Tímarit um menntarannsóknir - 01.01.2007, Síða 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