427
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

, , , , &

References

  • Abd-El-Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45, 835–855. doi: 10.1002/tea.20226
  • Baker, D. (2002). The peer review process in science education journals. Research in Science Education, 32, 171–180. doi: 10.1023/A:1016073927593
  • Barab, S. A., & Hay, K. E. (2001). Doing science at the elbows of experts: Issues related to science apprenticeships. Journal of Research in Science Teaching, 1, 70–102. doi: 10.1002/1098-2736(200101)38:1<70::AID-TEA5>3.0.CO;2-L
  • Bell, R., Blair, L., Crawford, B., & Lederman, N. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487–509. doi: 10.1002/tea.10086
  • Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 35, 1057–1061.
  • Chinn, C. A., & Hmelo-Silver, C. E. (2002). Authentic inquiry: Introduction to the special section. Science Education, 86, 171–174. doi: 10.1002/sce.10000
  • Cohen, L., & Manion, L. (1994). Research methods in education (pp. 233–251). London: Routledge.
  • Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Saloman (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge: Cambridge University Press.
  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42. doi: 10.1207/s15327809jls1301_2
  • Driver, R., Asoko, H., Leach, J. Mortimer, E. F., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12. doi: 10.3102/0013189X023007005
  • Engeström, Y. (2001). Expansive learning at work: Towards an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156. doi: 10.1080/13639080020028747
  • Engeström, Y., & Mietinnen, R. (1999). Introduction. In Y. Engeström, R. Mietinnen, & R. Punamäki (Eds.), Perspectives on activity theory (pp. 1–16). New York: Cambridge University Press.
  • Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education – A pedagogical justification and the state-of-the-art in Israel, Germany, and The USA. International Journal of Science and Mathematics Education, 9, 1459–1483. doi: 10.1007/s10763-010-9273-9
  • Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791–806. doi: 10.1002/tea.20072
  • Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29, 1347–1362. doi: 10.1080/09500690601007549
  • Hsu, P.-L., van Eijck, M., & Roth, W.-M. (2010). Students’ representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective. International Journal of Science Education, 32, 1243–1266. doi: 10.1080/09500690903029563
  • Issroff, K., & Scalon, E. (2002). Using technology in higher education: An activity theory perspective. Journal of Computer Assisted Learning, 18, 77–83. doi: 10.1046/j.0266-4909.2001.00213.x
  • Janesick, V. J. (2000). The choreography of qualitative research design. In H. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 379–399). Thousand Oaks, CA: Sage.
  • Kahveci, A., Gilmer, P. J., & Southerland, S. A. (2008). Understanding chemistry professors’ use of educational technologies: An activity theoretical approach. International Journal of Science Education, 30, 325–351. doi: 10.1080/09500690601188638
  • Kass, H., & Macdonald, A. L. (1999). The learning contribution of student self-directed building activity in science. Science Education, 83, 449–471. doi: 10.1002/(SICI)1098-237X(199907)83:4<449::AID-SCE4>3.0.CO;2-N
  • Krajcik, J. S., Blumenfeld, P., Marx, R. W., Bass, K. M., Fredericks, J., & Solloway, E. (1998). Middle school students’ initial attempts at inquiry in project-based science classrooms. Journal of the Learning Sciences, 7, 313–350. doi: 10.1080/10508406.1998.9672057
  • Larochelle, M., & Désautel, J. (2002). On peers those ‘particular friends’. Research in Science Education, 32, 181–189. doi: 10.1023/A:1016026011664
  • Lee, H.-S., & Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25, 923–948. doi: 10.1080/09500690305023
  • Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296–316. doi: 10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
  • Leont'ev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall.
  • Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44, 1318–1347. doi: 10.1002/tea.20191
  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
  • van Rens, L., Pilot, A., & Van Dijk, H. (2005). Enhancement of quality in chemical inquiry by pre-university students. International Journal of Science and Mathematics Education, 2, 493–509. doi: 10.1007/s10763-004-2893-1
  • van Rens, L., Pilot, A., & van der Schee, J. (2010). A framework for teaching scientific inquiry in upper secondary school chemistry. Journal of Research in Science Teaching, 47, 788–806. doi: 10.1002/tea.20357
  • van Rens, L., van Muijlwijk, J., Beishuizen, J., & van der Schee, J. (2013). Upper secondary chemistry students in a pharmacochemistry research community. International Journal of Science Education, 35, 1012–1036. doi: 10.1080/09500693.2011.591845
  • Roth, W.-M. (1996). Knowledge diffusion in a grade 4-5 classroom during a unit of civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14, 170–220. doi: 10.1207/s1532690xci1404_3
  • Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263–291. doi: 10.1002/sce.10113
  • Roth, W.-M., & Lee, Y.-J. (2006). Contradictions in theorizing and implementing communities. Review of Educational Research, 1, 186–255.
  • Roth, W.-M., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on/from the dihybrid cross: An activity theoretical study of learning in co-teaching. Journal of Research in Science Teaching, 39, 253–282. doi: 10.1002/tea.10018
  • Shibley, I. A., Milakofsky, L. M., & Nicotera, C. L. (2001). Incorporating a substantial writing assignment into organic chemistry: Library research, peer review and assessment. Journal of Chemical Education, 78, 50–53. doi: 10.1021/ed078p1193
  • Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry's lack of relevance in secondary school chemical education. International Journal of Science Education, 13, 1635–1651. doi: 10.1080/0950069042000205378
  • Van den Akker, J., Gravemeijer, K., McKenny, S., & Nieveen, N. (2006). Educational design research. London: Routledge.
  • Van Eijck, M. W., & Roth, W.-M. (2008). Representations of scientists in Canadian high school and college textbooks. Journal of Research in Science Teaching, 45, 1059–1082. doi: 10.1002/tea.20259
  • Wells, G. (2000). Vygotskian perspectives on literacy research. In C. D. Lee & P. Smagorinsky (Eds.). Dialogic inquiry in education: Vuilding on the legacy of Vygotsky (pp. 51–85). New York: Cambridge University Press.
  • Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941–967. doi: 10.1002/sce.20259
  • Witte, R. S., & Witte, J. S. (2004). Statistics (7th ed.). New York: John Wiley & Sons.

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.