Asia-Pacific Forum on Science Learning and Teaching, Volume 10, Issue 1, Article 1 (June, 2009)
Samson Madera NASHON & David ANDERSON & Wendy S. NIELSEN
An instructional challenge through problem solving for physics teacher candidates

Previous Contents


References

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Straton.

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston Inc.

Basson, I. (2002). Physics and mathematics as interrelated fields of thought development using acceleration as an example. International Journal of Mathematical Education in Science and Technology, 33(5), 679-691.

Behar-Horenstein, L. S., Pajares, F., & George, P. S. (1996). The effect of teachers’ beliefs on students’ academic performance during curriculum innovation. High School Journal, 79(4), 324-332.

Blanton, P. (2003). Constructing knowledge. The Physics Teacher, 41(2), 125-126.

Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-878.

Brousseau, B. A., Book, C., & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.

Bunting, C. E. (1984). Dimensionality of teacher education beliefs: An exploratory study. Journal of Experimental Education, 52(4), 195-198.

Burden, P. (1990). Teacher development. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 311-328). New York: MacMillan.

Cochran, K., & Jones, L. (1998).  The Subject Matter Knowledge of Preservice Science Teachers. International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.

Dweck, C. S., & Bempechat, J. (1983). Childrens’ theories of intelligence: Consequences of  Learning. In S. G. Paris, G. M. Olson and H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. Xxxx). New York: Lawrence Erlbaum.

Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Ed.) (pp. 505-526). New York: MacMillan.

Fisher, C. W., Filby, N. N., Marliave, R. S., Cahen, L. S., Dishaw, M. M., Moore, J. E., & Berliner, D. C. (1978). Teaching behaviors, academic learning, time and student achievement: Final report on phase III-B (Technical Report V-1). San Francisco: Far West Regional Laboratory for Educational Research and Development.

Goldman, S. R., Petrosino, A. J., & Cognition and Technology Group at Vanderbilt. (1999). Design principles for instruction in content domains: Lessons from research  on experts and learning. In F. T. Durso (Ed.), Handbook of applied cognition (pp. 595-627). West Sussex, England: John Wiley and Sons.

Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGraw Hill.

Gunstone, R. F. (1992). Constructivism and metacognition: Theoretical issues and classroom studies. In R. Duit, F. Goldberg, and H. Niedderer (Eds.), Research in physics learning - Theoretical issues and empirical studies, proceedings of an international workshop in Bremen (pp. 129-140). Kiel: IPN.

Hansen, R. E. (1995). Teacher socialization in technological education. Journal of Technology Education, 6(2), 34-45.

Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Buckingham: Open University.

Johnstone, A. H., & Wham, A. J. B. (1982). The demands of practical work. Education in Chemistry, May Issue, 71-73.

Kelly, G. (1955). The psychology of personal constructs: A theory of personality. Volume One. New York: Norton.

Kline, M. (1980). Mathematics: The loss of uncertainty. New York: Oxford University.

Kumagai, J. (1998). Those who can, teach. Physics Today, 51(6), 45-47.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago.

Nashon, S., & Nielsen, W.  (2007). Participation rates in Physics 12 in BC: Science teachers’ and students’ views . Canadian Journal of Science, Mathematics and Technology Education, 7(2/3), 93-106.

Nashon, S. M. (2006). A proposed model for planning and implementing high school physics instruction. Journal of Physics Teacher Education Online, 4(1), 6-9.

Nashon, S. (2005). Reflections from pre-service science teachers on the status of Physics 12 in British Columbia. Journal of Physics Teacher Education Online, 3(1),  25-32.

Nashon, S. (2004a). Teaching and learning high school physics through analogies in Kenyan classrooms. Canadian Journal of Science, Mathematics and Technology Education, 3(3), 33-45.

Nashon, S. (2004b). The nature of analogical explanations high school physics teachers use in Kenya. Research In Science Education, 34, 475-502.

Nashon, S. & Anderson, D. (2004). Obsession with 'g': A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, 36(2), 39-44.

Nashon, S. M. (2001) Teaching and learning high school physics through analogies: A case study of Kenyan classrooms. Unpublished Doctor of Education thesis in the Department of Curriculum, Teaching and Learning (CTL), OISE/University of Toronto.

Nashon, S. (2000). Teaching physics through analogies. OISE Papers in STSE Education. 1, 209-223.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University.

Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.  Cognition and Instruction, 1, 117-175.

Posner, G., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

Serway, R. A., & Belchner, R. J. (2000). Physics for scientists and engineers (5th Ed.). Monterey, CA, USA: Brooks/Cole Publishers.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Serway, R. A., & Beichner, R. J. (2000). Physics for scientists and engineers (5th Ed.). Fort Worth: Saunders College Publishing.

Sherin, B. L. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541.

Tao, P. K. (2001). Confronting students with multiple solutions to qualitative physics problems. Physics Education, 36(2), 135-139.

Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for science teaching. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan Publishing Company.

Tobin, K. G. (1998). Issues and Trends in the Teaching of Science. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education (pp. 129-151). Dordrecht: Kluwer Academic Publishers.

Von Weizsacker, C. F., & Juilfs, J. (1957). The rise of modern physics. New York: George Braziller, Inc.

Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W.R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of research on teacher education (pp. 329-348). New York: MacMillan.


Copyright (C) 2009 HKIEd APFSLT. Volume 10, Issue 1, Article 1 (Jun., 2009). All Rights Reserved.