Uppeldi og menntun - 01.01.2000, Side 75

Uppeldi og menntun - 01.01.2000, Side 75
M. ALLYSON MACDONALD Heimildir Adey, P. 1999. The science of thinking and science for thinking: a description of cognitive acceleration through science education. Innodata Monographs - 2. UNESCO. Geneva, International Bureau of Education. Andersson, B. 1990. Pupils' conceptions of matter and its transformations (age 12-16). Studies in Science Education 18:53-85. Baird, J.R. 1986. Improving learning through enhanced metacognition: a classroom study. European Journal of Science Education 8,3:263-282. Bell, B. 1990. Science curriculum development: A recent New Zealand example. Scienceand Mathematics Education papers 1990:1-31. Bell, B. 1991. A constructivist view of learning and the draft Forms 1-5 science syllabus. Science and Mathematics Education papers 1991:154-180. Bell, B., Jones, A. og Carr, M. 1995. The development of the recent New Zealand science curriculum. Studies in Science Education 26:73-105. Black, P. 1995. 1987-1995 - the struggle to formulate a National Curriculum for Science in England and Wales. Studies in Science Education 26:159-188. Bruner, J. 1960. The Process of Education. Cambridge, Harvard University Press. Bybee, R.W. 1998. The Sputnik era: Why is this educational reform different from all other reforms? http://www.research.att.com/~kbl/APS/apr98/sput.htm. (Sótt á Netinu í nóvember 1999). Cobern, W.W. 1993. Contextual constructivism: The impact of culture on the learning and teaching of science. í K.G.Tobin (ritstj.) The practice of constructivism in science education. Hillsdale, NJ, Lawrence Erlbaum Associates, bls. 51-69 . Collins, A. 1995. National Science Education Standards in the United States: A pro- cess and a product. Studies in Science Education 26:7-37. DeBoer, G.E. 1998. What we have learned and where we are headed: Lessons from the Sputnik Era. http://www.research.att.com/~kbl/APS/apr98/sput.htm. (Sótt á Netinu í nóvember 1999). Driver, R. og Easley, J. 1978. Pupils and Paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education 5:61-84. Driver, R. og Erickson, G. 1983. Theories-in-Action: some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education 10:37-60. Eggleston, J.F., Galton, M.J. og Jones, M.E. 1976. Processes and products of science teaching. Schools Council Research Studies. London, Macmillan Education. Fensham, P.J. 1992. Science and Technology. í P.W. Jackson (ritstj.) Handbook of research on curriculum. New York, Macmillan Publishing Company, bls. 789-829. Gilbert, J. 1995. Studies and fields: Directions of research in science education. Studies in Science Education 25:173-197. Hacker, R.G., Hawkes, R.L. og Heffernan, M.K. 1979. A cross-cultural study of science classroom interactions. British Journal of Educational Psychology 49:51-59. 73
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