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Using Experiential Learning Opportunities to Inform Science Classroom Practice
Unformatted Document Text:  Education, 80, 165-180. Brickhouse, N. W. (1990). Teachers’beliefs about the nature of science and their relationships to classroom practice. Journal of Teacher Education, 41, 53-62. Chinn, C.A., & Brewer, W.F. (Spring, 1993). The role of anomalous data knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research 63 (1) 1-49. Duschl, R. A., & Wright, E. (1989). A case study of high school teachers’decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501. Gallagher, J.J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133. Keys, C.W., & Bryan, L.A. (2001). Co-constructing inquiry-based science with teachers: essential research for lasting reform. Journal of Research in Science Teaching, 38, (6) 631-645. National Research Council. (1996). The National Science Education Standards. Washington, DC: National Academy Press. Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Schon, D. (1983). The reflective practitioner. How professionals think in action. New York: Basic Books. Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Education, 15, 241-254. Van Driel, J.H., Beijaard, D., & 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. Verloop, N. (1992). Craft knowledge of teachers: A blind spot in educational research. Pedagogical Studies, 69, 410-423.

Authors: Marlow, Michael.
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Education, 80, 165-180.
Brickhouse, N. W. (1990). Teachers’beliefs about the nature of science and their
relationships to classroom practice. Journal of Teacher Education, 41, 53-62.
Chinn, C.A., & Brewer, W.F. (Spring, 1993). The role of anomalous data
knowledge acquisition: A theoretical framework and implications for science instruction.
Review of Educational Research 63 (1) 1-49.
Duschl, R. A., & Wright, E. (1989). A case study of high school teachers’decision
making models for planning and teaching science. Journal of Research in Science
Teaching, 26, 467-501.
Gallagher, J.J. (1991). Prospective and practicing secondary school science
teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75,
121-133.
Keys, C.W., & Bryan, L.A. (2001). Co-constructing inquiry-based science with
teachers: essential research for lasting reform. Journal of Research in Science Teaching,
38, (6) 631-645.
National Research Council. (1996). The National Science Education Standards.
Washington, DC: National Academy Press.
Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a
messy construct. Review of Educational Research, 62, 307-332.
Schon, D. (1983). The reflective practitioner. How professionals think in action.
New York: Basic Books.
Tobin, K. (1993). Referents for making sense of science teaching. International
Journal of Science Education, 15, 241-254.
Van Driel, J.H., Beijaard, D., & 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.
Verloop, N. (1992). Craft knowledge of teachers: A blind spot in educational
research. Pedagogical Studies, 69, 410-423.


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