180
Views
21
CrossRef citations to date
0
Altmetric
GENERAL ARTICLES

New trends in science education

Pages 889-901 | Published online: 24 Feb 2007

References

  • Abimbola , I. O. 1988 . The problem of terminology in the study of student conceptions in science . Science Education , 72 (2) : 175 – 84 .
  • Aikenhead , G. S. 1985 . Collective decision making in the social context of science . Science Education , 69 (4) : 453 – 75 .
  • Anderson , C. W. and Smith , E. L. Childrens conceptions of light and color: developing the concept of unseen rays . Paper presented at the annual meeting of the American Educational Research Association . Montreal.
  • Ausubel , D. P. 1968 . Educational psychology: a cognitive view , New York : Holt, Rinehart & Winston .
  • Ausubel , D. P. , Novak , J. D. and Hanesian , H. 1978 . Educational psychology: a cognitive view , New York : Holt, Rinehart & Winston .
  • Bell , B. F. and Pearson , J. 1992 . Better learning . International Journal of Science Education , 14 (3) : 349 – 61 .
  • Berger , C. F. 1979 . What are the implications of paradigme research for science education research? . Journal of Research in Science Teaching , 16 (6) : 517 – 21 .
  • Briscoe , C. 1991 . The dynamic interactions among beliefs, role methaphores and teaching practices: a case study of teacher change . Science Education , 75 (2) : 185 – 99 .
  • Burbules , N. and Linn , M. 1991 . Science education and philosophy of science: congruence or contradiction? . International Journal of Science Education , 13 (3) : 227 – 41 .
  • Carrascosa , J. , Gil , D. and Mtnez‐Terrades , F. 1993 . Análisis cuantitativo del desar‐rollo de la investigacion en didáctica de las ciencias (working document ,
  • Cobb , P. , Wood , T. and Yackel , E. 1991 . Analogies from the philosophy and sociology of science for understanding classroom life . Science Education , 75 (1) : 23 – 44 .
  • Driver , R. 1981 . Pupils’ alternative frameworks in science . European Journal of Science Education , 3 (1) : 93 – 101 .
  • Driver , R. 1993 . “ Constructivist perspectives on learning science ” . In Proceedings of the First PhD. Summerschool European Research in Science Education , Edited by: Lijnse , P. L. 65 – 74 . Utrecht : CDB .
  • Driver , R. and Oldham , V. 1986 . A constructivist approach to curriculum development in science . Studies in Science Education , 13 : 105 – 22 .
  • Duit , R. Research on students’ conceptions: developments and trends . Paper presented at the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics . Ithaca. Cornell University .
  • Duschl , R. and Gitomer , D. 1991 . Epistemological perspectives on conceptual change: implications for educational practice . Journal of Research in Science Teaching , 28 (9) : 839 – 58 .
  • Duschl , R. , Hamilton , R. and Grandy , R. 1990 . Psychology and episthemology: match or mismatch when applied to science education? . International Journal of Science Education , 12 : 220 – 43 .
  • Furio , C. and Gil , D. 1989 . La didactica de las ciencias en la formació del profesorado: una orientación y un programa teóricamente fundamentados . Ensenanza de las Ciencias , 7 (3) : 257 – 65 .
  • Gene , A. and Gil , D. 1987 . Tres principios basicos en la formación del profesorado . Andecha Pedagógica , 18 : 28 – 30 .
  • Gil‐Pérez , D. 1983 . Tres paradigmas básicos en la ensenanza de las ciencias . Ensenanza de las Ciencias , 1 (1) : 26 – 33 .
  • Gil‐Pérez , D. 1986 . Reseña de “Research in Science Education: Review and Recommendations” . Ensenanza de las Ciencias , 4 (1) : 65 – 67 .
  • Gil‐Perez , D. 1991 . ¿Que han de saber y saber hacer los profesores de ciencias? . Ensenanza de las Ciencias , 9 (1) : 69 – 77 .
  • Gil‐Perez , D. 1993 . Contribución de la Historia y Filosofia de las ciencias al desarrollo de un modelo de enseñanza‐aprendizaje como investigación . Ensenanza de las Ciencias , 11 (2) : 197 – 212 .
  • Gil‐Perez , D. 1994 . Diez años de investigacion en didáctica de las ciencias: un década prodigiosa . Ensenanza de las Ciencias , 12 (2) : 154 – 64 .
  • Gil‐Perez , G. and Carrascosa , J. 1985 . Science learning as a conceptual and methodological change . European Journal of Science Education , 7 (3) : 231 – 36 .
  • Gil‐Perez , G. and Carrascosa , J. 1990 . What to do about science misconceptions? . Science Education , 74 (4) : 531 – 40 .
  • Gil‐Perez , G. and Carrascosa , J. 1994 . Bringing pupils’ learning closer to a scientific construction of knowledge: a permanent feature in innovations in science teaching . Science Educaton , 78 (3) : 301 – 15 .
  • Gil‐Pérez , D. , Carrascosa , J. , Furio , C. and Martinez‐Torregrosa , J. 1991 . La ensenanza de las ciencias en la educación secundaria , Barcelona : Horsori .
  • Gil‐Pérez , G. , Dumas‐Carre , A. , Caillot , M. and Martinez‐Torregrosa , J. 1990 . Paper and pencil problem solving in the physical sciences as an activity of research . Studies in Science Education , 18 : 137 – 51 .
  • Gil‐Pérez , G. and Martinez‐Torregrosa , J. 1987 . Los programas‐guia de actividades: una concreción del modelo constructivista de aprendizaje de las ciencias . Investigación en la Escuela , 3 : 3 – 12 .
  • Gilbert , J. K. 1992 . The interface between science education and technology education . International Journal of Science Education , 14 (5) : 563 – 78 .
  • Gilbert , J. K. and Swift , D. J. 1985 . Towards a Lakatosian analysis ofthe Piagetian and alternative conceptions research programs . Science Education , 69 (5) : 681 – 96 .
  • Giordan , A. 1989 . De las concepciones de los alumnos a un modelo de aprendizaje alos‐ térico . Investigation en la Escuela , 8 : 3 – 14 .
  • Gruender , C. D. and Tobin , K. 1991 . Promise and prospect . Science Education , 75 (1) : 1 – 8 .
  • Guilbert , L. and Meloche , D. 1993 . L'idée de science chez des enseignants en formation: un lien entre l'histoire des sciences et l'héterogénéité des visions? . Didaskalia , 2 : 7 – 30 .
  • Hashweh , M. Z. 1986 . Towards an explanation of conceptual change . European Journal of Science Education , 8 (3) : 229 – 49 .
  • Hewson , M. G. and Hewson , P. W. 1984 . Effect of instruction using students prior knowledge and conceptual strategies on science learning . European Journal of Science Education , 6 (1) : 1 – 6 .
  • Hewson , P. W. and Hewson , M. G. 1988 . On appropriate conception of teaching science: a view from studies of science learning . Science Education , 72 (5) : 597 – 614 .
  • Hodson , D. 1985 . Philosophy of science, science and science education . Studies in Science Education , 12 : 25 – 57 .
  • Hodson , D. 1988 . Towards a phylosophicaly more valid science curriculum . Science Education , 72 (1) : 19 – 40 .
  • Hodson , D. 1992 . In search of a meaningful relationship: an exploration of some issues relating to integration in science and science education . International Journal of Science Education , 14 (5) : 541 – 66 .
  • Hodson , D. 1992b . Assessment of practical work: some considerations in philosophy of science . Science and Education , 1 : 115 – 44 .
  • Hodson , D. 1993 . Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: some preliminary findings . Interchange , 24 (1&2) : 41 – 52 .
  • Hodson , D. 1993b . Re‐thinking old ways: towards a more critical approach to practical work in school science . Studies in Science Education , 22 : 85 – 142 .
  • Klopfer , L. E. 1983 . Research and the crisis in science education . Science Education , 67 (3) : 283 – 84 .
  • Linn , M. 1987 . Establishing a research base for science education: challenges, trends, and recommendations . Journal of Research in Science Teachining , 24 (24) : 191 – 216 .
  • Matthews , M. R. 1990 . History, philosophy and science teaching: a rapprochement . Studies in Science Education , 18 : 25 – 51 .
  • Meichstry , Y. 1993 . The impact of science curricula on students views about the nature of science . Journal of Research in Science teaching , 39 (5) : 429 – 43 .
  • Millar , R. and Driver , R. 1987 . Beyond processes . Studies in Science Education , 14 : 33 – 62 .
  • Minstrell , J. 1984 . “ Teaching for the development of understanding of ideas: forces on moving objects ” . In Observing Science Classrooms: Observing Science Perspectives From Research and Practice , Edited by: Anderson , C. W. Columbus : ERIC/SMAC .
  • Novak , J. D. 1979 . The reception learning paradigm . Journal of Research in Science Teaching , 16 : 481 – 88 .
  • Novak , J. D. and Gowin , B. 1988 . Aprendendo a aprender , Barcelona : M. Roca .
  • Nussbaum , J. and Novick , S. 1982 . Alternative frameworks, conceptual conflict and accommodation: towards a principled teaching strategy . Instructional Science , 11 : 183 – 200 .
  • Osborne , R. and Freyberg , P. 1985 . Learning in Science , Portsmouth, nh : Heinemann .
  • Osborne , R. and Wittrock , M. 1983 . Learning science: a generative process . Science Education , 67 : 490 – 508 .
  • Osborne , R. and Wittrock , M. 1985 . The generative learning model and its implications for science education . Studies in Science Education , 12 : 59 – 87 .
  • Pope , M. L. and Gilbert , J. K. 1983 . Personal experience and the construction of knowledge in science . Science Education , 67 : 193 – 203 .
  • Posner , G. J. , Strike , K. A. , Hewson , P. W. and Gertzog , G. J. 1982 . Accomodation of a scientific conception: towards a theory of conceptual change . Science Education , 66 : 211 – 27 .
  • Pozo , J. I. 1989 . Teorías cognitivas del aprendizaje , Madrid : Morata .
  • Resnick , L. B. 1983 . Mathematics and science learning: a new conception . Science , 220 : 477 – 78 .
  • Ross , K. and Sutton , C. 1982 . Concept profile and the cultural context . European Journal of Science Education , 4 (3) : 311 – 23 .
  • Roth , K. J. 1984 . “ Using classroom observations to improve science teaching and curriculum materials ” . In Observing Science Classrooms: Observing Science Perspectives Front Research and Practice , Edited by: Anderson , C. W. Columbus : ERIC/SMEAC .
  • Schibeci , R. A. 1984 . Attitudes to science: an update . Studies in Science Education , 11 : 26 – 59 .
  • Shuell , T. J. 1987 . Cognitive psychology and conceptual change: implications for teaching science . Science Education , 71 (2) : 239 – 50 .
  • Solomon , J. 1987 . Social influences on the construction of pupils’ understanding of science . Science in Science Education , 14 : 63 – 82 .
  • Solomon , J. 1990 . The discussion of social issues in the science classroom . Studies in Science Education , 18 : 105 – 26 .
  • Viennot , L. and Kaminsky , W. 1991 . Participation des maîtres aux modes de raisonnement des élèves . Enseñanza de las Ciencias , 9 (1) : 3 – 9 .
  • Viennot , L. 1989 . L'enseignement des sciences phusiques object de recherche . Bulletin de l'Union des Physiciens , 716 : 899 – 910 .
  • Welch , W. 1985 . Research in science education: review and recommendations . Science Education , 69 : 421 – 48 .
  • Wheatley , G. H. 1991 . Constructivist perspectives on science and mathematics learning . Science Education , 75 (1) : 9 – 21 .
  • White , T. R. and Gunstone , F. R. 1989 . Metalearning and conceptual change . International Journal of Science Education , 11 : 577 – 86 .
  • Yager , R. E. and Penick , J. E. 1986 . Perception of four groups towards science classes, teachers and value of science . Science Education , 70 (4) : 335 – 63 .
  • Zietsman , A. I. and Hewson , P. W. 1986 . Effects of instruction using microcomputer simultations and conceptual change strategies on science learning . Journal of Research in Science Teaching , 23 (1) : 27 – 93 .

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.