Science Learning Resources

This portion of the site contains a cross-section of papers pertaining to science learning. Please note that any information given below or its links does not reflect the work of the committee, and may be subject to copyright restrictions of the writer and/or organization. Any opinions and statements are solely those of the individual persons or their organization, and are not necessarily adopted or endorsed or verified as accurate by The National Academies. Please note that this is a working progress; therefore, the list will be updated on a regular basis.

Barrett, S.E., Abdi, H., Murphy, G.L., & Gallagher, J.M. (1993). Theory-based correlations and their role in children’s concepts. Child Development, Volume 64. Pages 1595–1616.

Barron, B. J. S. (1998). Doing with Understanding: Lessons From Research on Problem- and Project-Based Learning. The Journal of the Learning Sciences, 7(3 & 4), 271-311.

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdaial, M., & Palinscar, A. (1991). Motivating Project Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3 & 4), 369-398.

Borko, H., Peressini, D., Romangnano, L., & Knuth, E. (2000). Teacher Education Does Matter: A Situative View of Learning to Teach Secondary Mathematics. Educational Psychologist, 35(3), 193-206.

Bredderman, T. (1983). Effects of Activity -based Elementary Science on Students Outcomes: A Quantitative Synthesis. Review of Educational Research, 53(4), 499-518.

Callanan, M., & Jipson, J. (2001). Explanatory conversations and young children’s developing scientific literacy. In K. Crowley, C. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Everyday, Classroom, and Professional Settings (pp. 21-49). Mahwah, NJ: Erlbaum.

Collins, A. (1998). National science education standards: A political document. Journal of Research in Science Teaching, 34(7), 711-727.

Crowley, K. & Galco, J. (2001). Everyday activity and the development of scientific thinking. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional science. Mahwah, NJ: Erlbaum.

di Sessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, Volume 10. Pages 105-225

Dunbar, K. (2000). How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology, Volume 21, Issue 1. Pages 49-58.

Duschl, R., & Gitomer, D. (1997). Strategies and Challenges to Changing the Focus of Assessment and Instruction in Science Classrooms. Educational Assessment, 4(1), 37-73.

Eisenhart, M., Finkel, E., & Marion, S.F. (1996) Creating the Conditions for Scientific Literacy: A Re-Examination. American Educational Research Journal. Volume 33, Issue 2, summer 1996. Pages 261-95

Elmore, R. (1996). Getting to Scale with Good Educational Practice. Harvard Educational Review, 66(1), 1.

Gutierrez, K. D., & Rogoff, B. (2003). Cultural Ways of Learning: Individual Traits or Repertoires of Practice. Educational Researcher, 32(5), 19-25.

Inagaki, K. and Hatano, G. (2002) Young Children’s Thinking about the Biological World. New York, NY: Psychology Press

Keil, F. (2000) Explaining Explanation. In Keil, F. & Wilson R. (Eds.) Explanation and Cognition. Cambridge, MA: MIT Press

Klahr, D, Chen, Z., & Toth, E. E. (2001) From cognition to instruction to cognition: A case study in elementary school science instruction . In Crowley, K., Schunn, C.D., & Okada, T. (Eds.), Designing for science:implications from professional, instructional,and everyday science. Mahwah, NJ: Erlbaum

Klahr, D., & Nigam, M. (2004). The Equivalence of Learning Paths in Early Science Instruction. Psychological Science, 15(10), 661-667.

Lee, O., & Luykx, A. (2003). Science Education and Student Diversity: Synthesis and Research Agenda. Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science.

Loewenberg Ball, D., & Bass Hyman. (2000). Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics. J. Boaler Multiple perspectives on the teaching and learning of mathematics . Westport, CT: Ablex.

National Research Council (2004). Evaluating Inquiry-based Science Developments (commissioned paper for the meeting on the Evaluation of Inquiry-based Science). Wynne Harlen, author. Division of Behavioral and Social Sciences and Education. Washington, DC. http://www7.nationalacademies.org/bose/WHarlen_Inquiry_Mtg_Paper.pdf

National Research Council (2004). Implications of Research on Children’s Learning for Assessment: Matter and Atomic Molecular Theory. (Commissioned paper by the Committee on Test Design for K-12 Achievement). Carol Smith, Marianne Wiser, Charles W. Anderson, Joe Krajcik, Brian Coppola, authors. Division of Behavioral and Social Sciences and Education. Washington, DC.

National Research Council. (2003). Strategic Education Research Partnership. Washington, D.C.: National Academy Press.

National Research Council. (2003) Learning and Instruction: A SERP Research Agenda. Washington, D.C.: National Academy Press.

Pea, R. (1996) The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning and Education. Journal of the Learning Sciences, Volume 13, Issue 3, 2004. Pages 423-429

Shiland, TW (1998). The atheoretical nature of the national science education
standards. Science Education, 82, 615-617

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Sperber, D., & Hirschfeld, L. (2004). The cognitive foundations of cultural stability and diversity. Trends in Cognitive Science, Volume 8. Pages 40-46.

Systemic Research, Inc. (2001) Academic Excellence for All Urban Students. Washington, D.C. National Science Foundation.

Valverde, G. A., & Schmidt, W. H. (2000). Greater expectations: learning from other nations in the quest for 'world-class standards' in US school mathematics and science. Journal of Curriculum Studies, 32(5 ), 651-687.

Van Zee, E.H., & Minstrell, J. (2000). Introduction. In J. Minstrell & E.H. van Zee Eds.) Inquiring into inquiry learning and teaching in science. Washington, D.C.: American Association for the Advancement of Science.

Wellman, H. M. & Gelman, S. A. (1998). Knowledge Acquisition in foundational domains. In W. Damon (Series Ed.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language. (5th ed., pp. 523-530 & 538- 554). New York: Wiley.

Wilson, S. M., & Floden, R. E. F.-M. J. (2002). Teacher Preparation Research: An Insider's View from the Outside. Journal of Teacher Education, 53( 3), 190-204.

Windschitl, M. (2004). Folk theories of "inquiry": How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-512.

Wise, K. & Okey, J. ( 1983) A Meta-analysis of Effects of Various Science Teaching Strategies on Achievement. Journal of Research in Science Teaching, 20(5), 419-435.

Zimmerman, C. (2000). The Development of Scientific Reasoning Skills. Developmental Review, Volume 20. Pages 99-149.