of knowing and learning ” . In Learning and knowledge , Edited by: McCormick , R. and Paechter , C. London : Paul Chapman Publishing .
   Google Scholar
• Guile , D. and Young , M. 1998 . Apprenticeship as a conceptual basis for a social theory of learning . Journal of Vocational Education and Training , 50 (2) : 173 – 192 .
   Google Scholar
• Harlen , W. . Primary teachers’ understanding of science and its impact in the classroom . Paper presented at The British Educational Research Association . Lancaster.
   Google Scholar
• Harlen , W. 1997 . Teachers’ subject knowledge and understanding and the teaching of science at the primary level . Science Teacher Education , 19 : 6 – 7 .
   Google Scholar
• Harlen , W. 1999 . Effective teaching of science: A review of research , Edinburgh, , Scotland : The Scottish Council for Research in Education .
   Google Scholar
• Harlen , W. 2000 . The teaching of science in primary schools , London : David Fulton Publishers .
   Google Scholar
• Harlen , W. and Holroyd , C. 1995 . Primary teachers’ understanding of concepts in science and technology , Edinburgh, , Scotland : The Scottish Council for Research in Education .
   Google Scholar
• Harlen , W. and Holroyd , C. 1996 . Primary teachers’ understanding of concepts in science: impact on confidence and teaching . International Journal of Science Education , 19 (1) : 93 – 105 .
   Google Scholar
• Harlen , W. and Osborne , R. 1985 . A model for learning and teaching applied to primary science . Journal of Curriculum Studies , 17 (2) : 133 – 146 .
   Web of Science ®Google Scholar
• Hiebert , J. and Lefevre , P. 1986 . “ Conceptual and procedural knowledge in mathematics: an introductory analysis ” . In Conceptual and procedural knowledge: The case of mathematics , Edited by: Hiebert , J. London : Lawrence Erlbaum Associates .
   Google Scholar
• Keller , C. and Keller , J. D. 1993 . “ Thinking and acting with iron ” . In Understanding practice , Edited by: Chaiklin , S. and Lave , J. Cambridge, , England : Cambridge University Press .
   Google Scholar
• Klausmeier , J. H. , Ghatala , E. S. and Frayer , D. A. 1974 . Conceptual learning and development—A cognitive view , New York : Academic Press .
   Google Scholar
• Kruger , C. , Palacio , D. and Summers , M. 1990 . A survey of primary school teachers’ conceptions of force and motion . Educational Researcher , 32 (2) : 83 – 95 .
   Web of Science ®Google Scholar
• Kruger , C. , Palacio , D. and Summers , M. 1992 . Surveys of English primary school teachers’ conceptions of force, energy and materials . Science Education , 76 : 339 – 351 .
   Web of Science ®Google Scholar
• Kruger , C. and Summers , M. 1989 . An investigation of some primary teachers’ understanding of changes in materials . School Science Review , 71 (255) : 17 – 27 .
   Google Scholar
• Lave , J. 1988 . Cognition in practice: Mind, mathematics, and culture in everyday life , Cambridge, , England : Cambridge University Press .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , Cambridge, , England : Cambridge University Press .
   Google Scholar
• Mant , J. and Summers , M. 1995 . Some primary‐school teachers’ understanding of the Earth’s place in the Universe . Research Papers in Education , 10 (1) : 101 – 129 .
   Google Scholar
• Murphy , P. 1999 . “ Supporting collaborative learning: a gender dimension ” . In Learners, learning, and assessment , Edited by: Murphy , P. London : Paul Chapman Publishing .
   Google Scholar
• Newman , D. , Griffin , P. and Cole , M. 1989 . The construction zone: Working for cognitive change in school , Cambridge, England : Cambridge University Press .
   Google Scholar
• Osborne , J. and Simon , S. 1996 . Primary science: Past and future directions . Studies in Science Education , 26 : 99 – 147 .
   Google Scholar
• Putman , R. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 (1) : 4 – 15 .
   Google Scholar
• Rogoff , B. 1990 . Apprenticeship in thinking: Cognitive development in social context , Oxford, , England : Oxford University Press .
   Google Scholar
• Rogoff , B. 1994 . Developing understanding of the idea of communities of learners . Mind, Culture, and Activity , 1 : 209 – 229 .
   Google Scholar
• Rosebery , A. 1998 . “ Investigating a teacher’s questions through video ” . In Boats, balloons, and classroom video: Science teaching as inquiry , Edited by: Rosebery , A. and Warren , B. Portsmouth, NH : Heinemann .
   Google Scholar
• Rosebery , A. and Puttick , G. 1998 . Teacher professional development as situated sense‐making: A case study in science education . Science Education , 82 : 649 – 677 .
   Web of Science ®Google Scholar
• Roth , W.‐M. 1995 . Authentic school science , Boston, MA : Kluwer Academic Publishers .
   Google Scholar
• Roth , W.‐M. 1996 . Art and artifact of children’s designing: a situated cognition perspective . Journal of the Learning Sciences , 5 : 129 – 166 .
   Web of Science ®Google Scholar
• Roth , W.‐M. 1999 . “ Authentic school science: Intellectual traditions ” . In Learning and knowledge , Edited by: McCormick , R. and Paechter , C. London : Paul Chapman Publishing .
   Google Scholar
• SPACE . 1987–1990 . Science processes and concept exploration (SPACE) project , University of London, King’s College and University of Liverpool .
   Google Scholar
• Summers , M. 1994 . Science in the primary school: the problem of teachers’ curricular expertise . The Curriculum Journal , 5 (5) : 179 – 193 .
   Google Scholar
• Summers , M. and Kruger , C. 1990 . “ Research into English primary school teachers’ understanding of the concept of energy ” . In Primary science: the challenge of the 1990s , Edited by: Newton , L. D. Clevedon, , England : Multilingual Matters .
   Google Scholar
• Summers , M. and Kruger , C. 1992 . Research into English primary school teachers’ understanding of the concept of energy . Evaluation and Research in Education , 6 (2&3) : 95 – 111 .
   Google Scholar
• Summers , M. , Kruger , C. and Mant , J. 1997a . Teaching electricity effectively: A research‐based guide for primary science , Hatfield, , England : The Association for Science Education: Primary School Teachers and Science (PSTS) Project .
   Google Scholar
• Summers , M. , Kruger , C. and Mant , J. 1997b . “ A particle approach to the teaching of electricity and simple circuits ” . In Proceedings of the 3rd Summer Conference for Teacher Education in Primary Science: Developing the ‘Right Kind of Teacher’ in Primary Science , University of Durham, School of Education .
   Google Scholar
• Summers , M. , Kruger , C. , Mant , J. and Childs , A. 1998 . Developing primary teachers’ understanding of energy efficiency . Educational Researcher , 40 (3) : 311 – 327 .
   Google Scholar
• Summers , M. and Mant , J. 1995 . A misconceived view of subject‐matter knowledge in primary science education: a response to Golby et al. “Some researchers understanding of primary teaching” . Research Papers in Education , 10 (3) : 303 – 307 .
   Google Scholar
• Summers , M. and Mant , J. 1998 . A view from the PSTS project . Primary Science Review , 52 : 12 – 14 .
   Google Scholar
• Tobin , K. 1998 . “ Sociocultural perspectives on the teaching and learning of science ” . In Constructivism and education , Edited by: Larochelle , M. , Bednarz , N. and Garrison , J. Cambridge, , England : Cambridge University Press .
   Google Scholar
• Traianou , A. 2003 . Understanding teacher expertise in primary science: A sociocultural approach , The Open University, Faculty of Education and Language Studies . Unpublished Ph.D. thesis
   Google Scholar
• Traianou , A. 2006 . Understanding teacher expertise in primary science: a sociocultural approach , Rotterdam : SENSE Publishers .
   Google Scholar
• Warren , B. and Rosebery , A. 1996 . “ This question is just too easy! Students’ perspectives on accountability in science ” . In Innovations in learning: New environments for education , Edited by: Schauble , L. and Glaser , R. Mahwah, NJ : Erlbaum .
   Google Scholar
• Watts , M. 1983 . A study of alternative frameworks in school science , University of Surrey . Unpublished Ph.D. thesis
   Google Scholar
• Welzel , M. and Roth , W.‐M. 1998 . Do Interviews really assess students’ knowledge? . International Journal of Science Education , 20 (1) : 25 – 44 .
   Web of Science ®Google Scholar
• Wenger , E. 1998 . Communities of practice. learning, meaning, and identity , Cambridge, , England : Cambridge University Press .
   Google Scholar
• Wertsch , L. S. 1985 . Vygotsky and the social formation of mind , Cambridge, MA : Harvard University Press .
   Google Scholar