Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 1 (Jun., 2018)
Feral OGAN-BEKIROGLU and Arzu ARSLAN-BUYRUK
Examination of pre-service physics teachers’ epistemologies of scientific models and their model formation during model-based inquiry process

Previous Contents Next


References

Akerson, V. L., Townsend, J. S., Donnely, L. A., Hanson, D. L.,Tira, P & White,O (2009). Scientific modeling for inquiring teachers network (SMIT’N): The influence on elementary teachers’ views of nature of science, inquiry, and modeling. Journal of Science Teacher Education, 20, 21–40.

Arslan-Buyruk, A. & Ogan-Bekiroglu, F. (2018). Comparison of pre-service physics teachers’ conceptual understanding of dynamics in model-based scientific inquiry and scientific inquiry environments. Journal of Education in Science, Environment and Health (JESEH), 4(1), 93-109.

Block, J. H., & Hazelip, K. (1995). Teachers’ belief and belief systems. In L. W.
Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 25– 28). New York, NY: Pergamon.

Boulter, C., Buckley, B. & Walkington, H. (2001, April). Model-based teaching and learning during ecological inquiry. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. (ERIC Document Reproduction Service No. ED454048)

Boulter, C. J., & Gilbert, J. K. (2000). Challenges and opportunities of developing models in science education. In J.K. Gilbert & C. J. Boulter (Eds.), Developing models in science education (pp. 343-362). Dordrecht, The Netherlans: Kluwer Academic Publishers.

Campbell, T., Oh, P. S., & Neilson, D. (2012). Discursive modes and their pedagogical functions in model-based inquiry (MBI) classrooms. International Journal of Science Education, 34(5), 2393-2419.

Chinn, C. A., & Samarapungavan, A. (2008). Learning to use scientific models: Multiple dimensions of conceptual change. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 191–225). Rotterdam, the Netherlands: Sense.

Crawford, B. A., & Cullin, M. J. (2004) Supporting prospective teachers' conceptions of modelling in science. International Journal of Science Education, 26(11), 1379-1401.

De Jong, O., & van Driel, J. H. (2001, March) Developing preservice teachers’ content knowledge and PCK of models and modelling. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, St. Louis, MO. 

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior. Reading, MA: Addison-Wesley.

Galilei, G. (2014). Dialogues Concerning Two New Sciences by Galileo Galilei. (H. Crew & A. Salvio, Trans.). New York, NY: Macmillan. (Original work published 1914).

Gobert, J.D., Buckley, B. C (2000). Introduction to Model-based Teaching and Learning in Science Education. International Journal of Science Education, 22(9), 891-894.

Gobert, J & Discenna, J (1997, March). The relationship between students’ epistemologies and model based reasoning. Paper presented at the annual meetingof the American Educational Research Association. Washington, D.C. (ERIC Document Reproduction Service No. ED409164)

Green, T. E. (1971). The activities of teaching. New York, NY: McGraw-Hill.
Grosslight, L.,Unger, C., Jay,E & Smith, C.L (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts, Journal of Research in Science Teaching, 28(9), 799-822.

Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.

Hahn, L. L., & Gilmer, P. J. (2000, October). Transforming pre-service teacher education programs with science research experiences for prospective science teachers. Paper presented at the annual meetingof the Southeastern Association for the Education of Teachers in Science, Auburn, AL.

Harrison, A. G. (2001). How do teachers and textbook writers model scientific ideas for students? Research in Science Education, 31, 401-435.

Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.

Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353–383.

Johnston, J. D., & Whitenack, J. W. (1992, November). The use of videotaped lessons to identify prospective teachers’ initial beliefs concerning issues in mathematics and science teacher education. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Knoxville, TN (ERIC Document Reproduction Service No. ED404104).

Justi, R. S., & Gilbert, J. K. (2001, March). Teachers’ views on models and modelling in science education. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, St Louis, MO.

Justi R. S., & Gilbert, J. K. (2002a). Modelling, teachers’ views on the nature of modeling and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387,

Justi R. S., & Gilbert, J. K. (2002b). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273-1292.

Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72, 177–228.

Krathwohl, D. R. (1997). Methods of educational and social science research: An integrated approach. Reading, UK: Addison-Wesley.

Meyer-Smith, J. A., & Mitchell, I. J. (1991). Teaching about constructivism: Using approaches informed by constructivism. In V. Richardson (Ed.), Constructivist teacher education: Building a world of new understandings (pp. 129–153). Washington, DC: The Falmer.

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

Ogan-Bekiroglu, F. (2007). Effects of model-based teaching on pre-service physics teachers’ conceptions of the Moon, Moon phases and other lunar phenomena. International Journal of Science Education, 29(5), 555-593.

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, NY: Simon & Schuster Macmillan.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, CA: Jossey-Bass.

Ruthven, K. (1987). Ability stereotyping in mathematics. Educational Studies in
Mathematics, 18(3), 243-253.

Schwarz, C. V., & Gwekwerere, V. N. (2007). Using a grounded inquiry and modeling instructional framework (EIMA) to support pre-service K–8 science teaching. Science Education91(1), 158–186.

Schwartz, R., & Lederman, N. (2008). What scientists say: Scientist’s views of nature of science and relation to science context. International Journal of Science Education, 30,(6), 727-771.

Schwarz, C., Meyer, J., & Sharma, A. (2007). Technology, pedagogy, and epistemology: Opportunities and challenges of using computer modeling and simulation tools in elementary science methods. Journal of Science Teacher Education, 18(2), 243-269.

Schwarz, C., Reiser, B., Davis, E., Kenyon, L., Acher, A., Fortus, D., Schwatz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.

Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(1), 3-28.

Stipek, D. J., Givven, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213–226.

Summers, M. & Mant, M. (1995). A survey of British primary school teachers’ understanding of the Earth’s place in the universe. Educational Research, 37(1), 3-19.

Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.

Windschitl, J & Thompson, J (2006). Transcending simple forms of school science investigation: The impact of preservice instruction on teachers' understandings of model-based inquiry. American Educational Research Journal, 43(4), 783-835.

Windschitl, M., Thompson, J., & Braaten, M. (2008a). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967. Windschitl, M., Thompson, J., & Braaten, M. (2008b). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26(3), 310-378.

van Driel, J. H., & Verloop, N. (1999). Teachers’ knowledge of models and modeling in science. International Journal of Science Education, 21(11), 1141-1153.

van Driel, J. H., & Verloop, N. (2002). Experienced teachers’ knowledge of teaching and learning of models and modeling in science education. International Journal of Science Education, 24(12), 1255-1272.

 

 


Copyright (C) 2018 EdUHK APFSLT. Volume 19, Issue 1, Article 1 (Jun., 2018). All Rights Reserved.