Science education

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  Año 2003, Vol. 87, Número 4

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    Notes on the paper set

    Sasha Alexander Barab

    pág. 453

    
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    Building sustainable science curriculum: Acknowledging and accommodating local adaptation

    Sasha Alexander Barab, April Lynn Luehmann

    págs. 454-467

    
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    Designed curriculum and local culture: Acknowledging the primacy of classroom culture An earlier version of this paper was presented at the 2001 annual meeting of the American Educational Research Association, Seattle, WA, USA. This project was supported with a grant from Activeink, Incorporated

    Sasha L. Barab, Michael Barnett, Kurt D. Squire, April Lynn Luehmann, James G. MaKinster

    págs. 468-489

    
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    Research towards an expanded understanding of inquiry science beyond one idealized standardAny opinions, findings, and conclusion or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation

    Hee-Sun Lee, Nancy Butler Songer, Scott McDonald

    págs. 490-516

    
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    WISE design for knowledge integration Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. This paper was partially prepared while Linn was a Fellow at the Center for Advanced Study in the Behavioral Sciences

    James D. Slotta, Douglas Clark, Marcia C. Linn

    págs. 517-538

    
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    A new perspective for evaluating innovative science programsThe ideas expressed here reflect the opinions of the author and do not necessarily reflect on the opinions of the National Science Foundation or the University of Georgia. An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 2001

    Steven J. Zuiker, Daniel T. Hickey

    págs. 539-563

    
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    What does it mean to create sustainable science curriculum innovations? A commentary

    Joseph Krajcik, Barry J. Fishman

    págs. 564-573

    
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    Appreciating the beauty of science ideas: Teaching for aesthetic understanding

    Adele Schepige, Cheryl Rau, Mark Girod

    págs. 574-587

    
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    Fostering collaborative inquiries by prospective and practicing elementary and middle school teachersThis paper was presented at the annual meeting of the American Educational Research Association, New Orleans, April 28, 2000. The opinions expressed in this paper are those of the authors and do not necessarily reflect those of the Foundation

    Emily van Zee, Deborah Roberts, Diantha Lay

    págs. 588-612

    
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    Assessment in science: A guide to professional development and classroom practice

    Paul Black

    págs. 613-615

    
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    Examining pedagogical content knowledge: The construct and its implications for science education

    John Barnett

    págs. 615-618

    
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    Developing models in science education

    Barbara Hug

    págs. 618-620