Education 286 Reader
The content of the reader is divided, somewhat arbitrarily, between three areas:
1. Learning across contexts
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A. & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Solomon (Ed.), Distributed cognitions:Psycological and educational considerations (pp. 188-128). New York: Cambridge University Press.
Committee on Programs for Advanced Study of Mathematics and Science in American High Schools, National Research Council (2002). Learning with understanding: 7 principles of learning. Learning with understanding: Improving advanced study of mathematics and science in U.S. high schools. Washington, FC: National Academy of Science Press.
Donovon, M., Bransford, J., & Pellegrino, J. (1999). How people learn: Bridging research and practice. Washington, FC: National Academy of Science Press.
Fosnot, C. (1996). Constructivism: A psychological theory of learning. Constructivism: Theory, perspectives, and practices. Teachers College, Columbia University. Chapter 2
Rogoff, B. et al. (2003). Firsthand learning through intent participation. Annual Review of Psychology. 54, 175-203.
Scribner, S. & Cole, M. (1973). Cognitive consequences of formal and informal education. American Association for the Advancement of Science, New Series, 182 (4112), 553-559.
Duckworth, E. (1996). The having of wonderful ideas. The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press, 1-14.
Ash, D. & Wells, G. (in press). Dialogic inquiry in classroom and museum: Actions, tools and talk. To appear in Learning in places: The informal education reader. UK: Peter Lang Publishers.
Bartels, D. (2000). An Introduction to the National Science Education Standards. Foundations Vol. 2, Chapter 3
Dow, P.(2000). Why Inquiry? A Historical and Philosophical Commentary. Foundations Vol. 2, Chapter 1
Minstrell, J. (1999). Implications for teaching and learning inquiry: A
summary. In Teaching and Learning in an inquiry-based classroom (Eds.) J.
Minstrell & E. Van Zee:
Rankin, L. (2000). Lessons Learned: Addressing Common Misconceptions About Inquiry. Foundations Vol. 2, Chapter 5
Black, P. & Wiliam, D. (1998). In side the black box: Raising Standards Through Classroom Assessment, Kappan. Vol pp 1-21. http://www.pdkintl.org/kappan/kbla9810.htm
Harlen, W. (2003). Enhancing Inquiry through formative assessment. Institute
for Inquiry document. Exploratorium.
Wiggins, G. and McTighe, J. (1998). Thinking like an assessor Understanding by Design, Association for Supervision and Curriculum Development. Chap. 5
Aikenhead, G. (2003). Chemistry and Physics Instruction: Integration, Ideologies, and Choices. Chemical Education: Research and Practice.
Calabrese-Barton, A. Feminist Liberatory Science Education, Feminist Science Education. Chap 1
Hunter, L (2002). Minorities in the Sciences: Annotated Bibliography, compiled for the Center for Adaptive Optics.
Warren, et al. (2001). Rethinking Diversity in Learning Science: The Logic of Everyday Sense-Making. Journal of Research in Science Teaching. Vol. 38, No. 5, PP 529-552 .
Yerrick, R. (2000). Lower track student’ argumentation and open inquiry instruction. Journals of Research in Science Teaching, 37(8). 807-838.
Teaching techniques for lecture courses
Harper, K; Etkina, E; and Lin, Y. (2003) Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors. Journal of Research in Science Teaching. 40(8) 776-791.
Klionsky, D. (2002) Constructing Knowledge in the Lecture Hall. Innovative Techniques for Large Group Instruction. NSTA Press.
Wyckoff, S. (2001). Changing the culture of undergraduate science teaching, Journal of College Science Teaching 30(5), 306-312.
The nature of science
Chiappetta et al (1999). Background for teaching science. In Science Instruction in the Middle and Secondary Schools. Prentice Hall. Chapter 1
Osborne, J. et al. (2002) What “Ideas-about-Science” should be Taught in School Science? A Delphi Study of the Expert Community. JRST 40, (7).692-720. Willy Periodicals Inc.
Science content learning
California State Science Framework and Content Standards, grades 6-12.
Hammer, D. (1995) More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics 64(10), 1316-1325.
Wiggins, G. and McTighe, J. (1998). What is Backward Design? Understanding by Design, Association for Supervision and Curriculum Development. Chap 1
Wiggins, G. and McTighe, J. (1998). Implications For Organizing Curriculum. Understanding by Design, Association for Supervision and Curriculum Development. Chapter 9
3. Science learning in informal settings
Spinning Tops Activity, Three Kinds of Hands-on Science. (1998). Exploratorium Institute of Inquiry.
Definition of Inquiry
Cobern, A, (1999) "How to make lab activities more open ended." CSTA
Journal, Fall , 4-6
Inquiry in informal settings
Ash, D. & Klein, K. (1999). Inquiry in the informal learning environment, In .Teaching and Learning in an inquiry-based classroom (Eds.) J. Minstrell & E. Van Zee: AAAS, 216-240.
Crowley, K., Callanan, M. A., Tenenbaum, H. R. & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258-261.
Csikszentmihalyi, M. and Hermanson, K. (1995). Intrinsic Motivation in Museums: Why Does One want to Learn? In J. H. Falk and L. D. Dierking (eds.), Public Institutions for personal learning: Establishing a research agenda. (pp. 67-77). Wasington, DC: American Association of Museums, Technical Information Service.
Duensing., S. (in press). Culture matters: Informal science centers and cultural contexts. To appear in Learning in places: The informal education reader. UK: Peter Lang Publishers.
Falk, J. and Dierking, L. learning from Museums, Visitor Experiences and the making of meaning. Chapter 1
Paris, S. (1997). Situated motivation and informal learning. Journal of Museum Education. 22 (213) pp 22-26.
Brice Heath, S. and Wallin McLaughlin, M. (1994). Learning for anything everyday. J. Curriculum Studies. 26(5) 471-489.
vom Lehn, D., Heath, C. and Hindmarsh, J. (2001). Exhibiting Interaction: Conduct and Collaboration in Museums and Galleries., Symbolic Interaction, 24, (2) 189-216.
Greenfield, P. and Lave, J. (1982). Cognitive aspects of informal education. In D. Wagner and H. Stevens (eds.), Cultural perspectives on child development (pp. 181-207).
Innovated Techniques for Large-Group Instruction. NSTA Press
National Research Council (1995) National science education standards. (1995)
Steve Olson and Susan Loucks-Horsley, Editors (1998). Inquiry and the National
Science Education Standards: A Guide for Teaching and Learning. Committee
on the Development of an Addendum to the National Science Education Standards
on Scientific Inquiry, National Research Council
Inquiry: Thoughts, Views, and Strategies for the K-5
Other Web Based Resources
Undergraduate Research Educational Initiative
Improving the Quality of Undergraduate Astronomy Courses
University of Maryland Demos
Biology undergraduate education
Physics education research group
Role-Playing and Problem-Based Exercises for TeachingUndergraduate Astronomy
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