Inquiry
References
Albanese, M., & Mitchell, S. (1993). Problem based learning: A review of literature on its outcomes and implementation issues. Acad Med, 68(1), 52-81.
American Association for the Advancement of Science (AAAS). (1990). Project 2061: Science for all Americans. Washington, DC: American Association for the Advancement of Science, Inc.
American Association for the Advancement of Science (AAAS). (2001). Atlas of scientific literacy. Washington, DC: American Association for the Advancement of Science, Inc.
American Educational Research Association. (1999). Standards for educational and psychological testing / American Educational Research Association, American Psychological Association, National Council on Measurement in Education. Washington, DC: American Educational Research Association.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's Taxonomy of educational objectives. New York: Longman.
Anderson, R. D. Inquiry in the Everyday World of Schools [Web Page]. URL http://www.enc.org/topics/inquiry/context/document.shtm?input=FOC-000708index. ENC Online. [2003, June 14].
Barley, Z. A., & Jenness, M. (1994). The Role of Evaluation in Systemic Change in Education. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85(4), 426-453.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105.
Chen, Z., & Klahr, D. (1999). All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy. Child Development, 70(5).
Cooper, G. A., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem solving transfer. Journal of Educational Psychology, 79, 347-362.
Dean, C. D. (1999). Problem-based learning in teacher education. Paper presented at the annual meeting of the American Educational Research Association. Montreal.
Eick, C. J. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Electronic Journal of Science Education, 4 (3).
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: a preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
Fedock, P. M., Zambo, R., & Cobern, W. W. (1996). The professional development of college science professors as science teacher educators. Science Education, 80(1), 5-19.
Gulek, C. (1999). Using Multiple Means of Inquiry To Gain Insight into Classrooms: A Multi-Trait Multi-Method Approach. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Quebec, Canada.
Horizon, Inc. (2003) 2003-04 Data Collection Manual [Web Page]. URL http://www.horizon-research.com/LSC/manual/0304/ [2003, September 15].
Jenness, M. (2001). Michigan teacher perceptions of their classroom practice and preparation in science and mathematics: A report of findings from a survey of Michigan K-12 teachers receiving professional development services fully or partially funded by the Michigan Eisenhower Professional Development Program. Kalamazoo, MI: Science and Mathematics Program Improvement (SAMPI).
Jenness, M., & Barley, Z. A. (1999). Observing teaching practices in K-12 classrooms: Instruments and methods (Science -version B: for multiple classroom observations to improve programming). Kalamazoo, MI: Science and Mathematics Program Improvement (SAMPI).
Joint Committee on Standards for Educational Evaluation (JCSEE). (2003). The student evaluation standards: how to improve evaluations of students . Thousand Oaks, CA: Corwin Press & The Educational Policy Leadership Institute.
Karplus, R. (1977). Science teaching and the development of reasoning. Journal of Research in Science Teaching, 14(2), 169-175.
Kennedy, M. M. (1997). Defining optimal knowledge for teaching science and mathematics. (Report No. RM10). Madison, WI: National Institute for Science Education. URL: http://www.wcer.wisc.edu/nise/Publications/Research_ Monographs/KENNEDY/KennedyALL.pdf.
Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science, in press.
Klentschy, M., Garrison, L., & Ameral, O. (in press). Valle imperial project in science (VIPS): Four-year comparison of student achievement data, 1995-1999. Journal of Research in Science Teaching.
Krajcik, J., Mamlok, R., & Hug, B. (2001). modern content and the enterprise of science: Science education in the twentieth century. In L. Corno (editor), Education Across A Century: The Centennial Volume. Chicago: University of Chicago Press.
Laugksch, R. C., & Spargo, P. E. (2000). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2 ), 121
143.
Lederman, N. G. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education, 3(1), 16-20.
Lesh, R. A., & Lovitts, B. (2000). Research agendas: Identifying priority problems and developing useful theoretical perspectives. A. E. Kelly, & R. A. Lesh (editors), Handbook of research and design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Livingston, A. (Senior Editor). (2002). The condition of education 2002. Washington, DC: National Center for Education Statistics.
Lowery, L. F. (2002). The nature of inquiry. Science Link, 13(1), 3.
Luft, J. A. (1999). Assessing science teachers as they implement inquiry lessons: the extended inquiry observational rubric. Science Educator, 8(1), 9-18.
Maloney, D. P. (1994). Research on problem solving: physics. D. L. Gabel (editor), Handbook of research on science teaching and learning (pp. 327-354). New York: MacMillan Publishing Company.
Mayer, D. P., Mullens, J. E., & Moore, M. T. (2000). Monitoring school quality: An indicators report. Washington, DC: U.S. Department of Education.
Moore R. W., & Foy RLH. (1997). The scientific attitude inventory: A revision (SAI II). Journal of Research in Science Teaching, 34(4), 327-336.
National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academy Press.
National Research Council. (2001). Classroom assessment and the National Science Education Standards. Washington, DC: National Academy Press.
Ngeow, K., & Kong, Y.-S. (1994). Learning to learn: Preparing teachers and students for problem-based learning. ERIC, ED457524.
Peterson, M. (1997). Skills to enhance problem-based learning. Med Educ Online [Serial Online], 2(3). URL: http://www.med-ed-online.org/f0000009.htm.
Rudolph, J. L. (2002). Scientists in the classroom: the cold war reconstruction of American science education . New York : Palgave.
Scriven, M. (1991). Evaluation thesaurus. Newbury Park: SAGE Publications.
Scriven, M. (1998). The new science of evaluation. Scandinavian Journal of Social Welfare , 7(2), 79-87.
Secker, C. V. (2002). Effects of inquiry-based teacher practices on science excellence and equity. Journal of Educational Research, 95(3), 151-160.
Secker, C. V., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching , 36(10), 1110-1126.
Shavelson, R. J., & Towne, L. (2002). Scientific research in education. Washington, D.C.: National Academy Press.
Shulman, L. S. (1986). Those who understand: A conception of teacher knowledge. American Educator, 10(1), 9-15.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Shymansky, J. A., Kyle, W., & Alport, J. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20(5), 387-404.
Shymansky, J. A., Hedges, L., & Woodworth, G. (1990). A reassessment of the effects of inquiry-based science curricula of the 60's on student performance. Journal of Research in Science Teaching, 27(2), 127-144.
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
Tippins, D. J., Koballa, T. R., & Payne, B. D. (2002). Learning from cases: Unraveling the complexities of elementary science teaching. Boston: Allyn and Bacon.
Towne, L., & Hilton, M. (2004). Implementing Randomized Field Trials in Education: Report of a Workshop. Washington, DC: Committee on Research in Education, Center for Education Division of Behavioral and Social Sciences and Education, National Research Council, National Academy Press
Trafton, J. G., & Reiser, B. J. (1993). The contribution of studying examples and solving problems to skill acquisition. Proceedings of the 15th Annual Conference of the Cognitive Science Society, 1017-1022.
U.S. Department of Education. (2002). Scientifically Based Research—U.S. Department of Education. Washington, D.C.: U.S. Department of Education.
Vines, V. (Media Relations Officer). (2002) National program needed to draw postdoctoral scholars into K-12 education careers [Web Page]. URL http://www4.nationalacademies.org/news.nsf/isbn/030908427x?OpenDocumen [1908, May 2].
Wang, H. C. A., Thompson, P., Shuler, C., & Harvey, L. (1999) Problem-based learning approach for science teachers' professional development. Paper presented at the annual meeting of the Association for the Education of Teachers in Science, Austin, TX.
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1-39.
Wayne, A. J. (2002). Teacher inequality: New evidence on disparities in teachers' academic skills. Education Policy Analysis Archives, 10(30). URL: http://epaa.asu.edu/epaa/v10n30/
Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 National Survey of Science and Mathematics (Status Report). Chapel Hill, NC: Horizon Research, Inc.
Weiss, I. R., Knapp, M. S., Hollweg, K. S., & Burrill, G. (2002). Investigating the influence of standards: A framework for research in mathematics, science, and technology education. Washington, D.C.: Center for Education, National Research Council.