Using moments of wonder in Science with pre-service teachers

Angus, M., Olney, H., Ainley, J., Caldwell, B., Burke, B., & Selleck, G. (2004). The sufficiency of resources for Australian primary schools. Canberra: DEST.

Baxter, P. & Jack, S (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13 (4), 544-559.

Brand, B., & Wilkins, J. (2007). Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses. J Sci Teacher Educ, 18(2), 297-317. doi:10.1007/s10972-007-9038-7

Cochran-Smith, M., Feiman-Nemser, S., & McIntyre, D. (2008). Handbook of research on teacher education. New York: Routledge.

Cooper, G., Kenny, J., & Fraser, S. (2012). Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources. International Journal Of Science Education, 34(12), 1883-1908. doi:10.1080/09500693.2012.698762

Creswell, J. (2005). Educational research. Upper Saddle River, N.J.: Merrill.

Creswell, J., & Plano Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, Calif.: SAGE Publications.

Denscombe, M. (2007). The good research guide. Maidenhead: Open University Press.

Feist, G. (2012). Predicting interest in and attitudes toward science from personality and need for cognition. Personality And Individual Differences, 52(7), 771-775. doi:10.1016/j.paid.2012.01.005

Gilbert, A. (2009). Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice. Early Childhood Education Journal, 36(5), 431-438. doi:10.1007/s10643-009-0302-7

Gilbert, A. (2011). What about wonder? Advancing wonder as a goal for science education. In Proceedings Science Education at the Crossroads (pp. 42-44).

Gilbert, A. (2015). Using the notion of 'wonder' to develop positive conceptions of science with future primary teachers. Science Education International, 24(1), 6-32. Retrieved from http://www.icaseonline.net/sei/march2013/p1.pdf

Girod, M., & Wong, D. (2002). An Aesthetic (Deweyan) Perspective on Science Learning: Case Studies of Three Fourth Graders. ELEM SCHOOL J, 102(3), 199. doi:10.1086/499700

Hadzigeorgiou, Y. (2005). Science, personal relevance and social responsibility. Integrating the liberal and the humanistic traditions of science education. Educational Practice And Theory, 27(2), 82-93.

Hadzigeorgiou, Y. (2012). Fostering a Sense of Wonder in the Science Classroom. Res Sci Educ, 42(5), 985-1005. doi:10.1007/s11165-011-9225-6

Howes, E. (2002). Learning to teach science for all in the elementary grades: What do preservice teachers bring?. J. Res. Sci. Teach., 39(9), 845-869. doi:10.1002/tea.10049

Hurd, P. (2002). Modernizing science education. J. Res. Sci. Teach., 39(1), 3-9. doi:10.1002/tea.10006.abs

Jones, M., Howe, A., & Rua, M. (2001). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192. http://dx.doi.org/10.1002/(sici)1098-237x(200003)84:2<180::aid-sce3>3.0.co;2-x

Kenny, J. (2012). University-school partnerships: pre-service and in-service teachers working together to teach primary science. AJTE, 37(3). doi:10.14221/ajte.2012v37n3.1

Kenny, J. D., Hobbs, L., Herbert, S., Jones, M., Chittleborough, G., Campbell, C., Gilbert, A., & Redman, C. (2014). Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education. Australian Journal of Teacher Education, 39(12), 43-65.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful teacher of African-American children. San Francisco, CA: Jossey-Bass.

Leafgren, S. (2008). Reuben's fall: complicating ‘goodness’ and schoolroom disobedience.International Journal Of Children's Spirituality, 13(4), 331-344. doi:10.1080/13644360802439474

Lyons, T. (2006). Different Countries, Same Science Classes: Students’ experiences of school science in their own words. International Journal Of Science Education, 28(6), 591-613. doi:10.1080/09500690500339621

Milne, I. (2010). A Sense of Wonder, Arising from Aesthetic Experiences, Should Be the Starting Point for Inquiry in Primary Science. Science Education International, 21(2), 102-115.

Patton, M. (1990). Qualitative evaluation and research methods (2^nd Edition). Newbury Park, CA: Sage Publications.

Perfectly reasonable deviations from the beaten track: the letters of Richard P. Feynman. (2005). Choice Reviews Online, 43(03), 43-1530-43-1530. doi:10.5860/choice.43-1530

Phelps, R. (2005). The potential of reflective journals in studying complexity in action. Retrieved 18 September 2015, from
http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1016&context=educ_pubs

Schibeci, R. (2009). Inspiring students with the joy and wonder of science? Key Australasian contributions of research on student attitudes to science. In S. Ritchie, The World of Science Education: Handbook of Research in Australasia (1st ed., pp. 107-116). Rotterdam: Sense.

Silverman, M. (1989). Two sides of wonder: Philosophical keys to the motivation of science learning. Synthese, 80(1), 43-61. doi:10.1007/bf00869947

Stake , R. (2000). Case studies. In N. Denzin & Y. Lincoln (Eds.) Hand-book of qualitative research (2nd ed., 435-454). Thousand Oaks, CA: Sage.

Stolberg, T. (2008). W(h)ither the sense of wonder of pre-service primary teachers’ when teaching science?: A preliminary study of their personal experiences. Teaching And Teacher Education, 24(8), 1958-1964. doi:10.1016/j.tate.2008.05.005

Tytler, R. (2007). Re-imagining science education. Camberwell, Vic.: ACER Press.

Van Driel, J., Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86(4), 572-590. doi:10.1002/sce.10010

Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.

Wickman, P. (2006). Aesthetic experience in science education. Mahwah, N.J.: Lawrence Erlbaum Associates.

Zembylas, M. (2004). Young children's emotional practices while engaged in long-term science investigation. J. Res. Sci. Teach., 41(7), 693-719. doi:10.1002/tea.20023

Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching And Teacher Education, 23(4), 355-367. doi:10.1016/j.tate.2006.12.002