Tímarit um menntarannsóknir - 01.01.2007, Side 99

Tímarit um menntarannsóknir - 01.01.2007, Side 99
97 Tímarit um menntarannsóknir, 4. árgangur 2007 a teacher’s primary obligation is to follow the policy that is handed down from the Ministry or the local education authority through legislation, curricula and centralised testing. Heimildir Aðalnámskrá grunnskóla. (1999). Náttúrufræði. Reykjavík: Menntamálaráðuneytið. Aðalnámskrá grunnskóla. (2007). Náttúrufræði og umhverfismennt. Reykjavík: Menntamálaráðuneytið. Allyson Macdonald. (1991). Eðlisfræðinám. Í Eðlisfræði á Íslandi V. Ráðstefnurit ráðstefnu Eðlisfræðifélags Íslands í Munaðarnesi 28.–30. september 1990, bls. 65–76. Allyson Macdonald. (2000). Ábyrgð og íhugun í skólaþróun. Greinar frumsamdar fyrir haustnámskeið við Verkmenntaskólann á Akureyri 23. ágúst 2000. http://starfsfolk.khi.is/allyson/ kennsluefni.htm. Allyson Macdonald. (2002). Kennslulíkan. Netla http://netla.khi.is/sprotar/2002/001/ index.htm. Banks, J. A., Cochran-Smith, M., Moll, K., Richert, A., Zeichner, K. M., LePage, P., o.fl. (2005). Teaching Diverse Learners. Í L. Darling-Hammond og J. Bransford (Ritstj.), Preparing Teachers for a Changing World (bls. 232–274). San Francisco, CA: Jossey-Bass. Bencze, L. og Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36(5), 521–539. Bennett, J. (2003). Teaching and learning science. A guide to recent research and its applications. London: Continuum. DeBoer, G. E. (1991). A history of ideas in science education. Implications for practice. New York: Teachers College Press, Columbia University. Dewey, J. (1938). Experience and education. New York: Collier Books, Macmillan Publishing Company. Driver, R. (1983). The pupil as scientist? Buckingham: Open University Press. Driver, R. og Bell, B. (1986). Students´ thinking and the learning of science: a constructivist view. School Science Review, 67(240), 443– 456. Dysthe, O. (2004). The challenge of assessment in a new learning culture. Erindi á ráðstefnu NERA/NFPF í Reykjavík 11.–13. mars 2004. Eisner, E. W. (1990). Creative curriculum development and practice. Journal of Curriculum and Supervision, 6(1), 62–73. Furlong, J., Barton, L., Miles, S., Whiting, C. og Whitty, G. (2000). Teacher education in transition. Re-forming professionalism? Buckingham: Open University Press. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill. 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), 97–614. Kliebard, H. M. (1987). The struggle for the American curriculum 1893 – 1958. New York: Routledge. Sýn fimm grunnskólakennara á nám og kennslu í náttúruvísindum
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