Uppeldi og menntun - 01.01.2000, Qupperneq 76
STEFNUR OG STRAUMAR í NÁTTÚRUFRÆÐIMENNTUN
Hacker, R.G. og Miles, J.N. 1980. A study of science teaching processes and their
implications for science education policy formation. Research in Science Education
10:119-12 7.
Hacker, R.G. og Rowe, M.J. 1997. The impact of a National Curriculum develop-
ment on teaching and learning behaviours. International Journal of Science Educa-
tion 19,9:997-1004.
Harlen, W. 1995. Standards and science education in Scottish schools. Studies in
Science Education 26:107-134.
Hennessey, M.G. 1999. Probing the dimensions of metacognition: implications for
conceptual change teaching - leaming. Paper presented at the Annual Meeting of
the National Association for Research in Science Teacliing, Boston, Massachusetts.
http://science.coe.uwf.edu/narst/99conference/hennessey/hennessey.html. (Sótt
á Netinu í nóvember 1999).
Hewson, P.W. og Hewson, M. G. A'B. 1988. An appropriate conception of teaching
science: a view from studies of science learning. Science Education 72,5:597-614.
Hewson, P.W. o.fl. 1999a. Educating prospective teachers of biology: Introduction
and research methods. Science Education 83,3:247-273.
Hewson, P.W., Tabachnick, B.R., Zeichner, K.M. og Lemberger, J. 1999b. Educating
prospective teachers of biology: Findings, limitations, and recommendations.
Science Education 83,3:373-384.
Hodson, D. og Hodson, J. 1998a. From constructivism to social constructivism: A
Vygotskian perspective on teaching and learning science. School Science Reviezv 79,
289:33^1.
Hodson, D. og Hodson, J. 1998b. Science education as enculturation: some implica-
tions for practice. School Science Review 80,290:17-24.
Howe, A.C. 1996. Developments of science concepts within a Vygotskian frame-
work. Science Education 80,1:35-51.
Johnson, D. og Johnson, R. 1987. Learning together and alone: Cooperative, competitive
and individualistic learning (2. útgáfa). Englewood Cliffs, NJ, Prentice-Hall.
Jones, M.G., Rua, M.J. og Carter, G. 1998. Science teachers' conceptual growth
within Vygotsky's zone of proximal development. Journal of Research in Science
Teaching 35,9:967-985.
Lederman, N.G. 1998. The state of science education: subject matter without con-
text. Electronic Journal of Science Education desember 1998. 12 p. http://unr.edu/-
homepage/jcannon/ejse/lederman.html. (Sóttá Netinu í janúar 1999).
Lederman, N.G. 1999. Teachers' understanding of the nature of science and class-
room practice: factors that facilitate or impede the relationship. Journal ofResearch
in Science Teaching 36,8:916-929.
Martinand, J.L. og Giordan, A. 1989. French research in science education. Studies in
Science Education 16:209-217.
Mason, C.L. 1992. Concept mapping: A tool to develop reflective science instruc-
tion. Science Education 76,1:51-63.
Menntamálaráðuneytið. 1999a. Aðalnámskrá grunnskóla. Almennur hluti. Reykjavík,
Menntamálaráðuneytið.
74