Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 15, 2011 - Issue 1
1,110
Views
0
CrossRef citations to date
0
Altmetric
Articles

Initial teacher development in science: the impact of constructivist‐informed practice on learning

Pages 69-86 | Received 03 Aug 2009, Accepted 19 Jul 2010, Published online: 18 Mar 2011

References

  • Bandura , A. 1997 . Self‐efficacy: The exercise of control , New York : W.H. Freeman and Co .
  • Bleicher , R.E. and Lindgren , J. 2005 . Success in science learning and preservice science teaching self‐efficacy . Journal of Science Teacher Education , 16 : 205 – 25 .
  • Chin , C. and Osborne , J. 2008 . Students' questions: A potential resource for teaching and learning science . Studies in Science Education , 44 ( 1 ) : 1 – 39 .
  • Deci , E.L. , Koestner , R. and Ryan , R.M. 2001 . Extrinsic rewards and intrinsic motivation in education: Reconsidered once again . Review of Educational Research , 71 ( 1 ) : 1 – 27 .
  • Drever , E. 1995 . Using semi structured interviews in small scale research , Edinburgh , , UK : Scottish Council for Research in Education .
  • Driver , R. , Newton , P. and Osborne , J. 2000 . Establishing the norms of scientific argumentation in classrooms . Science Education , 84 : 287 – 312 .
  • Ellis , R.A. , Calvo , R. , Levy , D. and Tan , K. 2004 . Learning through discussions . Higher Education Research and Development , 23 ( 1 ) : 73 – 93 .
  • Ellis , V. 2007 . Taking subject knowledge seriously: From professional knowledge recipes to complex conceptualisations of teacher development . The Curriculum Journal , 18 ( 4 ) : 447 – 62 .
  • Erdogan , I. and Campbell , T. 2008 . Teacher questioning and interaction patterns in classrooms facilitated with differing levels of constructivist teaching practices . International Journal of Science Education , 14 ( 17 ) : 1891 – 914 .
  • Gough , S. and Scott , W. 2000 . Exploring the purposes of qualitative data coding in educational enquiry: Insights from recent research . Educational Studies , 26 ( 3 ) : 339 – 54 .
  • Howe , C. and Mercer , N. 2007 . Children's social development, peer interaction and classroom learning , Cambridge : University of Cambridge .
  • Kirschner , P.A. , Sweller , J. and Clark , R.E. 2006 . Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem‐based, experiential, and enquiry‐based teaching . Educational Psychologist , 41 ( 2 ) : 75 – 86 .
  • Macleod , F. and Golby , M. 2003 . Theories of learning and pedagogy: Issues for teacher development . Teacher Development , 7 ( 3 ) : 345 – 61 .
  • Mayer , R. 2004 . Should there be a three‐strikes rule against pure discovery learning? The case for guided methods of instruction . American Psychologist , 59 ( 1 ) : 14 – 19 .
  • Nussbaum , J. and Novick , S. 1982 . Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy . Instructional Science , 11 : 183 – 200 .
  • Palmer , D. 2004 . Situational interest and the attitudes towards science of primary teacher education students . International Journal of Science Education , 26 ( 7 ) : 895 – 908 .
  • Palmer , D. 2005 . A motivational view of constructivist‐informed teaching . International Journal of Science Education , 27 ( 15 ) : 1853 – 81 .
  • Parker , J. 2004 . The synthesis of subject and pedagogy for effective learning and teaching in primary science education . British Educational Research Journal , 30 ( 6 ) : 819 – 39 .
  • Pintrich , P.R. , Marx , R.W. and Boyle , R.A. 1993 . Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change . Review of Educational Research , 62 : 167 – 99 .
  • Schmidt , H.G. 1993 . Foundations of problem‐based learning: Rationale and description . Medical Education , 17 : 11 – 16 .
  • Singh , K. , Granville , M. and Dika , S. 2002 . Mathematics and science achievement: Effects of motivation, interest and academic engagement . The Journal of Educational Research , 95 ( 6 ) : 323 – 32 .
  • Wegerif , R. , Mercer , N. and Dawes , L. 1999 . From social interaction to individual reasoning: An empirical investigation of a possible socio‐cultural model of cognitive development . Learning and Instruction , 9 : 493 – 516 .
  • Weiner , B. 1986 . An attributional theory of motivation and emotion , New York : Springer‐Verlag .
  • Xun , G.E. and Land , S.M. 2004 . A conceptual framework for scaffolding ill‐structured problem‐solving processes using question prompts and peer interactions . Educational Technology Research and Development , 52 ( 2 ) : 5 – 22 .
  • Zusho , A. , Pintrich , R.P. and Coppola , B. 2003 . Skill and will: The role of motivation and cognition in the learning of college chemistry . International Journal of Science Education , 25 : 1081 – 94 .

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.