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Scientific Inquiry Bibliography
Anderson, Ronald D. “Reforming Science Teaching: What Research says about
Inquiry.” Journal of Science Teacher Education 13:1 (2002): 1-12.
Berg, C. Anders R., V. Christina B. Bergendahl, Bruno K. S. Lundberg and Lena
A. E. Tibell. “Benefiting from an Open-Ended Experiment? A Comparison of
Attitudes to, and Outcomes of, an Expository versus an Open-Inquiry Version of
the Same Experiment.” International Journal of Science Education 25:3 (2003):
351-372.
Cruickshank, Brandon J., and Julie Olander. “Can Problem-based Instruction
Stimulate Higher Order Thinking? Converting an Instrument Analysis Lab.” Journal
of College Science Teaching 31:6 (2002): 374-377.
Collins, Angelo. “How Students Learn and How Teachers Teach”. Rodger W. Bybee
(Ed.) Learning Science and the Science of Learning. Arlington, VA: NSTA
Press (3-11), 2002.
Flick, Lawrence B. “Cognitive Scaffolding that Fosters Scientific Inquiry in
Middle Level Science.” Journal of Science Teacher Education 11:2
(2000): 109-129.
Gabel, Connie. “Science Inquiry: A Vision for Practice in the Twenty-First
Century.” National Association for Research in Science Teaching National
Conference, New Orleans LA, April 2002.
Llewellyn, Douglas. Inquire Within. Thousand Oaks: Corwin Press, 2002.
Minstrell, Jim, and Virginia Stimpson. “Creating an Environment for
Restructuring Understanding and Reasoning.” Proceedings for the Conference on
Curriculum and Assessment Reform in Education, Boulder CO, June 1992. 375, 104.
National Research Council. National Science Education Standards.
Washington, DC: National Academy Press, 1996.
National Research Council. Inquiry and the National Science Education
Standards: A guide for Teaching and Learning. Washington, DC: National
Academy Press, 2000.
Novak, Joseph D. “Learning Science and the Science of Learning.” Studies
in Science Education 15 (1988): 77-101.
Ohio Department of Education (ODE). Academic Content Standards, K-12
Science. Columbus, OH: Office of Curriculum and Instruction, 2002.
Rankin, Lynn. “Lessons Learned: Addressing Common Misconceptions about
Inquiry” National Science Foundation (Eds.), Foundations (Volume
II): Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom (NSF
99-148). Washington, DC: Directorate for Education and Human Resources,
Division of Elementary, Secondary, and Informal Education, 1999.
Schauble, Leona, Leopold E. Klopfer, and Kalyani Raghavan. “Students’
Transition from an Engineering Model to a Science Model of Experimentation.” Journal
of Research in Science Teaching 28:9 (1991): 859-882.
Tobin, Kenneth, and Tippins, Deborah. “Constructivism as a Referent for
Teaching and Learning.” In Kenneth Tobin (Ed.), The Practice of
Constructivism in Science Education. Washington, DC: AAAS Press (3-21),
1993.
Toth, Eva E., Daniel D. Suthers, and Alan M. Lesgold. “Mapping to Know’: The
Effects of Representational Guidance and Reflective Assessment on Scientific
Inquiry.” Science Education 86:2 (2002): 264-286.
Vasquez, JoAnne. “The Teacher’s Role in Inquiry-Centered Experiences.” Science
Education International 9:1 (1998): 21-24.
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