References

Abd-El-Khalick, F. & BouJaoude, S. (1997). An exploratory study of the disciplinary knowledge of science teachers. In I. P. Rubba, P. Keig, & J. Reys (Eds.), Proceedings of the 1997 Annual International Conference of the Association for the Education of Science Teachers (pp. 89-133). Pensacola, FL: Association for the Education of Teachers in Science (ERIC Document Reproduction Service No. ED405220).

Adamson, S. L., Banks, D., Burtch, M., Cox III, F., Judson, E., Turley, J.B., Benford, R., & Lawson, A. E. (2003). Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. Journal of Research in Science Teaching, 40(10), 939-957.

Adey, M., & Shayer, M. (1990). Accelerating the development of formal thinking in middle and high school students. Journal of Research in Science Teaching, 27(31), 267-285.

American Association for the Advancement of Science (1993). Benchmarks for science literacy. Washington, D.C.: American Association for the Advancement of Science.

American Association of State Colleges and Universities (2001). To create a profession. Report of the AASCU task force on the professional development for teachers. Washington, D.C.: AASCU.

Anderson, R. D. (1996). Study of curriculum reform. Retrieved July 15, 2004 from http://www.ed.gov/pubs/SER/CurricReform/title.html.

Anderson, R.D. (2007). Inquiry as an organizing them for science curricula. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 808-830). New York: Routledge.

Banilower, E. (2002). The 2000 national survey of science and mathematics education: Status of high school physics teaching. Retrieved September 30, 2009 from http://www.horizon-research.com.

Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., Liu, Q., Ding, L., Cui, L., Luo, Y., Wang, Y., Li, L., & Wu, N. (2009). Learning and scientific reasoning. Science, 323, 586-587.

Bencze, L., & 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.

Benford, R., & Lawson, A. E. (2001). Relationships between effective inquiry use and the development of scientific reasoning skills in college biology labs (Arizona State University, Tempe, AZ, 2001); Educational Resources Information Center (ERIC) accession no. ED456157.

Berlin, D. (1996, April). Teacher action research: The impact of inquiry on curriculum improvement and professional development. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93(2), 322-360.

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577-616. doi:10.1002/sce.20390

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Borko, H., & Putnam, R. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practice (pp. 35-61). NY: Teachers College Press.

Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 52-62.

Caton, E., Brewer, C., & Brown F. (2000). Building teacher-scientist partnerships: Teaching about energy through inquiry. School Science and Mathematics, 100(1), 7-15.

Cohen, D. K. (1995). What is the system in systemic reform? Educational Researcher, 24(9), 11-17, 31.

Dixon, P., & Wilke, R. A. (2007). The influence of a teacher research experience on elementary teachers’ thinking and instruction, Journal of Elementary Science Education, 19(1), 25-43.

Desimone, L. M. (2010). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. doi: 10.3102/0013189X08331140

Driver, R. (1995). Constructivist approaches to science teaching. In L.P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, New Jersey and Hove, UK: Lawrence Erlbaum Associates Publishers.

Flick, L., Keys, C., Westbrook, S., Crawford, B., & Carnes, N. G. (1997). Perspectives on inquiry-oriented teaching practice: Conflict and clarification. Paper presented at the meeting of the National Association for the Research of Science Teaching, Oakbrook, IL. (ERIC Document Reproduction Service No. ED407255).

Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133.

Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 1037-1063. doi:10.1002/tea.20367

Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Gerber, B. L., Cavallo, A. M., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549.

Gess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and its impact on instruction. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 51-94). Dordrecht, the Netherlands: Kluwer Publishing.

Gess-Newsome, J. (2001). The professional development of science teachers for science education reform: A review of the research. In J. Rhoton & P. Bowers (Eds.), Professional development planning and design (pp. 91-100). Arlington, VA: NSTA Press.

Grove, C. M., & Dixon, P. J. (2007, April). Research experiences for teachers: Influences related to expectancy and value of changes to practice. Paper presented at the National Association of Research in Science Education. New Orleans, LA.

Herrington, D. G., Yezierski, E. J., Luxford, K. M., & Luxford, C. J. (2011). Target inquiry: changing chemistry high school teachers' beliefs about inquiry instruction and their classroom practice, Chemistry Education Research and Practice, 12(1), 74-84.

Hofstein, A., & Lunetta, V. (2003). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54.

Huberman, M. (1992). Teacher development and instructional mastery. In A. Hargreaves & M.G. Fullan (Eds.), Understanding teacher development (pp. 122-142). New York: Teachers College Press.

Jones, M. G., & Carter, G. (2007). Science teachers’ attitudes and beliefs. In S. K. Abell and N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067-1104). Mahweh, NJ: Lawrence Erlbaum Associates.

Keys, C., & Bryan, L. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631-645.

Kahle, J. B., Meece, J., & Scantlebury, K. (2000). Urban African-American middle school science students: Does standards-based teaching make a difference. Journal of Research in Science Teaching, 37(9), 1019-1041.

Kipnis, M., & Hofstein, A. (2008). The inquiry laboratory as a source for the development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601-627.

Knapp, M. S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67(2), 227-266.

Khourey-Bowers, C., & Fenk, C. (2009). Influence of constructivist professional development on chemistry content knowledge and scientific model development. Journal of Science Teacher Education, 20, 437-457. doi:10.1007/s10972-009-9140-0

Lawson, A. E. (1995), Science teaching and the development of thinking. Wadsworth: Belmont, CA.

Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach, California: Corwin Press.

Linn, M. C. (2006). The knowledge integration perspective on learning and instruction. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 243-264). New York: Cambridge University Press.

Liu, O. L., Lee, H. S., & Linn, M. C. (2010). An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. Journal of Research in Science Teaching, 47(7), 807-819. doi:10.1002/tea.20372

Loucks-Horsley, S., & Stiegelbauer, S. (1991). Using knowledge to guide staff development. In A. Lieberman & L. Miller (Eds.), Staff development for education in the 90's: New demands, new realities, new perspectives (pp. 15-36). New York: Teachers College Press.

Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757-798.

McLaughlin, M .S. (1990). The Rand Change Agent Study revisited: Macro perspective and micro realities. Educational Researcher, 19, 11-16.

Minner, D.D., Levy, A.J. & Century, J. (2010). Inquiry-based science instruction – what is it and does it matter? Results from research synthesis from years 1984 to 2002. Journal of research in science teaching, 47(4), 474-496.

National Research Council (1996). National science education standards. Washington, D.C.: National Academies Press.

National Research Council (2001). Educating teachers of science, mathematics and technology. Washington, D.C.: National Academies Press.

National Research Council (2006). America's lab report: Investigations in high school science. Washington, D.C.: National Academies Press.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(4), 307-332.

Park Rogers, M., Abell, S., Marra, R., Arbaugh, F., Hutchins, K., & Cole, J. (2010). Orientations to science teacher professional Development: An exploratory study. Journal of Science Teacher Education, 21, 309-328. doi: 10.1007/s10972-009-9179-y

Penuel, W. R., Fishman, B. J., Yamaguchi, R., Gallager, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958. doi:10.3102/0002831207308221 Key: citeulike:2072744

Phelps, A., & Lee, C. (2003). The power of practice: What students learn from how we teach. Journal of Chemical Education, 80, 829-832.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.

Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105(8), 412-422.

Roseberry, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2(1), 61-94.

Roth, K. J. (2007). Science teachers as researchers. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 1203-1259). New York: Routledge.

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139.

Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education, 27(1), 1-15.

Shumba, O., & Glass, L. (1994). Perceptions of coordinators of college freshman chemistry regarding selected goals and outcomes of high school chemistry. Journal of Research in Science Teaching, 31(4), 381-429.

Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20(5), 387–404.

Silverstein, S. C., Dubner, J., Miller, J., Glied, S., & Loike, J. D. (2009). Teachers’ participation in research programs improves their students’ achievement in science. Science, 326(5951), 440-442.

Smith, S. (2002). The 2000 national survey of science and mathematics education: Status of high school chemistry teaching. Retrieved March 25, 2004 from http://www.horizon-research.com.

Smith, T. M., Desimone, L. M., Zeidner, T. L., Dunn, A. C., Bhatt, M., & Rumyantseva, N. L. (2007). Inquiry-oriented instruction in science: who teaches that way? Educational Evaluation and Policy Analysis, 29(3), 169-199. doi:10.3102/0162373707306025

Smylie, M.A. (1989). Teachers’ views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5 ), 543-558.

Sprinthall, N., Reiman, A.J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.) (pp. 666-703). New York: Macmillan.

Straits, W., & Wilke, R. (2002). Practical considerations for assessing inquiry-based instruction. Journal of College Science Teaching, 31(7), 432-435.

Supovitz, J. A. & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.

Southerland, S., Sowell, S., Blanchard, M., & Granger, E. (2010). Exploring the construct of pedagogical discontentment: A tool to understand science teachers’ openness to reform. Research in Science Education, March 23, 2010. doi:10.1007/s11165-010-9166-5

Thompson, C.L., & Zeuli, J.S. (1999). The frame and tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp.341-375), San Francisco: Jossey-Bass.

Tretter, T. (2003). Relationships between inquiry-based teaching and physical science standardized test scores. School Science and Mathematics, 103(7), 345-350.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press.

Wayne, A. J, Yoon, K. S., Zhu, P., Cronen, S., Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37(8), 469-479. doi: 10.3102/0013189X08327154

Weiss, I. (2002). The 2000 national survey of science and mathematics education: Status of secondary school earth science teaching. Retrieved September 30, 2009 from http://www.horizon-research.com.

Westerlund, J. F., Garcia, D. M., Koke, J. R., Taylor, T. A., & Mason, D. (2002). Summer scientific research for teachers: The experience and its effect. Journal of Science Teacher Education, 13(1), 63-83.

Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). Relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276-301. doi: 10.1002/tea.20329

Wise, K. C., & Okey, J. R. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 419–435.

Wood, K. (2002). The 2000 national survey of science and mathematics education: Status of high school biology teaching. Retrieved September 30, 2009 from http://www.horizon-research.com.

Yezierski, E. & Herrington, D. (2011). Improving practice with target inquiry: High school chemistry teacher professional development that works. Chemistry Education Research and Practice, 12, 344-354.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL2007-No. 022). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Educational Evaluation and Regional Assistance, Regional Education Laboratory Southwest.

Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99-149.

Page last modified March 13, 2014