Uppeldi og menntun - 01.01.2000, Blaðsíða 77

M. ALLYSON MACDONALD
Menntamálaráðuneytið. 1999b. Aðalnámskrá grunnskóla. Náttiírufræði. Reykjavík, Mennta-
málaráðuney tið.
Millar, R. og Driver, R. 1987. Beyond processes. Studies in Science Education 14:33-62.
Millar, R. og Osborne, J. (eds.) 1998. Beijond 2000: Science Education for the future. The
report of a seminar series funded by the Nuffield Foundation. King's College
London, School of Education. http://www.klc.ac.uk/education. (Sótt á Netinu í
október 1999).
National Academy of Sciences. 1995. National Science Education Standards: An
Overview. http://www.nap.edu/readingroom/books/nese/html/overview.html.
(Sótt á Netinu í júli 1998).
Natur- og miljofag. [1997.] Norge, Kyrkje-, utdannings- og forskningsdepartementet.
Novak, J.D. 1988. Learning science and the science of learning. Studies in Science
Education 15:77-101.
Orpwood, G. 1995. Juggling educational needs and political realities in Canada:
National standards, provincial control, and teachers' professionalism. Studies in
Science Education 26:39-57.
Osborne, R. og Freyberg, P. 1985. Learning in Science: The implications of children's
science. Auckland, New Zealand, Heinemann.
Osborne, T. og Wittrock, M. 1985. The generative learning model and its implica-
tions for science education. Studies in Science Education 12:59-97.
Posner, G.J., Strike, K.A., Hewson, P.W. og Gertzog, W.A. 1982. Accommodation of
a scientific concept: toward a theory of conceptual change. Science Education
66:211-227.
Rubba, P.A. 1992. The learning cycle as a model for the design of science teacher
preservice and inservice education. Journal ofScience Teacher Education 3(4):97—101.
RUM (Rannsóknastofnun uppeldis- og menntamála). 1999. OECD/PISA Pro-
gramme for international student assessment. Kynningarhefti, apríl 1999.
RUM (Rannsóknastofnun uppeldis- og menntamála). 2000. OECD/PISA.
http://www.rum.is/pisa/. (Sótt á Netinu, maí 2000).
Schwab, J.J. 1962. The teaching of science as enquiry. (The Inglis Lecture 1961.)
Cambridge, Harvard University Press.
Scott, P. 1998. Teacher talk and meaning making in science classrooms: a review of
studies from a Vygotskian perspective. Studies in Science Education 32:45-80.
Setinc, M. 1999. International comparative studies of science achievement from the
time perspective: the Third International Mathematics and Science Study versus
the International Assessment of Educational Progress. Assessment in Education
6,1:43-56.
Shayer, M. og Adey, P. 1981. Towards a science of science teaching: Cognitive develop-
ment and curriculum demand. Heinemann, London.
Shepardson, D.P. 1999. Learning science in a first grade activity: A Vygotskian
perspective. Science Education 83, 5:621-638.
Shymansky, J.A., Hedges, L. V. og Woodworth, G. 1990. A reassessment of the
effects of inquiry-based science curricula of the 60's on student performance.
Journal ofResearch in Science Teaching 27,2:127-144.
75