This is a preview of subscription content, log in via an institution to check access.
References
American Association for the Advancement of Science. (1989). Science for all Americans: Project 2061. Washington, DC: Author.
Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–41.
Ball, D. (1990). Halves pieces and twoth: Constructing representational contexts in teaching fractions. East Lansing: Michigan University.
Baum-Brunner, S. (1993). Stepping and stepping out: The making of hindsight, revision, and teachers' research. In M. Cochran-Smith & S. L. Lytle (Eds.), Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
Biddle, B., & Anderson, D. (1986). Theory, methods, knowledge, and research on teaching. In M. Wittrock, M. (Ed.), Handbook of educational research (pp. 230–252). New York: MacMillan.
Brickhouse, N. W., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teachign, 29, 471–485.
Carlsen, W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30, 471–481.
Carlsen, W. S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61, 157–178.
Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth: NH: Heinemann.
Cochran-Smith, M., & Lytle, S. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2–11.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280–298.
Dewey, J. (1904). The relation of theory to practice in education. In R. Archambault (Ed.), John Dewey on Education: Selected essays (pp. 313–338). Chicago, IL: University of Chicago Press.
Duschl, R. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College Press.
Duschl, R. A., & Wright, E. (1989). A case study of high school teachers' decision-making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467–501.
Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York: Teachers College Press.
Eichenger, D., Anderson, C. W., Palincsar, A. S., & David, Y. (1991, April). An illustration of the roles of content knowledge, scientific argument, and social norms in collaborative problem solving. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
Evertson, C., & Green, J. (1986). Observation as inquiry. In M. Wittrock (Ed.), Handbook of educational research (pp. 162–213). New York: MacMillan.
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.
Florio-Ruane, S. (1987). Sociolinguistics for educational researchers. American Educational Research Journal, 24(2), 185–197.
Florio-Ruane, S., & Walsh, M. (1980). Teachers as colleague in classroom research. In H. Trueba, G. Guthrie, & K. Au (Eds.), Culture in the bilingual classroom: Studies in classroom ethnography. Rowy, MA: Newbury House.
Gee, J. (1989). What is literacy? Journal of Education, 171(1), 18–25.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12, 151–183.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
Hodson, D. (1993). Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings. Interchange, 24, 41–52.
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29–63.
Lantz, O., & Kass, H. (1987). Chemistry teachers' functional paradigms. Science Education, 71, 117–134.
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Philadelphia, PA: Open University Press.
Latour, B., & Woolgar, S. (1986). Laboratory life: The social construction of scientific facts. Princeton, NJ: Princeton University Press.
Lederman, N. G. (1995, January). Teachers' conceptions of the nature of science: Factors that mediate translation into classroom practice. Paper presented at the meeting of the Association for the Education of Teachers in Science, Charleston, WV.
Lederman, N. G. (1992). Students' and teachers' conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.
Lemke, J. (1990). Talking science: Language, learning, and values. New York: Ablex.
Lucas, K. B., & Roth, W. M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26, 103–129.
Lytle, S., & Cochran-Smith, M. (1992). Research as a way of knowing. Harvard Educational Review, 62, 447–474.
McNeil, L. (1986). Contradictions of control: School structure and school knowledge. Boston, MA: Routledge and Kegan Paul.
Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
Michaels, S., & O'Connor, M. C. (1990, July). Literacy as reasoning within multiple discourses: Implications for policy and educational reform. Paper presented at the Council of Chief State School Officers Summer Institute, Newton, MA.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
Page, R. N. (1991). Lower track classrooms: A curricular and cultural perspective. New York: Teachers College Press.
Poole, D. (1994). Routine testing practices and the linguistic construction of knowledge. Cognition and Instruction, 12, 125–150.
Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33, 839–854.
Rosebery, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Journal of the Learning Sciences, 2(1), 61–94.
Roth, W. M. (1995). Inventors, copycats, and everyone else: The emergence of shared (arti) facts and concepts as defining aspects of classroom communities. Science Education, 79, 475–502.
Roth, W. M. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33, 709–736.
Roth, W. M. (1997). Interactional structures during grade 4–5 open-design engineering unit. Journal of Research in Science Teaching, 34, 273–302.
Roth, W. M., & Bowen, G. M. (1995). Knowing and interacting: A case of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73–128.
Roth, W. M., & Lucas, K. B. (1997). From truth to invented reality: A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145–179.
Russell, T. (1986). Analyzing arguments in science classroom discourse: Can teachers' questions distort scientific authority? Journal of Research in Science Teaching, 20(1), 27–45.
Schon, D. (1983). The reflective practitioner: How professionals think in action. Washington, DC: Basic Books, Inc.
Schwab, J. J. (1962). Education and the structure of the disciplines. In I. Westbury & N. J. Wilkof (Eds.), Science, curriculum, and liberal education (pp. 229–273). Chicago, IL: University of Chicago Press.
Sinclair, J., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London, UK: Oxford University Press.
Tobin, K., & Gallagher, J. J. (1987). What happens in high school science classrooms? Journal of Curriculum Studies, 19, 549–560.
Traweek, S. (1988). Beam times and lifetimes: The world of high energy physicists. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Warren, B., Rosebery, A., & Conant, F. (1989). Cheche Konnen: Science and literacy in language minority classrooms (BBN Technical Report No. 7305). Cambridge, MA: TERC Communications.
Author information
Authors and Affiliations
About this article
Cite this article
Yerrick, R. Reconstructing Classroom Facts: Transforming Lower Track Science Classrooms. Journal of Science Teacher Education 9, 241–270 (1998). https://doi.org/10.1023/A:1009457115418
Issue Date:
DOI: https://doi.org/10.1023/A:1009457115418