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Developing Quality Through Improved Attitudes Toward Science and Science Teaching
Unformatted Document Text:  References Abell, S., & Smith, D. (1994). What is science? Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16, 475-487. Alexander, P., Murphy, P., Guan, J., & Murphy, P. (1998). How students and teachers in Singapore and the United States conceptualize knowledge and beliefs: Positional learning within epistemological frameworks. Learning and Instruction, 8, 97-116. American Association for the Advancement of Science. (1990). Science for all Americans: Project 2061. New York: Oxford University Press. Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’ practices. International Journal of Science Education, 21, 155-168. Barnes, D. (1992). The significance of teachers’ frames for teaching. In T. Russell & H. Munby (Eds). Teachers and teaching: From classroom to reflection. (pp. 9-32). Bristol, PA: Falmer Press. Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-539. Bransford, J., Brown, A., & Cocking, R., (Eds.). (2000). How people learn. Washington, D.C.: National Academy Press. Bryan, L., & Abell, S. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121-139. Calderhead, J. (1989). Reflective thinking and teacher education. Teaching and Teacher Education, 5(1), 43-51. Cantrell, P. (2003). Traditional vs. retrospective pretests of measuring science teaching efficacy beliefs in preservice teachers. School Science & Mathematics, 103(4), 177-185. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer Press. Cinaglia, M. (2002). Stability of pre-service science teacher attitudes on science teachers, courses, and classroom methods. Academic Exchange Quarterly, 6(11), 157-161. Collins, A. (1995). So you want to do action research? In S. Spiegel, A. Collins, & J. Lappert,, (Eds). Action research: Perspectives from teachers’ classrooms. Tallahassee, FL: SERVE. Retrieved on line June 22, 2004 @ http://www.enc.org/professional/learn/research/journal/science/document.shtm?input= ENC-002432-2432ch10 Cronin-Jones, L., & Shaw, E. (1992). The influence of methods instruction on the beliefs of preservice elementary and secondary science teachers: Preliminary comparative analysis. School Science and Mathematics, 92(1), 14-22. Crovrther, D., & Bonnstetter, R. (1997). Science experiences and attitudes of elementary education majors as they experience an alternative content biology course: A multiple case study and substantive theory. AETS Conference Paper. Retrieved on line March 1, 2004 @ http://www.ed.psu.edu/ci/Journals/97pap5.htm Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath. Doyle, W. (1990). Themes in teacher education research. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 3-24). New York: Macmillan Earl, R., & Winklejohn, R. (1977). Attitudes of elementary teachers toward science and science teaching. Science Education, 61,45. Ellsworth, J., & Buss, A. (2000). Autobiographical stories from preservice elementary mathematics and science students: Implications for K-16 teaching. School Science and

Authors: Paulson, Patricia.
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References
Abell, S., & Smith, D. (1994). What is science? Preservice elementary teachers’ conceptions of
the nature of science. International Journal of Science Education, 16, 475-487.
Alexander, P., Murphy, P., Guan, J., & Murphy, P. (1998). How students and teachers in
Singapore and the United States conceptualize knowledge and beliefs: Positional learning
within epistemological frameworks. Learning and Instruction, 8, 97-116.
American Association for the Advancement of Science. (1990). Science for all Americans:
Project 2061. New York: Oxford University Press.
Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers’
practices. International Journal of Science Education, 21, 155-168.
Barnes, D. (1992). The significance of teachers’ frames for teaching. In T. Russell & H. Munby
(Eds). Teachers and teaching: From classroom to reflection. (pp. 9-32). Bristol, PA:
Falmer Press.
Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more
authentic science and science curriculum development. Journal of Research in Science
Teaching, 36,
521-539.
Bransford, J., Brown, A., & Cocking, R., (Eds.). (2000). How people learn. Washington, D.C.:
National Academy Press.
Bryan, L., & Abell, S. (1999). Development of professional knowledge in learning to teach
elementary science. Journal of Research in Science Teaching, 36, 121-139.
Calderhead, J. (1989). Reflective thinking and teacher education. Teaching and Teacher
Education, 5(1), 43-51.
Cantrell, P. (2003). Traditional vs. retrospective pretests of measuring science teaching efficacy
beliefs in preservice teachers. School Science & Mathematics, 103(4), 177-185.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research.
London: Falmer Press.
Cinaglia, M. (2002). Stability of pre-service science teacher attitudes on science teachers,
courses, and classroom methods. Academic Exchange Quarterly, 6(11), 157-161.
Collins, A. (1995). So you want to do action research? In S. Spiegel, A. Collins, & J. Lappert,,
(Eds). Action research: Perspectives from teachers’ classrooms. Tallahassee, FL:
SERVE. Retrieved on line June 22, 2004
@
Cronin-Jones, L., & Shaw, E. (1992). The influence of methods instruction on the beliefs of
preservice elementary and secondary science teachers: Preliminary comparative analysis.
School Science and Mathematics, 92(1),
14-22.
Crovrther, D., & Bonnstetter, R. (1997). Science experiences and attitudes of elementary
education majors as they experience an alternative content biology course: A multiple
case study and substantive theory. AETS Conference Paper. Retrieved on line March 1,
2004 @
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educative process. Boston: Heath.
Doyle, W. (1990). Themes in teacher education research. In W. R. Houston (Ed.), Handbook of
research on teacher education (pp. 3-24). New York: Macmillan
Earl, R., & Winklejohn, R. (1977). Attitudes of elementary teachers toward science and science
teaching. Science Education, 61,45.
Ellsworth, J., & Buss, A. (2000). Autobiographical stories from preservice elementary
mathematics and science students: Implications for K-16 teaching. School Science and


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