Science teaching and reflection: incorporating new subject‐matter into teachers' classroom frames

References

• Ackoff , R. 1979 . The future operational research is past . Journal of Operational Research Society , 30 (2) : 93 – 104 .
   Web of Science ®Google Scholar
• Barnes , D. 1992 . “ The significance of teachers’ frames for testing ” . In Teachers and Teaching: From Classroom to Reflection , Edited by: Russell , T. and Munby , H. 9 – 32 . London : Falmer .
   Google Scholar
• Cossman , G. W. A comparison of the image of science found in two future oriented guideline documents for science education . The History and Philosophy of Science in Science Teaching: Proceedings of the First International Conference . Edited by: Heget , D. E. pp. 83 – 105 . Tallahassee : Florida State University .
   Google Scholar
• Driver , R. 1989 . “ The construction of scientific knowledge in school classrooms ” . In Doing Science: Images of Science in Science Education , Edited by: Millar , R. 83 – 106 . London : Falmer .
   Google Scholar
• Floden , R. E. , Buchmann , M. and Schwille , J. R. 1987 . Breaking with everyday experience . Teachers College Record , 88 : 485 – 506 .
   Web of Science ®Google Scholar
• Goldstein , M. and Goldstein , I. F. 1980 . How We Know. An Exploration of the Scientific Process , New York : DA Capo .
   Google Scholar
• Gudmundsdottir , S. 1990 . Values in pedagogical content knowledge . Journal of Teacher Education , 41 (3) : 44 – 52 .
   Web of Science ®Google Scholar
• Hawkins , D. 1974 . The Informed Vision: Essays on Learning and Human Nature , New York : Agathon .
   Google Scholar
• Kennedy , M. M. , ed. 1991 . Teaching Academic Subjects to Diverse Learners , New York : Teachers College Press .
   Google Scholar
• Kilbourn , B. 1990 . Constructive Feedback: Learning the Art , Toronto : OISE Press .
   Google Scholar
• Kilbourn , B. 1992 . “ Philosophical subject matter and classroom understandings: a case of history teaching ” . In Teachers and Teaching: From Classroom to Reflection , Edited by: Russell , T. and Munby , H. 90 – 108 . London : Falmer .
   Google Scholar
• Marks , R. 1990 . Pedagogical content knowledge: from a mathematical case to a modified conception . Journal of Teacher Education , 41 (3) : 3 – 11 .
   Web of Science ®Google Scholar
• Munby , H. 1980 . “ Criticizing the Piagetian orientation to research ” . In Seeing Curriculum in a New Light: Essays from Science Education , Edited by: Munby , H. , Orpwood , G. and Russell , T. 126 – 144 . Toronto : OISE .
   Google Scholar
• Ontario Ministry of Education . 1986 . Science in Primary and Junior Education: A Statement of Direction , Toronto : Ontario Ministry of Education .
   Google Scholar
• Ontario Ministry of Education . 1988 . Science is Happening Here: A Policy Statement for Science in the Primary and Junior Divisions 1988 , Toronto : Ontario Ministry of Education .
   Google Scholar
• Roberts , D. and Silva , D. 1968 . Curriculum design, teaching styles, and consequences for pupils . Sampling , 1 (4) : 16 – 28 .
   Google Scholar
• Schön , D. A. 1983 . The Reflective Practitioner: How Professionals Think in Action , New York : Basic .
   Google Scholar
• Schön , D. A. 1987 . Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions , San Francisco : Jossey‐Bass .
   Google Scholar
• Science Council of Canada . 1984 . Science for Every Student: Educating Canadians for Tomorrow's World , Ottawa : Science Council of Canada .
   Google Scholar
• Shulman , L. S. 1986 . Those who understand: knowledge growth in teaching . Educational Researcher , 15 (2) : 4 – 14 .
   Google Scholar
• Shulman , L. S. 1987 . Knowledge and teaching: foundations of the new reform . Harvard Educational Review , 57 (1) : 1 – 22 .
   Web of Science ®Google Scholar
• Vygotsky , L. S. 1986 . Thought and Language , Edited by: Kozalin , A. Cambridge, MA : MIT Press . (Original work published 1934)
   Google Scholar
• Wilson , S. M. , Shulman , L. S. and Richert , A. E. 1987 . “ ‘150 different ways’ of knowing: representations of knowledge in teaching ” . In Exploring Teachers’ Thinking , Edited by: Calderhead , J. 104 – 124 . London : Cassell .
   Google Scholar