Volume 35, Issue 1 | Research in Science Education

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Volume 35, Issue 1

March 2005

Longitudinal Studies on Student Learning in Science

Issue Editors:

Russell Tytler,
Hanna J. Arzi,
Richard T. White

8 articles in this issue

Editorial – Longitudinal Studies on Student Learning in Science
Russel Tytler
Hanna J. Arzi
Richard T. White
EditorialNotes Pages: 1 - 2
Issues Arising from the Long-Term Evaluation of Cognitive Acceleration Programs
Philip Adey
OriginalPaper Pages: 3 - 22
Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning
Joseph D. Novak
OriginalPaper Pages: 23 - 40
The Development of Children’s Concept of a Substance: A Longitudinal Study of Interaction Between Curriculum and Learning
Philip Johnson
OriginalPaper Pages: 41 - 61
A Longitudinal Study of Children’s Developing Knowledge and Reasoning in Science
Russell Tytler
Suzanne Peterson
OriginalPaper Pages: 63 - 98
Exploring Understandings and Responses to Science: A Program of Longitudinal Studies
Gustav Helldén
OriginalPaper Pages: 99 - 122
Managing Endings in a Longitudinal Study: Respect for Persons
Michael J. Reiss
OriginalPaper Pages: 123 - 135
Longitudinal Studies: Designs, Validity, Practicality, and Value
Richard T. White
Hanna J. Arzi
OriginalPaper Pages: 137 - 149