Research


 * [[file:Effective Instruction.pdf]] || A debate continues over what constitutes effective science instruction. This brief endeavors to distill the research on science learning to inform a common vision of science instruction and to describe the extent to which K-12 science education currently reflects this vision. A final section on implications for policymakers and science education practitioners describes actions that could integrate the findings from research into science education. ||
 * Donovan, M. Suzanne and John D. Bransford, Editors. 2005. How Students Learn -- Science in the Classroom: A Targeted Report for Teachers. Washington, DC: National Research Council http://fermat.nap.edu/catalog/11102.html || This resource offers a strong research foundation for particular instructional methods along with a rich description of application of the research in real classroom settings. How Students Learn is a product of the Board on Behavioral, Cognitive, and Sensory Sciences and Education ( http://www7.nationalacademies.org/csbd/About_BBCSS.html ) of the National Academies, one of three volumes (the others in mathematics and history) which take three fundamental principles of knowing -- preconceptions, interrelationships between factual and conceptual knowledge, and metacognition -- and applies those principles to particular subject area concepts. Chapters describe a science concept at three levels of schooling -- elementary, middle school and high school -- and demonstrate how preconceptions can be made evident by teachers and addressed when they prove to be mistaken ideas. The hypothetical lessons offered in the middle chapters represent a synthesis of both qualitative and quantitative science education research integrated with the cognitive science findings detailed in the introductory chapters. The interplay of a diverse research foundation with descriptions of lively classroom "scenes" makes the volume accessible to teachers and professional developers. ||
 * [[file:Does teacher PD effect teaching and learning.pdf]] || Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 States. ||
 * Research on homework || http://www.google.com/notebook/public/04712752710140234617/BDQqXSgoQ17jTm9Yj ||
 * [[file:nsf99148.pdf]] || NSF - Inquiry: thoughts, View, and Strategies for K-5 Classrooms ||
 * What Research Says About / Collaborative Inquiry || http://www.ascd.org/publications/educational_leadership/dec08/vol66/num04/Collaborative_Inquiry.aspx ||
 * College Freshmen In US And China: Chinese Students Know More Science Facts But Neither Group Especially Skilled In Reasoning || http://www.sciencedaily.com/releases/2009/01/090129140840.htm ||