Black, P. & Wiliam, D (1998a) Assessment and Classroom Learning. Assessment in Education, 5(1), 7-71.
Black, P. & Wiliam, D. (1998b) Inside the Black Box: raising standards through classroom assessment London UK: King’s College London School of Education.
Black, P. J.; Harrison, C.; Lee, C.; Marshall, B. & Wiliam, D (2002) Working inside the black box: Assessment for learning in the classroom. London, UK: King’s College London School of Education.
Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge.
DfES KS 3 Strategy Assessment for learning resources http://www.standards.dfes.gov.uk/keystage3/respub/afl_w
King's Assessment for Learning Group http://www.kcl.ac.uk/depsta/education/research/kal.html
A web site giving examples of different types of questions http://www.nwrel.org/scpd/sirs/3/cu5.html
Two good books on all different types of questioning with examples.
Morgan, N. and Saxton, J. (1991) Teaching Questioning and Learning. London: Routledge
Brown, G. and Wragg, E.C. (1993) Questioning. London: Routledge
Rowe, M. B. (1974a) Wait time and Rewards as instructional variables, their inference in language, logic and fate control: Part 1. Wait time. Journal of Research in Science Teaching, 11(3), 263-279.
Rowe, M. B. (1986) Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37, 43-50
Butler, R. (1988). Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
Formative use of Summative assessment
King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal interaction. American Education Research Journal, 27 (4), 664-687
King, A. (1992). Comparison of Self-Questioning, Summarising and Note taking-Review as Strategies for Learning from Lectures. American Educational Research Journal, 29 (2), 303-323.
Adey, P. (2004) Elaborating the model, Chapter 11 in P.Adey with G. Hewitt, J. Hewitt and N. Landau, The Professional Development of Teachers: Practice and Theory, 155 – 173. Kluwer Academic Publishers: Netherlands
Baird, Fensham, Gunstone & White (1991) The Importance of Reflection in Improving Science Teaching and Learning. Journal of research in science teaching, 28 (2) 163 - 182
Bolam, R. (1993) ‘Recent developments and emerging issues’, in The continuing Professional Development of Teachers. London:GTC
Bell, B. & Gilbert, J. (1996) Teacher Development: A model from science education. London: Falmer Press
Craft, A. (1996) Continuing Professional Development: a practical guide for teachers and schools. London : Routledge
Dillon, J., Osborne, J., Fairbrother, R., and Kurina, L (2000) A study into the professional views and needs of science teachers in primary and secondary schools in England. Accessed on 05.08.04 available at http://www.cst.gov.uk/cst/reports/files/science-teachers/kostfin1.pdf
Earley, P. & Bubb, S. (2004) Leading and managing continuing professional development: developing people, developing schools. London UK: Paul Chapman
Grimmett, P. & Neufeld, J. (1994) Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change. New York: Teachers College Press
‘Teacher learning academies’ Accessed on 05.08.04 available at http://www.gtce.org.uk/gtcinfo/tla.asp
DfES (2004) Five Year Strategy for Children and Learners’ accessed on 05.08.04 available at http://www.dfes.gov.uk/publications/5yearstrategy/
DfES (2002) ‘National Centre for Excellence in Science Teaching Consultation’ accessed on 05.08.04 available at http://www.dfes.gov.uk/consultations/conResults.cfm?consultationId=1175
Higgins, S. and Leat, D. (2001) ‘Horses for courses: what is effective teacher development’ in Soler, J., Craft, A and Burgess, H. (eds). Teacher development: exploring our own practice. London: Paul Chapman Publishing Ltd.
Joyce and Showers (1988) (1st ed) Student Achievement Through Staff Development: Fundamentals of School Renewal. London: Longman Publishing Group.
Joyce, B. and Showers, B. (1995) (2nd ed) Student Achievement Through Staff Development: Fundamentals of School Renewal. London: Longman Publishing Group
Lederman, N., Gess-Newsome, J., and Latz, M. (1994) The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of research in science teaching, 31 (2) 129 - 146
Lieberman, A. (1996) ‘Practices that support teacher development: Transforming conceptions of professional learning’. In McLaughlin, M and Oberman, I. (Eds) Teacher learning: new policies, new practices. New York: Teachers College Press
Schön, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass
Shulman, L.S (1987) Knowledge and teaching: Foundations of the new reform. Harvard educational Review, 57 (1) 1 – 22
Van Driel, J. and Beijaard, D. (2003) Enhancing science teachers’ pedagogical content knowledge through collegial interaction, Chapter 6 in Wallace, J. and Loughran, J (eds) , Leadership and Professional Developmetn in Science Education: New possibilities for enhancing teacher learning, 99 – 115. RoutledgeFalmer: London
Science Learning Centres website
Institute of Biology
This is not an exhaustive list, it is just meant to provide a staring place
Good site with lots of downloadable resources for KS3 science and KS4 and KS5 Biology
Teacher Resource Exchange
The Science Enhancement Programme
The National Curriculum on line, which has links to curriculum resources
Science for Citizenship
Andersson, B. (1990). ‘Pupils conceptions of matter and its transformation (age 12-16)’, Studies in Science Education, 18, 53–58
Bono, E. (1990) Six thinking hats. Harmonsworth: Penguin
Claxton, G (1997) A 2020 vision of education. pp.71-86 in Levinson, R. & Thomas, J. (eds.) Science Today: Problem or Crisis. Routledge: London
Dimopoulos, K. and Koualidis, V. (2002). Science and Technology Education for Citizenship: The Potential Role of the Press. Science Education, 87, 241–256
KolstØ, S. (2000). Consensus projects: Teaching science for citizenship. International Journal of Science Education, 22 (6), 645–664.
KolstØ, S. (2001) Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socio-scientific issues. Science Education, 85 (3), 291-310
Millar, R (1997) Science education for democracy: what can science education achieve? pp.87-101 in Levinson, R. & Thomas, J. (eds.) Science Today: Problem or Crisis. Routledge: London
Millar, R. and Osborne, J. (eds.) (1998) Beyond 2000: Science education for the future. London: King’s College London
Organisation For Economic Cooperation And Development (OECD) (1998) Instrument design: A framework for assessing scientific literacy. Report of Project Managers Meeting. Arnhem: Programme for International Student Assessment.
Radcliffe, M. and Grace, M. (2003) Science Education for Citizenship: Teaching Socio-scientific Issues. Maidenhead: Open University Press.
Driver, R., Newton, P. & Osborne, J. (2000) Establishing the Norms of Scientific Argumentation in Classrooms. Science Education, 84(3) p 287 – 312.
Osborne, J., Erduran, S., Simon, S. & Monk, M. (2001) Enhancing the quality of argument in school science. School Science Review, 82(301), 63 – 70.
Osborne, J., Erduran, S. & Simon, S. (2004) Ideas, Evidence and Argument in Science. INSET manual, Resource Pack and Training Video. London: King’s College London.
Toulmin, S. (1958) The Uses of Argument. Cambridge: Cambridge University Press.
Barker, M. and Carr, M. (1989). ‘Photosynthesis – Can our pupils see the wood for the trees?’ Journal of Biological Education, 23 (1), 41-44
Barker, M. and Carr, M. (1989b). Teaching and learning about Photosynthesis. Part 2: A Generative Learning Strategy. International Journal of Science Education, 11 (1), 49-56
Bell, B. (1985). Students’ ideas about plant nutrition: what are they? Journal of Biological Education, 19 (3), 213-218
Children’s Learning in Science Project (1987) CLIS in the classroom: approaches to teaching, Centre for Studies in Science and Mathematics Education, University of Leeds.
Driver R., Squires A., Rushworth P. & Wood-Robinson V., (1994) Making Sense of Secondary Science: Research into Children’s Ideas. London: Routledge.
Duit, R (1991) Students’ Conceptual Frameworks p 65-85 in Glynn, S., Yeany, R. & Britton, B. (eds.) The Psychology of Learning Science. New Jersey: Lawrence Erlbaum Associates.
Eisen, Y. and Stavy, R. (1992). Material Cycles in Nature. A New Approach to Teaching Photosynthesis in junior High School. The American Biology Teacher, 54 (6), 339-342
Glynn, S., Yeany, R. & Britton, B. (1991) A Constructive View of Learning Science p 3-19 in Glynn, S., Yeany, R. & Britton, B. (eds.) The Psychology of Learning Science. New Jersey: Lawrence Erlbaum Associates.
1. A bibliography of literature on misconceptions complied by Reinders Duit – updated April 2004
Details of the evidence based practice in science education project.
2. Three teachers packs for ‘teaching science for understanding’ available concerning: Electric Circuits, Plant Nutrition and Modelling Change
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