CONCEPTUAL CHANGE: HOW NEW IDEAS TAKE ROOT
Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14, 161-199.
diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2 & 3), 105-225.
Limόn, M. & Mason, L. (Eds.) (2002). Reconsidering conceptual change: Issues in theory and practice. Dordrecht, The Netherlands: Kluwer.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Schneps, M., & Sadler, P. M. (1989). A private universe [Video]. Santa Monica, CA: Pyramid Film and Video.
NATURAL SELECTION: COMMON MISCONCEPTIONS
AAAS (2014) Misconception References – Topic: Evolution and Natural Selection. Retrieved from: http://assessment.aaas.org/topics/EN#/
Berkeley (2014) Evolution 101. Understanding Evolution. Retrieved from: http://evolution.berkeley.edu/evosite/evo101/IIIE5aNotadaptation.shtml
Bishop, B. A., & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5), 415–427.
Carr, E.C. (1928) Orchid Pollination Notes. Journal of Malayan Branch of the Royal Asiatic Society. Vol 6. No.1 (102): 49-73.
Gregory, R. (2009) Understanding Natural Selection: Essential Concepts and Common Misconceptions. Evolution Education and Outreach. 2:156-175.
Lehrer, R. Schauble L. (2012) Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations. Science Education, Vol. 96, No. 4, pp. 701–724
Speth, E. Shaw, N. Momsen, J. Reinagel, A. Le, P. Tagieddin, R. Long, T. (2014) Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation. Life Sciences Education. 13(3): 529-539.
SENDING "LEARNING STYLES" OUT OF STYLE
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
Reiner, C. & Willingham, D. (2010). The myth of learning styles. Retrieved from: http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html
Willingham, D. T. (2006). "Brain-based" learning: More fiction than fact. American Educator, 30(3), 27.
Willingham, D. (n.d.) Learning styles FAQ. Retrieved from: http://www.danielwillingham.com/learning-styles-faq.html
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience. Advanced Online Publication, published online 15 October 2014.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: prevalence and predictors of misconceptions among teachers. Frontiers in psychology, 3.
Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.
Schweingruber, H. A., Duschl, R. A., & Shouse, A. W. (Eds.). (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. National Academies Press.
FIRED UP ABOUT ENERGY
AAAS (2014) Misconception References – Topic: Energy. Retrieved from: http://assessment.aaas.org/topics/EG#/
Herrmann-Abell, Cari & and DeBoer, George. (2011). Investigating Students’ Understanding of Energy Transformation, Energy Transfer, and Conservation of Energy Using Standards-Based Assessment Items. Presented at the Annual Meeting of the National Association for Research in Science Teaching. Orlando, Florida.
Kruger, C. (1990). Some primary teachers’ ideas about energy. Physics Education, 25(2), 86–91.
Magnuson, Shirley & Krajcik, Joseph. (1993). Teacher Knowledge and Representation of Content in Instruction about Heat Energy and Temperature. Presented at the Annual Meeting of the National Association for Research in Science Teaching; Atlanta, Georgia.
Millar, Robin. (2005). Teaching About Energy. University of York Department of Educational Studies.
Nordine, Jeffrey; Krajcik, Joseph; & Fortus, Davide. (2010). Transforming Energy Instruction in Middle School to Support Integrated Understanding and Future Learning, Science Education. 670-699.
Papadouris, N., Constantinou, C. P., & Kyratsi, T. (2008). Students’ use of the energy model to account for changes in physical systems. Journal of Research in Science Teaching, 45(4), 444–469.
Pinto, Roser; Cuoso, Digna; & Gutierrez, Rufina. (2005). Using Research on Teachers’ Transformations of Innovations to Inform Teacher Education. The Case of Energy Degradation, Science Education. 89 (1), 1-12.
Trumper, R. (1990). Being constructive: An alternative approach to the teaching of the energy concept—Part one. International Journal of Science Education, 12, 343–354.
Cahyadi, M. Veronica & Butler, Philip H. (2004). Undergraduate Students’ Understanding of Falling Bodies in Idealized and Real-World Situations. Journal Of Research In Science Teaching, 41 (6), 569–583.
Galili, Isaac. (2001). Weight versus gravitational force: Historical and educational perspectives. International Journal of Science Education, 23 (10), 1073- 1093.
Gönen, Selahattin. (2008). A Study on Student Teachers’ Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravity. Journal of Science Education and Technology, 17, 70-81.
Morrison, Richard C. (1999). Weight and Gravity: the Need for Consistent Definitions. The Physics Teacher, 37 (51), 51-52.
Newton, Issac. (1687). Philosophiæ Naturalis Principia Mathematica.
Smith, Robin G. & Peacock, Graham. (2009). Tackling contradictions in teachers’ understanding of gravity and air resistance. Evaluation & Research in Education, 6 (2-3), 113-127.
Berg, Terrance & Brouwer, Wytze. (1991). Teacher Awareness Of Student Alternate Conceptions About Rotational Motion and Gravity. Journal Of Research In Science Teaching, 28 (1), 3-18.
MAKE IT RAIN
Bar, V., & Travis, A. S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28(4), 363–382.
Ben-zvi-Assarf, O., & Orion, N. (2005). A study of junior high students' perceptions of the water cycle. Journal of Geoscience Education, 53(4), 366.
Cardak, O. (2009). Science students’ misconceptions of the water cycle according to their drawings. Journal of Applied Sciences, 9(5), 865-873.
Henriques, L. (2002). Children's ideas about weather: A review of the literature. School Science and Mathematics, 102(5), 202-215.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270.
Osborne R.J., Cosgrove M.M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9) 825-838.
Osborne, R. J., & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825–838.
Thompson, F., & Logue, S. (2006). An exploration of common student misconceptions in science. International Education Journal, 7.4, 553-559.
ATTACK THE KNACK
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: a review and synthesis. Psychological Bulletin, 128(5), 774.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Willingham, D. T. (2006). How Praise Can Motivate—or Stifle. American Educator, 29(4), 23-27.
Willingham, D. T. (2007). Should Learning Be Its Own Reward? American Educator, 31(4), 29.
PHOTOSYNTHESIS: BLINDED BY THE LIGHT
American Association for the Advancement of Science. (2011). Project 2061 science assessment website. Retrieved December 03, 2014 from: http://assessment.aaas.org/pages/home
Eisen, Y., & Stavy, R. (1988). Students' understanding of photosynthesis. The American Biology Teacher, 208-212.
Stern, L., & Roseman, J. E. (2004). Can middle‐school science textbooks help students learn important ideas? Findings from Project 2061's curriculum evaluation study: life science. Journal of Research in Science Teaching, 41(6), 538-568.
Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061's curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.
Schneps, M., & Sadler, P. M. (1989). A private universe [Video]. Santa Monica, CA: Pyramid Film and Video.
Wandersee, J.H. (1985).Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23, 581–597.
Roth, K., & Anderson, C. W. (1987). The Power Plant: Teacher’s Guide to Photosynthesis. The Institute for Research on Teaching, College of Education, Michigan State University.
WHY RIGHT-BRAINED IS WRONG… BRAINED
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in Psychology, 3, 429.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15, 817–824.
MacNeilage P.F., Rogers L.J., & Vallortigara G. (2009). Origins of the left and right brain. Scientific American: Neuroscience. (7) 60-76.
Nielson J.A., Zielinski B.A., Ferguson M.A., Lainhart J.E., Anderson J.S. (2013). An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging. PLOS ONE, 8(8), e71275.
Rogers M. (2013). Researchers debunk myth of “right brain” and “left –brain” personality traits. University of Utah, Office of Public Affairs. Retrieved from: http://healthcare.utah.edu/publicaffairs/news/current/08-14-...
Rutherford, F. J., & Ahlgren, A. (1990). Science for All Americans. New York: Oxford University Press.
Singh H. & O’Boyle M.W. (2004). Interhemispheric interactions during global-local processing in mathematically gifted adolescents, average-ability youth and college students. Neuropsychology 18(2): 371-377.
SCIENCE: A WORK IN PROGRESS
Çakmakcı, G., Tosun, Ö., Turgut, Ş., Örenler, Ş., Şengül, K. & Top G. 2011. Promoting an inclusive image of scientists among students: Towards research evidence-based practice. International Journal of Science and Mathematics Education, 9(3), 627-655.
DeHann, R. L. 2011. Teaching Creative Science Thinking. Science, 334, 1499-1500.
Driver, R., Newton, P., & Osborne, J. 2000. Establishing the norms of scientific argumentation in classrooms. Science Education, 84 (3), 287-312.
Dunbar, K. 2000. How Scientists Think in the Real World: Implications for Science Education. Journal of Applied Developmental Psychology, 21(1), 49–58.
Erten, S., Kiray, S.A., & Sen-Gumus, B. 2013. Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics, Science and Technology, 1(2), 122-137.
Flick, L. 1990. Scientists in residence program: Improving children’s image of science and scientists. School Science and Mathematics, 90(3), 204-214.
Jeffrey, P. 2003. Smoothing the Waters: Observations on the Process of Cross-Disciplinary Research Collaboration. Social Studies of Science, 33(4), 539–562.
Krajcik J., & Merritt, J. 2012. Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom? Understanding a Framework for K−12 Science Education. The Science Teacher, 79(3), 10-13.
Kuhn, D. 1993. Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.
National Research Council. (2007). Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press.
Osborne, J., Erduran, S., & Simon, S. 2004. Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
Rijskijk, C. 2007. Pluto – when is a planet a planet? Quest, 3(2), 24-27.
Rutherford, F. J., & Ahlgren, A. (1990). Science for All Americans. New York: Oxford University Press.
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. 2012. Proposing a Core Set of Instructional Practices and Tools for Teachers of Science. Science Education, 96(5), 878-903.
Wuchty, S., Jones, B. F., & Uzzi, B. 2007. The Increasing Dominance of Teams in Production of Knowledge. Science, 316(5827), 1036-1039.
WHAT’S THE "MATTER" WITH ATOMS (AND CELLS)?
National Research Council (2003). BIO 2010: Transforming undergraduate education for future research biologists [Electronic version]. Washington, DC: National Academies Press.
Inagaki, K., & Hatano, G. (2002). Young children’s naïve thinking about the biological world. New York: Psychology Press.
Liu, X., & Lesniak, K. (2006). Progression in children’s understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320–347.
Mohan, L., Chen, J., & Anderson, C. W. (2009). Developing a multi‐year learning progression for carbon cycling in socio‐ecological systems. Journal of Research in Science Teaching, 46(6), 675‐698.
Roseman, J. E., Abell, C. H., Flanagan, J., Kruse, R., Howes, E., Carlson, J., Bourdélat-parks, B. (2013). Developing and evaluating an eighth grade curriculum unit that links foundational chemistry to biological growth: Selecting core ideas and practices – an iterative process. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Rio Grande, PR.
Herrmann-Abell, C. F., & DeBoer, G. E. (2008). An analysis of field test results for assessment items aligned to the middle school topic of atoms, molecules, and states of matter. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Baltimore, MD.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D. and Blakeslee, T. D. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30: 249–270.
THAT’S SO META(COGNITIVE)!
Georghiades, P. (2000). Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42, 119-139.
Hewson, P. W. (1992, June). Conceptual change in science teaching and teacher education. In a meeting on “Research and Curriculum Development in Science Teaching,” under the auspices of the National Center for Educational Research, Documentation, and Assessment, Ministry for Education and Science, Madrid, Spain.
Doyle, W. (1990). Themes in teacher education research. In W. R. Housten (Ed.), Handbook of research on teacher education, New York: Macmillan, (pp.3-24).
Dunning, David, Johnson, Kerri, Ehrlinger, Joyce, and Kruger, Justin. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3). 83-87.
Flavell, J. H. (1979) Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 34, 906-911.
Ormrod, J. E. (2011). Human Learning (6th ed.). Upper Saddle River, NJ: Prentice Hall
Peters, E. 2009. Thinking like scientists: Using metacognitive prompts to develop nature of science knowledge. Saarbrücken, Germany: Verlag.
Pintrich, Paul R (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4). 219-225.
Tanner, Kimberly D. (2012). Promoting student metacognition. CBE – Life Sciences Education, 11, 113-120.
Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38, 137-158.
TIME: IT’S LIKE, SO DEEP
Catley, K. M., & Novick, L. R. (2009). Digging deep: Exploring college students’ knowledge of macroevolutionary time. Journal of Research in Science Teaching, 46(3), 311–332.
Clary, R., & Wandersee, J. (2009). How old? Tested and trouble-free ways to convey geologic time. Science Scope, 33(4), 62.
Dodick, J. (2007). Understanding evolutionary change within the framework of geological time. Journal of Education, 42, 245–264.
Dodick, J., & Orion, N. (2003). Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching, 40(4), 415–442.
Dodick, J., & Orion, N. (2003). Measuring student understanding of geological time. Science Education, 87(5), 708–731.
Dodick, J., & Orion, N. I. R. (2003). Geology as an Historical Science: Its Perception within Science and the Education System. Science & Education, 12, 197–211.
Hazen, R. M. (2010). How Old is Earth, and How Do We Know? Evolution: Education and Outreach, 3(2), 198–205.
Hidalgo, A. J., Fernando, I. E. S. S., & Otero, I. C. E. J. (2004). An analysis of the understanding of geological time by students at secondary and post-secondary level. International Journal of Science Education, 26(7), 845–857.
Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., Tikoff, B., Sageman, B. (2010). Commentary: Analogical Thinking in Geoscience Education. Journal of Geoscience Education, 58(1), 2.
Kastens, K. a., Manduca, C. a., Cervato, C., Frodeman, R., Goodwin, C., Liben, L. S., & Titus, S. (2009). How geoscientists think and learn. Eos, 90(31), 265–266.
Libarkin, J. C., Anderson, S. W., & Boone, W. (2002). Qualitative Analysis of College Students’ Ideas about the Earth: Interviews and Open-Ended Questionnaires. Journal of Geoscience Education.
Libarkin, J., Kurdziel, J., & Anderson, S. (2007). College Student Conceptions of Geological Time and the Disconnect Between Ordering and Scale. Journal of Geoscience Education, 55(5), 413–422.
Mccomas, W. F. (2015). How-To-Do-It: How Long Is a Long Time? A Scale Model of the Development of Life on Earth & Events that Have Shaped Earth. The American Biology Teacher, 52(3), 161–167.
Munley, M. E., & Rossiter, C. M. (2014). Deep Time: Considerations When Introducing Learners to Fundamental Threshold Concepts Related to Global Change and Earth Systems. Literature Review Conducted for Smithsonian’s National Museum of Natural History.
Trend, R. D. (2001). Deep time framework: A preliminary study of U.K. primary teachers’ conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38(2), 191–221.
Trend, R. (2009). The power of deep time in geoscience education: linking “interest”, “threshold concepts”, and “self-determination theory.” Studia Universitatis Babes-Bolyai, Geologia, 54(1), 7–12.
Truscott, J. B., Boyle, A., Burkill, S., Libarkin, J., & Lonsdale, J. (2006). The concept of time: can it be fully realised and taught? Planet, 5(17), 21–23.
CHEMICAL REACTIONS IN ACTION
Nakhleh M.B. (1992). Why some students don't learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69 (3), 191.
Tyson L., Treagust D.F., & Bucat R.B. (1999). The Complexity of Teaching and Learning Chemical Equilibrium. Journal of Chemical Education, 76 (4), 554.
Özmen H. (2004). Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding. Journal of Science Education and Technology, 13 (2) 147-159.
Jan H. van Driel, Nico Verloop, & Wobbe de Vos. (1998). Developing Science Teachers’ Pedagogical Content Knowledge. Journal Of Research In Science Teaching, 35 (6), 673-695.
Johnson, P. (2000). Developing students’ understanding of chemical change: What should we be teaching? Chemistry Education Research and Practice, 1(1), 77-90.
Kind (Barker), V. (2000). Beyond appearances: students’ misconceptions about basic chemical ideas. A report prepared for the Royal Society of Chemistry, 2nd Edition.
Geban, Ö., & Bayir, G. (2000). Effect of conceptual change approach on students understanding of chemical change and conservation of matter. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19 (19).
Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38 (7), 821-842.
‘TIS THE SEASON FOR A REASON
Atwood, R. & V. Atwood (1996). Preservice Elementary Teacher’s Conceptions of the Causes of Seasons, Journal Of Research In Science Teaching, 33 (5), 553–563.
Bulunuz, N. (2007). Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation, Dissertation, Georgia State University.
Kikas, E. (2004). Teachers’ Conceptions and Misconceptions Concerning Three Natural Phenomena, Journal of Research in Science Teaching, 41 (5), 432–448.
Lee, V. (2010). How Different Variants of Orbit Diagrams Influence Student Explanations of the Seasons, Science Education, 94 (6), 985–1007.
Plummer, J.D., & L. Maynard (2014). Building a Learning Progression for Celestial Motion: An Exploration of Students’ Reasoning About the Seasons, Journal of Research in Science Teaching, 51 (7), 902–929.
Schneps, M., & Sadler, P. M. (1989). A Private Universe [Video]. Santa Monica, CA: Pyramid Film and Video.
Schwarz, C. V. & Y. N. Gwekwerere (2007). Using a Guided Inquiry and Modeling Instructional Framework (EIMA) to Support Preservice K–8 Science Teaching, Science Education, 91, 158–186.