Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Foreword (Dec., 2003)
Jack HOLBROOK
Rethink Science Education
Previous Contents

References

Anderson, R.D., Anderson, B.L., Varanka-Martin, M.A., Romagnano, L., Bielenberg, J., Flory, M., Miera, B. and Whitworth J. (1992). Issues of Curriculum Reform in Science, Mathematics and Higher Order Thinking Across the Disciplines. The Curriculum Reform Project, University of Colorado, USA.

Cheng Yin Cheong (2001). A Paradigm Shift in Science Learning and Teaching. Asia-Pacific Forum on Science Learning and Teaching, Volume 1,Issue 2, Foreword.
[Online] http://www.ied.edu.hk/apfslt/issue_2/foreword/

Hodson, D. (2002). Some Thoughts on Scientific Literacy: Motives, Meanings and Curriculum Implications. Asia-Pacific Forum on Science Learning and Teaching, Volume 3, Issue 1, Foreword.
[Online] http://www.ied.edu.hk/apfslt/v3_issue1/foreword/

Holbrook, Jack. (1998). Operationalising Scientific and Technological Literacy - A New Approach to Science Teaching. Science Education International, 9(2), 13-19.

Holbrook. J. (1992). Project 2000+: Scientific and Technological Literacy for All. Science Education International, vol.3 (2), 4-9.

Holbrook, Jack and Rannikmae, Miia. (1997). Scientific and Technological Literacy for All: supplementary teaching material. ICASE.

Krajcik, J: Mamlok, R; Hug, B. (2001). Modern Content and the Enterprise of Science: Science Education for the Twentieth Century. In: Corno, L. (ed). Education Across A Century: The Centennial Volume. One Hundredth Yearbook of the National Society for the Study of Education, 205-237.

Layton, D. (1986). Revaluing science education. In: Tomlinson, P and Quinton, M. (eds). Values Across the Curriculum. London: Falmer.

Lutz, M. (1996). The Congruency of the STS Approach and Constructivism. N: Robert E.Yager (ed). Science/Technology/Society as Reform in Science Education. Albany, New York: SUNY Press.

OECD. (2000). PISA 2000. http://www.pisa.oecd.org/pisa/science.htm

Osborne, J. and Collins, S. (2001). Pupil's views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441-467.

Pak, Sung-Jae. (1997). A Challenging Conception of Science Teaching. In KEDI: Globalization of Science Education - moving toward Worldwide Science Education Standards. Proceedings of the International Conference on Science Education, May 26-30, 1997, Korea.

Rannikmae, M. (2001). STL Teaching - Immediate and Longitudinal Influence on Students' Learning. In: Valanides, N (ed). Science and Technology Education: Preparing Future Citzens. Proceedings of the 1st IOSTE Symposium in Southern Europe. Paralimni, Cyprus, 222-230.

Sjoberg, S. (2001). ROSE: The relevance of science education. A comparative and cooperative international study of the contents and contexts of science education.
[Online] http://folk.uio.no/sveinsj/ROSE_files.htm

Tal, T; Dori, Y; Keiny, S; Zoller, U. (2001). Assessing conceptual change of teachers involved in STES education and curriculum development - the STEMS project approach, International Journal of Science Education, 23(3), 247-262.

UNESCO. (2000). Report of the World Conference on Science: Framework for Action, Science Sector, Paris, France: UNESCO.

UNESCO. (1999). World Conference on Science: Framework for Action. Paragraph 71. Science Sector, UNESCO, Paris, France.

Yager, Robert E. (1996). Meaning of STS for Science Teachers. In R.E.Yager (ed). Science/ Technology/ Society as Reform in Science Education. Albany, New York: SUNY Press.

Zoller, U. (1993). Are lecture and learning compatible ? Maybe for LOCS: unlikely for HOCS. Journal of Chemical Education, 70, 195-197.



Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Foreword (Dec., 2003). All Rights Reserved.