1,480
Views
26
CrossRef citations to date
0
Altmetric
Original Articles

Are teachers walking the walk or just talking the talk in science education?

Pages 499-516 | Published online: 21 Aug 2006

References

  • Adams , R. , Doig , B. and Rosier , M. 1990 . Science learning in Victorian schools: 1990 , Melbourne : The Australian Council for Educational Research .
  • Appleton , K. and Harrison , A. June 2000 . Science units that work: primary school teachers working with outcomes June , Available online at: www.fed.qut.edu.au/projects/asera (accessed 21 August 2000)
  • Bandura , A. 1997 . Self‐efficacy: the exercise of control , New York : W. H. Freeman .
  • Barone , T. 2000 . Aesthetics, politics and educational inquiry: essays and examples , New York : Peter Lang .
  • Brickhouse , N. W. 1990 . Teacher’s beliefs about the nature of science and their relationship to classroom practice . Journal of Teacher Education , 41 (1) : 49 – 58 .
  • Brown , S. and McIntyre , D. 1993 . Making sense of teaching , Philadephia : Open University Press .
  • Cho , J. Rethinking curriculum implementation: paradigms, models and teachers’ work . paper presented at The Annual Meeting of the American Educational Research Association . April , San Diego, CA.
  • Clark , J. C. 1999 . “ Current primary science practice: Observing what actually happens in the classroom ” . Available online at: www.aare.edu.au/99pap/cri99532.htm (accessed 21 August 2000)
  • Colburn , A. 2000 . Constructivism: science education’s grand unifying theory . Clearing House , 74 (1) : 9 – 12 .
  • Cooper , P. and McIntyre , D. 1996 . Effective teaching and learning , Philadelphia : Open University Press .
  • Creswell , J. W. 1998 . Qualitative inquiry and research design , Thousand Oaks, CA : Sage .
  • Crocker , R. K. 1979 . From the curriculum to the classroom: an interview study of teacher perspectives on curriculum change in primary science , Brisbane : Curriculum Branch Department of Education, Queensland .
  • Cuban , L. 1992 . “ Curriculum stability and change ” . In Handbook of Research on curriculum , Edited by: Jackson , P. W. 216 – 247 . New York : Macmillan .
  • Czerniak , C. M. , Lumpe , A. T. and Haney , J. Science teacher beliefs and intentions regarding the use of cooperative learning . paper presented at the National Association for Research in Science Teaching . March , Chicago, IL.
  • Davis , K. S. 2003 . Change is hard: what science teachers are telling us about reform and teacher learning of innovative practices . Science Education , 87 (1) : 3 – 30 .
  • Diezmann , C. M. and Watters , J. J. 1997 . Science is working out of the world: a handbook of activities for children and teachers of early childhood science , Brisbane : Early Childhood Teachers Association .
  • Donnelly , J. F. 2000 . Secondary science teaching under the national curriculum . School Science Review , 81 (296) : 27 – 35 .
  • Education Queensland . 1999 . Years 1–10 Science professional development and training , Brisbane : Education Queensland . (CD ROM)
  • Eisner , E. W. 1991 . The enlightened eye , New York : Macmillan .
  • Eisner , E. W. and Flinders , D. J. 1994 . Responses to our critics . Research in the Teaching of English , 28 (4) : 383 – 390 .
  • Feldman , A. 2000 . Decision making in the practical domain: a model of practical conceptual change . Science Education , 84 (5) : 606 – 623 .
  • Fetters , M. , Czerniak , C. M. , Fish , L. and Shawberry , J. 2002 . Confronting, challenging, and changing teachers’ beliefs: implications from a local systemic change professional development program . Journal of Science Teacher Education , 13 (2) : 101 – 130 .
  • Flinders , D. J. and Eisner , E. W. 1994 . Educational criticism as a form of qualitative inquiry . Research in the Teaching of English , 28 (4) : 341 – 361 .
  • Ford , M. E. 1992 . Motivating humans: goals, emotions, and personal agency beliefs , Newbury Park, CA : Sage .
  • Fullan , M. 2000 . The three stories of education reform . Phi Delta Kappen , 81 (8) : 581 – 584 .
  • Garet , M. , Porter , A. , Desimone , L. , Birman , B. F. and Yoon , K. S. 2001 . What makes professional development effective? Results from a national sample of teachers . American Educational Research Journal , 38 (4) : 915 – 945 .
  • Goodrum , D. , Hackling , M. and Rennie , L. 2001 . The status and quality of teaching and learning of science in Australian schools , Canberra : Department of Education, Training and Youth Affairs .
  • Hacker , R. G. and Rowe , M. J. 1997 . The impact of a national curriculum development on teaching and learning behaviours . International Journal of Science Education , 19 (9) : 997 – 1004 .
  • Henry , J. 1977 . Victorian primary science: five years on . The Australian Science Teachers Journal , 23 (1) : 49 – 55 .
  • Ingvarson , L. and Loughran , J. 1997 . Loose connections: the context of science teachers’ work . Research in Science Education , 27 (1) : 1 – 24 .
  • Jeans , B. and Farnsworth , I. 1992 . Primary science education: views from three Australian states . Research in Science Education , 22 : 214 – 223 .
  • Jenkins , E. W. 2000 . The impact of the national curriculum on secondary school science teaching in England and Wales . International Journal of Science Education , 22 (3) : 325 – 336 .
  • Johnson , S. , Monk , M. and Swain , J. 2000 . Constraints on the development and change to science teachers’ practice in Egyptian classrooms . Journal of Education for Teaching , 26 (1) : 9 – 24 .
  • Kennedy , M. M. 2002 . Knowledge and teaching . Teachers and Teaching: Theory and Practice , 8 (3/4) : 355 – 370 .
  • Klein , M. 1997 . Looking again at the supportive environment of constructivist pedagogy: An example from pre‐service teacher education in mathematics . Journal of Education for Teaching , 23 (3) : 277 – 292 .
  • Levitt , K. E. 2002 . An analysis of elementary teachers’ beliefs regarding the teaching and learning of science . Science Education , 86 (1) : 1 – 22 .
  • Lumpe , A. T. and Haney , J. J. 1998 . Science teacher beliefs and intentions regarding the use of cooperative learning . School Science and Mathematics , 98 (3) : 123 – 132 .
  • Lumpe , A. T. , Haney , J. J. and Czerniak , C. M. 2000 . Assessing teachers’ beliefs about their science teaching context . Journal of Research in Science Teaching , 37 (3) : 275 – 292 .
  • Lunn , S. and Solomon , J. 2000 . Primary teachers’ thinking about the English national curriculum for science: autobiographies, warrants, and autonomy . Journal of Research in Science Teaching , 37 (10) : 1043 – 1056 .
  • McRobbie , C. and Tobin , K. 1995 . Restraints to reform: the congruence of teacher and student actions in a chemistry classroom . Journal of Research in Science Teaching , 32 (4) : 373 – 385 .
  • Peers , C. E. 2000 . Teacher professional growth during implementation of a science curriculum innovation , Brisbane, , Australia : Queensland University of Technology . Unpublished masters thesis
  • Peers , C. E. , Diezmann , C. M. and Watters , J. J. 2003 . Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation . Research in Science Education , 33 (1) : 89 – 110 .
  • Queensland School Curriculum Council . 1999 . Science syllabus years 1 to 10 , Brisbane : Publishing Services, Education Queensland .
  • Queensland School Curriculum Council . 2001 . Science: years 1 to 10 curriculum materials , Brisbane : Queensland School Curriculum Council . (CD ROM)
  • Rinehart , R. 1998 . Fictional methods in ethnography: believability, specks, of glass, and Chekhov . Qualitative Inquiry , 4 (2) : 200 – 224 .
  • Ritchie , S. M. and Rigano , D. L. 2002 . Discourses about a teacher’s self–initiated change in praxis: storylines of care and support . International Journal of Science Education , 24 (10) : 1079 – 1094 .
  • Science Education for Public Understanding Program (SEPUP) . 1991 . (CHEM Kit) Chemicals, health, the environment and me , Berkeley, CA : Lawrence Hall of Science of the University of California .
  • Shulman , L. S. 1987 . Knowledge and teaching: foundations of the new reform . Harvard Educational Review , 57 (1) : 1 – 21 .
  • Snyder , J. , Bolin , F. and Zumwalt , K. 1992 . “ Curriculum implementation ” . In Handbook of research on curriculum , Edited by: Jackson , P. W. 402 – 433 . New York : Macmillan .
  • Tippins , D. , Tobin , K. and Nichols , S. 1995 . A constructivist approach to change in elementary science teaching and learning . Research in Science Education , 25 (2) : 135 – 149 .
  • Tobin , K. and McRobbie , C. J. 1997 . Beliefs about the nature of Science and the enacted science curriculum . Science and Education , 6 (4) : 355 – 371 .
  • van Driel , J. H. , Beijaard , D. and Verloop , N. 2001 . Professional development and reform in science education: the role of teachers’ practical knowledge . Journal of Research in Science Teaching , 38 (2) : 137 – 158 .
  • van Driel , J. H. , Verloop , N. , van Werven , H. I. and Dekkers , H. 1997 . Teachers’ craft knowledge . Higher Education , 34 (1) : 105 – 122 .
  • Varley , P. 1975 . Science in the primary school , Brisbane : Research Branch Department of Education, Queensland .
  • Varrella , G. 2000 . Science teachers at the top of their game: what is teacher expertise? . The Clearing House , 74 (1) : 43 – 45 .
  • Venville , G. and Wallace , J. 1998 . A state‐wide change initiative: the primary science teacher–leader project . Research in Science Education , 28 (2) : 199 – 217 .
  • Walls , R. T. , Nardi , A. H. , von Minden , A. M. and Hoffman , N. 2002 . The characteristics of effective and ineffective teachers . Teacher Education Quarterly , 29 (1) : 39 – 48 .
  • Watters , J. J. and Ginns , I. S. Origins of, and changes in preservice teachers’ science teaching self‐efficacy . paper presented at the National Association for Research in Science Teaching . April , San Francisco.
  • Watters , J. J. and Ginns , I. S. 2000 . Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in pre‐service education . Journal of Science Teacher Education , 11 (4) : 301 – 321 .
  • Yager , R. E. 1991 . The constructivist learning model . The Science Teacher , 58 (6) : 52 – 57 .
  • Yager , R. E. 1995 . “ Constructivism and the learning of science ” . In Learning science in the schools: research reforming practice , Edited by: Glynn , S. M. and Duit , R. 35 – 58 . Mahwah, NJ : Lawrence Erlbaum Associates .
  • Yager , R. E. 1999 . Scope, sequence and coordination: the Iowa project, a national reform effort in the USA . International Journal of Science Education , 21 (2) : 169 – 194 .
  • Zeichner , K. M. and Liston , D. P. 1996 . Reflective teaching: an introduction , Mahwah, NJ : Lawrence Erlbaum Associates .

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.