Table Of Content

International Journal of Science Education Contents and Author Index, Volume 28, 2006 Editor-in-Chief John K. Gilbert Editors Justin Dillon, King’s College London, UK Janice Gobert, The Concord Consortium, USA Assistant: G. Michael Barnett, Boston College, USA Rosaria Justi, Federal University of Minas Gerais, Brazil Norman G. Lederman, Illinois Institute of Technology, USA David F. Treagust, Curtin University of Technology, Australia Reviews Editor Jan Van Driel, Universiteit Leiden, Netherlands E. Abrams, University of New Hampshire, Durham, O. Lee, University of Miami, Coral Gables, FL, USA NH, USA R. Levinson, Institute of Education, University of R. Abrams, Robert Abrams Consulting, New York, USA London, UK C. Ault, Lewis and Clark College, Portland, OR, USA E. Lewis, University of California, Berkeley, CA, USA M. Barker, University of Waikato, New Zealand F Lubben, University of York, UK P. Bell, University of Washington, Seattle, WA, USA R. Millar, University of York, UK J. M. Bennett, University of York, UK M. Monk, Gatsby Technical Education Projects, C. Boulter, Institute of Education, University of London, UK London, UK C. Murphy, Queen's University, Belfast, UK D. Brown, University of Illinois, Champaign, Ml, L. Newton, University of Nottingham, UK USA J. Osborne, Kings College, London, UK E. Chiapetta, University of Houston,TX , USA J. Otero, Universitat de Alcala, Spain G. Chittleborough, Curtin University of Technology, J. Peters, University of West Florida, Pensacola, FL, Perth, Australia USA R. K. Coll, University of Waikato, New Zealand M. Ratcliffe, University of Southampton, UK B. Coppola, University of Michigan, Ann Arbor, MI, M. Reiner, Technion, Haifa, Israel USA M. Reiss, Institute of Education, University of D. Couso, Universitat Autonoma de Barcelona, Spain London, UK Z. Dagher, University of Delaware, Newark, DE, S. M. Ritchie, James Cook University, Australia USA M. Rollnick, University of Witwatersrand, South OQ. de Jong, Utrecht University, The Netherlands Africa C. Dede, Harvard University, Cambridge, MA, USA J. Ryder, School of Education, University of Leeds, UK R. Duit, IPN — Institute for Science Education, N. Sanmarti, Autnomous University of Barcelona, University of Kiel, Germany Spain K. Edmondson, Cornell University, Ithaca, NY, USA E. Savelsbergh, University of UtrechtT,h e Netherlands S. Erduran, University of Bristol, UK J. Sharp, Bishop Grosseteste College, Lincoln, UK B.-S. Eylon, Weizmann Institute, Israel S. Simon, Institute of Education, University of K. Fisher, University of California, San Diego, CA, London, UK USA L. Simonneaux, Ecole National de Formation B. France, University of Auckland, New Zealand Agronomique, Castanet-Tolosan, France D. Gabel, Indiana University, Bloomington, IN, USA J. Slotta, University of California, Berkeley, CA, USA M. Goedhart, University of Groeningen, N. Songer, University of Michigan Ann Arbor, MI, USA The Netherlands S. M. Stockimayer, The Australian National R. Gott, University of Durham, UK University, Australia M. Grace, University of Southampton, UK F. Stylianidou, Institute of Education, University of D. R. Green, University of Aberdeen, UK London, UK R. Gunstone, Monash University, Australia K. Taber, Homerton College, University of M. Hackling, Edith Cowan University, Australia Cambridge, UK S. M. Haggerty, University of Western Ontario, P.T aylor, Curtin University, of Technology, Australia London, Ont., Canada A. Tiberghien, Universite Lumiere, Lyon, France A. He: ison, Central Queensland University, Australia J. Trowbridge, Southeastern Louisiana University, W. Holliday, University of Maryland, MD, USA Hammond, LO, USA P. Horwitz, Concord Consortium, Concord, MA, USA D. J. Trumbull, Cornell University, Ithaca, NY, USA S. Hsi, The Expioratorium, San Francisco, CA, USA C.-C. Tsai, National Taiwan University of Science and T. Jarvis, University of Leicester, UK Technology, Taipei, Taiwan M. P. Jimenez Aleixandre, University of Santiago R. Tytler, Deakin University, Australia de Compostela, Spain G. E. Uno, University of Oklahoma, Norman, OK, USA P. Johnson, University of Durham, UK G. Venville, Edith Cowan University, Australia A. H. Johnstone, University of Glasgow, UK B. Waldrip, The University of Southern Queensland, A. Jones, University of Waikato, New Zealand Australia G. Jones, University of North Carolina, Chapel Hill, J. Wallace, OISE/University of Toronto, Toronto, Ont., NC, USA Canada D. Jorde, University of Oslo, Norway D. M. Watts, Roehampton University of Surrey, UK A. Kindfield, Educational Designs Unlimited, E. Woodruff, OISE/University of Toronto, Toronto, Hillsborough, NJ, USA Ont., Canada W. Kaper, University of AmsterdamT,h e Netherlands C. Zembal-Saul, Pennsylvania State University, S.D. Kolsto, University of Bergen, Norway University Park, PA, USA International Journal of Science Education Contents and Author Index, Volume 28, 2006 Editor-in-Chief John K. Gilbert Editors Justin Dillon, King’s College London, UK Janice Gobert, The Concord Consortium, USA Assistant: G. Michael Barnett, Boston College, USA Rosaria Justi, Federal University of Minas Gerais, Brazil Norman G. Lederman, Illinois Institute of Technology, USA David F. Treagust, Curtin University of Technology, Australia Reviews Editor Jan Van Driel, Universiteit Leiden, Netherlands E. Abrams, University of New Hampshire, Durham, O. Lee, University of Miami, Coral Gables, FL, USA NH, USA R. Levinson, Institute of Education, University of R. Abrams, Robert Abrams Consulting, New York, USA London, UK C. Ault, Lewis and Clark College, Portland, OR, USA E. Lewis, University of California, Berkeley, CA, USA M. Barker, University of Waikato, New Zealand F Lubben, University of York, UK P. Bell, University of Washington, Seattle, WA, USA R. Millar, University of York, UK J. M. Bennett, University of York, UK M. Monk, Gatsby Technical Education Projects, C. Boulter, Institute of Education, University of London, UK London, UK C. Murphy, Queen's University, Belfast, UK D. Brown, University of Illinois, Champaign, Ml, L. Newton, University of Nottingham, UK USA J. Osborne, Kings College, London, UK E. Chiapetta, University of Houston,TX , USA J. Otero, Universitat de Alcala, Spain G. Chittleborough, Curtin University of Technology, J. Peters, University of West Florida, Pensacola, FL, Perth, Australia USA R. K. Coll, University of Waikato, New Zealand M. Ratcliffe, University of Southampton, UK B. Coppola, University of Michigan, Ann Arbor, MI, M. Reiner, Technion, Haifa, Israel USA M. Reiss, Institute of Education, University of D. Couso, Universitat Autonoma de Barcelona, Spain London, UK Z. Dagher, University of Delaware, Newark, DE, S. M. Ritchie, James Cook University, Australia USA M. Rollnick, University of Witwatersrand, South OQ. de Jong, Utrecht University, The Netherlands Africa C. Dede, Harvard University, Cambridge, MA, USA J. Ryder, School of Education, University of Leeds, UK R. Duit, IPN — Institute for Science Education, N. Sanmarti, Autnomous University of Barcelona, University of Kiel, Germany Spain K. Edmondson, Cornell University, Ithaca, NY, USA E. Savelsbergh, University of UtrechtT,h e Netherlands S. Erduran, University of Bristol, UK J. Sharp, Bishop Grosseteste College, Lincoln, UK B.-S. Eylon, Weizmann Institute, Israel S. Simon, Institute of Education, University of K. Fisher, University of California, San Diego, CA, London, UK USA L. Simonneaux, Ecole National de Formation B. France, University of Auckland, New Zealand Agronomique, Castanet-Tolosan, France D. Gabel, Indiana University, Bloomington, IN, USA J. Slotta, University of California, Berkeley, CA, USA M. Goedhart, University of Groeningen, N. Songer, University of Michigan Ann Arbor, MI, USA The Netherlands S. M. Stockimayer, The Australian National R. Gott, University of Durham, UK University, Australia M. Grace, University of Southampton, UK F. Stylianidou, Institute of Education, University of D. R. Green, University of Aberdeen, UK London, UK R. Gunstone, Monash University, Australia K. Taber, Homerton College, University of M. Hackling, Edith Cowan University, Australia Cambridge, UK S. M. Haggerty, University of Western Ontario, P.T aylor, Curtin University, of Technology, Australia London, Ont., Canada A. Tiberghien, Universite Lumiere, Lyon, France A. He: ison, Central Queensland University, Australia J. Trowbridge, Southeastern Louisiana University, W. Holliday, University of Maryland, MD, USA Hammond, LO, USA P. Horwitz, Concord Consortium, Concord, MA, USA D. J. Trumbull, Cornell University, Ithaca, NY, USA S. Hsi, The Expioratorium, San Francisco, CA, USA C.-C. Tsai, National Taiwan University of Science and T. Jarvis, University of Leicester, UK Technology, Taipei, Taiwan M. P. Jimenez Aleixandre, University of Santiago R. Tytler, Deakin University, Australia de Compostela, Spain G. E. Uno, University of Oklahoma, Norman, OK, USA P. Johnson, University of Durham, UK G. Venville, Edith Cowan University, Australia A. H. Johnstone, University of Glasgow, UK B. Waldrip, The University of Southern Queensland, A. Jones, University of Waikato, New Zealand Australia G. Jones, University of North Carolina, Chapel Hill, J. Wallace, OISE/University of Toronto, Toronto, Ont., NC, USA Canada D. Jorde, University of Oslo, Norway D. M. Watts, Roehampton University of Surrey, UK A. Kindfield, Educational Designs Unlimited, E. Woodruff, OISE/University of Toronto, Toronto, Hillsborough, NJ, USA Ont., Canada W. Kaper, University of AmsterdamT,h e Netherlands C. Zembal-Saul, Pennsylvania State University, S.D. Kolsto, University of Bergen, Norway University Park, PA, USA Volume 28 Number1 21 January 2006 RESEARCH REPORTS Setting the Stage for Developing Pre-service Teachers’ Conceptions of Good Science Teaching: The role of classroom videos Siu Ling Wong, Benny Hin Wai Yung, Man Wai Cheng, Kwok Leung Lam and Derek Hodson As Assessment of Science Teachers’ Perceptions of Secondary School Environments in Taiwan Shwu-yong L. Huang Development and Validation of an Instrument to Monitor the Implementation of Outcomes-based Learning Environments in Science Classrooms in South Africa Jill M. Aldridge, Rudiger C. Laugksch, Mampone A. Seopa and Barry J. Fraser Sex-related Differences in the Determinants and Process of Science and Mathematics Choice in Pre-university Education Annemarie van Langen, Lyset Rekers-Mombarg and Hetty Dekkers Book Review Volume 28 Numbers 2-3 15 February 2006 Special Issue: Natural science, cognitive science and pedagogical influences on science literacy: empowering research and informing instruction Guest Editors: Brian Hand, Larry D. Yore and Vaughn Prain Acknowledgements Brian Hand, Larry D. Yore and Vaughn Prain Moving from Border Crossing to Convergence of Perspectives in Language and Science Literacy Research and Practice Brian Hand and Vaughn Prain Written Discourse in Scientific Communities: A conversation with two scientists about their views of science, use of language, role of writing in doing science and compatibility between their epistemic views and language Larry D. Yore, Marilyn K. Florence, Terry W. Pearson and Andrew J. Weaver The Challenges of Scientific Literacy: from the viewpoint of second generation cognitive science Perry D. Klein Learning from Writing in Secondary Science: Some theoretical and practical implications Vaughn Prain Writing Experiment Manuals in Science Education: The impact of writing, genre, and audience Gert Rijlaarsdam, Michel Couzijn, Tanja Janssen, Martine Braaksma and Marleen Kieft Learning to Teach Argumentation: Research and development in the science classroom Shirley Simon, Sibel Erduran and Jonathan Osborne Writing-to-learn Strategies in Secondary School Cell Biology: A mixed method study Lies! M. Hohenshell and Brian Hand Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction Larry D. Yore and David F. Treagust Volume 28 Numbers 4 18 March 2006 RESEARCH REPORTS Social Activism in Elementary Science Education: A science, technology, and society approach to teach global warming Benjamin T. Lesier, Li Ma, Okhee Lee and Julie Lambert Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain Koen Veermans, Wouter van Joolingen and Ton de Jong Gender Differences in High-school Students’ Views about Science Patricia H. Miller, Jennifer Slawinski Blessing and Stepahnie Schwartz Pupils’ Understanding of Photosynthesis: A questionnaire for the simultaneous assessment of all aspects Panagiota Marmaroti and Dia Galanopoulou Middle East meets West: Comparing children’s attitudes to school science Colette Murphy, Abduliah Ambusaidi and Jim Beggs Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers Jim McNally Book Review Volume 28 Number5 14 April 2006 RESEARCH REPORTS Using Data Comparison and Interpretation to Develop Procedural Understandings in the Primary Classroom: Case study evidence from action research Paul Warwick and John Siraj-Blatchford Modelling Analysis of Students’ Processes of Generating Scientific Explanatory Hypotheses Jongwon Park The Language Demands of Science Reading in Middle School Zhihui Fang Definitions of Physical Concepts: A study of physics teachers’ knowledge and views Igal Galili and Yaron Lehavi Upper High School Students’ Understanding of Electromagnetism Murat Saglam and Robin Millar Book Review Volume 28 Number6 12 May 2006 RESEARCH REPORTS A Cross-domain Analysis of Change in Students’ Atiitudes toward Science and Attitudes about the Utility of Science Rani George Different Countries, Same Science Classes: Students’ experiences of school science in their own words Terry Lyons The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes Syh-Jong Jang High School Marine Science and Scientific Literacy: The promise of an integrated science course Julie Lambert Durability of Changes in Self-efficacy of Preservice Primary Teachers David Palmer On Developing Content-oriented Theories Taking Biological Evolution as an Example Bjorn Andersson and Anita Wallin Book Review Volume 28 Number 7 1 June 2006 RESEARCH REPORTS Situated Expertise in Integrating Use of Multimedia Simulation into Secondary Science Teaching Sara Hennessy, Rosemary Deaney and Kenneth Ruthven Sound Stuff? Naive materialism in middle-school students’ conceptions of sound Haim Eshach and Judah L. Schwartz “Me and the Environmental Challenges”: A survey of English secondary school students’ attitudes towards the environment E.W. Jenkins and R.G. Pell The Impact of Motivational “World-view” on Engagement in a Cognitive Acceleration Programme Ros McLellan Book Review Volume 28 Number8 15 June 2006 RESEARCH REPORTS Teachers’ Adequacy of Subject Knowledge in Primary Science: Assessing constructivist approaches from a sociocultural perspective Anna Traianou Reinventing Natural Selection Caspar L. Geraedts and Kerst Th. Boersma Adults’ Learning about Science in Free-choice Settings Léonie J. Rennie and Gina F. Williams Investigating Nature on the Way to School: Responses to an educational programme by teachers and their pupils Petra Lindemann-Matthies The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers’ beliefs about education, teaching and learning Stephen Waters-Adams Book Review Erratum Volume 28 Number9 14 July 2006 Special Issue Context-based Chemistry Education Guest Editors: Albert Pilot and Astrid M. Bulte EDITORIAL Why Do You “Need to Know”? Context-based education Albert Pilot and Astrid M. Bulte On the Nature of “Context” in Chemical Education John K. Gilbert Contextualised Chemistry Education: The American experience A. Truman Schwartz Context-based Chemistry: The Salters approach Judith Bennett and Fred Lubben Industrial Chemistry and School Chemistry: Making chemistry studies more relevant Avi Hofstein and Miri Kesner “Chemie im Kontext’: A symbiotic implementation of a context-based teaching and learning approach llka Parchmann, Cornelia Grasel, Anja Baer, Peter Nentwig, Reinhard Demuth, Bernd Ralle and the ChiK Project Group A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts Astrid M.W. Bulte, Hanna B. Westbroek, Onno de Jong and Albert Pilot The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding Albert Pilot and Astrid M. W. Bulte Volume 28 Number10 18 August 2006 RESEARCH REPORTS Cultural Mediation of Children’s Cosmologies: A longitudinal study of the astronomy concepts of Chinese and New Zealand children T.G.K. Bryce and E.J. Blown Educational Background, Teaching Experience and Teachers’ Views on the Inclusion of Nature of Science in the Science Curriculum M.J. Martin-Diaz Greek Students’ Science-related Interests and Experiences: Gender differences and correlations Vasilia Christidou Towards a Theoretical Framework for Teaching Controversial Socio-scientific Issues Ralph Levinson Australian Undergraduate Biotechnology Student Attitudes towards the Teaching of Ethics Tamra Lysaght, Philip J. Rosenberger III and lan Kerridge Book Review Volume 28 Number 11 15 September 2006 RESEARCH REPORTS Reviewing Newspaper Articles as a Technique for Enhancing the Scientific Literacy of Student-teachers Paul Elliott Discussion of Socio-scientific Issues: The role of science knowledge Jenny Lewis and John Leach Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry-based Learning Environments Hsin-Kai Wu and Chou-En Hsieh Classroom Interaction in Science: Teacher questioning and feedback to students’ responses Christine Chin A Comparison of Reasoning Processes in a Collaborative Modelling Environment: Learning about genetics problems using virtual chat Kai Pata and Tago Sarapuu Book Review Volume 28 Number 12 6 October 2006 RESEARCH REPORTS Towards a More Authentic Science Curriculum: The contribution of out-of-school learning Martin Braund and Michael Reiss A Vocationalized School Science Curriculum? Jacqueline Bell and Jim Donnelly Knowledge Restructuring in the Development of Children’s Cosmologies E.J. Blown and T.G.K. Bryce Socioscientific Argumentation: The effects of content knowledge and morality Troy D. Sadler and Lisa A. Donnelly COMMENT Demographic and Methodological Problems in Recent Environmental Attitude Studies: Comment on Yilmaz, Boone, and Andersen (2004) and other studies Ozgur Taskin REPLY Reply to Taskin’s Commentary Ozgul Yilmaz-Tuzun and William J. Boone Book Review Volume 28 Number13 27 October 2006 RESARCH REPORTS Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science Robin Millar The Use of Memories in Understanding Interactive Science and Technology Exhibits Ana S. Afonso and John K. Gilbert Exploring the Impact of Varying Degrees of Cognitive Conflict in the Generation of both Subject and Pedagogical Knowledge as Primary Trainee Teachers Learn about Shadow Formation Joan Parker Connected Knowledge in Science and Mathematics Education Anat Zohar Conceptual Understanding of Causal Reasoning in Physics Woei Hung and David H. Jonassen Book Review Volume 28 Number 14 17 November 2006 RESEARCH REPORTS Learning Pathways In Environmental Science Education: The case of hazardous household items George N. Malandrakis Turkish Prospective Chemistry Teachers’ Beliefs about Chemistry Teaching Yezdan Boz and Esen Uzuntiryaki Structured Collaboration versus Individual Learning in Solving Physics Problems Egbert Harskamp and Ning Ding Patterns in Students’ Argumentation Confronted with a Risk-focused Socio-scientific Issue Stein Dankert Kolsto 1689 Relations Among Two Teachers’ Practices and Beliefs, Conceptualizations of the Nature of Science, and their Implementation of Student Independent Inquiry Projects Deborah J. Trumbull, Grace Scarano and Ricky Bonney Book Review Volume 28 Number15 15 December 2006 Announcement RESEARCH REPORTS Turkish Undergraduates’ Misconceptions of Evaporation, Evaporation Rate, and Vapour Pressure Nurta¢g Canpolat Effects of In-service Education on Improving Science Teaching in Swaziland Robert Stronkhorst and Jan van den Akker Students’ Ideas about Reaction Rate and its Relationship with Concentration or Pressure Gultekin Cakmakci, John Leach and James Donnelly 1795 Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation Jane Maloney and Shirley Simon