Skip to main content
SpringerLink
Log in

Is it minds-off science? A concern for the elementary grades

  • Featured Articles
  • Published:
Journal of Science Teacher Education

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Cherryholmes, C. H. (1994). More notes on pragmatism.Educational Researcher, 23(1), 16–18.

    Article  Google Scholar 

  • Duckworth, E. (1987).The “having of wonderful ideas” and other essays on teaching and learning. New York: Teachers College Press.

    Google Scholar 

  • Duckworth, E. (1990). Opening the world. In E. Duckworth, J. Easley, D. Hawkins, & Henriques (Eds.),Science education: A minds-on approach for the elementary years (pp. 21–60). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Easley, J. (1990). Stressing the dialogic skill. In E. Duckworth, J. Easley, D. Hawkins, & Henriques (Eds.),Science education: A minds-on approach for the elementary years (pp. 61–96). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Erickson, F. (1986). Qualitative research on teaching. In M. C. Wittrock (Ed.),Handbook on research on teaching (3rd ed.) (pp. 119–161). New York: Macmillan.

    Google Scholar 

  • Flick, L. (1993). Understanding and assessing hands-on science.Journal of Science Teacher Education, 4(1), 1–8.

    Google Scholar 

  • Fosnot, C. T. (1990).Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.

    Google Scholar 

  • Goodlad, J. (1987, Summer). School renewal and the education of educators: The partnership concept.University of Massachusetts Newsletter, pp. 9–11.

  • Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms.Journal of Research in Science Teaching, 20, 131–140.

    Article  Google Scholar 

  • Lave, J. (1988).Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Lincoln, Y. S., & Guba, E. (1985).Naturalistic inquiry. Beverly Hills, CA: Sage.

    Google Scholar 

  • O’Brien, T. (1992). Science inservice workshops that work for elementary teachers.School Science and Mathematics, 92(8), 422–426.

    Article  Google Scholar 

  • Mullins, I., & Jenkins, L. (1988).The science report card elements of risk and recovery trends and achievement based on the 1986 national assessment. Princeton, NJ: Educational Testing Service.

    Google Scholar 

  • Parker, L. H., & Rennie, L. J. (1986). Sex-stereotyped attitudes about science: Can they be changed?European Journal of Science Education, 8(2), 173–183.

    Google Scholar 

  • Reiter, P. J., & Penick, J. E. (1991). Elementary science teacher education: Seven exemplars.Journal of Science Teacher Education, 2(1), 22–27.

    Google Scholar 

  • Schoen, D. A. (1983).The reflective practitioner: How professionals think in action. New York: Basic Books.

    Google Scholar 

  • Schoenberger, M., & Russell, T. (1986). Elementary science as a little added frill: A report of two case studies.Science Education, 70(5), 519–538.

    Article  Google Scholar 

  • Smail, B. (1985). An attempt to move mountains: The “girls into science and technology” (GIST) project.Journal of Curriculum Studies, 17, 351–354.

    Google Scholar 

  • Stake, R. E., & Easley, J. A. (1978).Case studies in science education (Volumes 1 and 2). Urbana: University of Illinois at Urbana-Champaign.

    Google Scholar 

  • Tilgner, P.J. (1990). Avoiding science in the elementary school.Science Education, 74(4), 421–431.

    Article  Google Scholar 

  • Tobin, K.G. (1987). Forces which shape the implemented curriculum in high school science and mathematics.Journal of Teaching and Teacher Education, 4(3), 287–298.

    Article  Google Scholar 

  • Tobin, K., Briscoe, C., & Holman, J. R. (1990). Overcoming constraints to effective elementary science teaching.Science Education, 74(4), 409–420.

    Article  Google Scholar 

  • Trumbull, D. J. (1990). Introduction. In E. Duckworth, J. Easley, D. Hawkins, & A. Henriques (Eds.),Science education: A minds-on approach for the elementary years (pp. 1–20). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • von Glasersfeld, E. (1987). Learning as a constructive activity. In E. von Glasersfeld (Ed.),The construction of knowledge: Contribution to conceptual semantics (pp. 307–333). Salinas, CA: Intersystems Publications.

    Google Scholar 

  • von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching.Synthese, 80(1), 121–140.

    Article  Google Scholar 

  • Wallace, J., & Louden, W. (1992). Science teaching and teachers’ knowledge: Prospects for reform of elementary classrooms.Science Education, 76(5), 523–530.

    Article  Google Scholar 

  • Weiss, I. R. (1987).Report of the 1985–86 national survey of science and mathematics education. Research Triangle Park, NC: Research Triangle Institute.

    Google Scholar 

  • Wertsch, J. V. (1985).Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Miami University, 1601 Peck Boulevard, 45011, Hamilton, Ohio

    Anita Roychoudhury

Authors
  1. Anita Roychoudhury
    View author publications

    You can also search for this author in PubMed Google Scholar

About this article

Cite this article

Roychoudhury, A. Is it minds-off science? A concern for the elementary grades. J Sci Teacher Educ 5, 87–96 (1994). https://doi.org/10.1007/BF02614578

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02614578

Keywords

Search

Navigation