Table Of Content

SCIENCE EDUCATION AUTHOR INDEX Abell, S. K., and Roth, M.: Constraints to Dykstra, D. I. Jr., Boyle, C. F., and Teaching Elementary Science: A Case Monarch, I. A.: Studying Conceptual Study of a Science Enthusiast Student Change in Learning Physics, 615 Teacher, 581 Aikenhead, G.: see Duffee, L. Fetherstonhaugh, T., and Treagust, D. F.: Aikenhead, G. S., and Ryan, A. G.: The Students’ Understanding of Light and Development of a New Instrument: Its Properties: Teaching to Engender “Views on Science-Technology—Soci- Conceptual Change, 653 ety” (VOSTS), 477 Finley, F., Lawrenz, F., and Heller, P.: A Aikenhead, G. S.: see Ryan, A. G. Summary of Research in Science Edu- Anderson, O. R.: see Dhindsa, H. S. cation—1990, 239 Fleer, M.: Identifying Teacher—Child In- Barchi, B. A.: Waks, L. J. teraction Which Scaffolds Scientific Bloom, J. W.: The Development of Sci- Thinking in Young Children, 373 entific Knowledge in Elementary School Friedel, A. W., and Maloney, D. P.: An Children: A Context of Meaning Per- Exploratory, Classroom-Based Investi- spective, 399 gation of Students’ Difficulties with Sub- Boylan, C. R., Hill, D. M., Wallace, scripts in Chemical Formulas, 65 A. R., and Wheeler, A. E.: Beyond Stereotypes, 465 Garofalo, J., Lindgren, R., and O'Neill, Boyle, C. F.: see Dykstra, D. I. Jr. T.: Knowledge Developed by a High Brandwein, P. F.: Science Talent: The Play School Teacher Participating in a Phys- of Exemplar and Paradigm in the ics Research Experience, 43 Science Education of Science-Prone Gray, C. M. R.: see Gunstone, R. F. Young, 121 Gunstone, R. F., Gray, C. M. R., and Brickhouse, N. W.: Ethics in Field-Based Searle, P.: Some Long-Term Effects of Research: Ethical Principles and Rela- Uninformed Conceptual Change, 175 tional Considerations, 93 Brickhouse, N. W., and Tobin, K. G.: Eth- Heller, P.: see Finley, F. ics in Classroom-Based Research, 91 Hill, D. M.: see Boylan, C. R. Hounshell, P. B.: see Smith, P. S. Chaiklin, S. D.: see Klopfer, L. E. Champagne, A. B.: see Klopfer, L. E. Jegede, O. J.: see Okebukola, P. A. Coble, C. R., see Mattheis, F. E. Collins, A.: Portfolios for Science Educa- Klopfer, L. E., Champagne, A. B., and tion: Issues in Purpose, Structure, and Chaiklin, S. D.: The Ubiquitous Quan- Authenticity, 451 tities: Explorations That Inform the De- Copolo, C.: see Smith, P. S. sign of Instruction on the Physical Prop- erties of Matter, 597 Dhindsa, H. S., and Anderson, O. R.: A Koballa, T. R. Jr.: see Shrigley, R. L. Model of the Effects of Rate of Teacher Kruger, C., Palacio, D., and Summers, M.: Communication on Student Acquisition Surveys of English Primary Teachers’ of Information, 353 Conceptions of Force, Energy, and Ma- Duffee, L., and Aikenhead, G.: Curricu- terials, 339 lum Change, Student Evaluation, and Teacher Practical Knowledge, 493 Lawrenz, F.: see Finley F. Duschl, R.: see Lythcott, J. Lederman, N. G.: see Zeidler, D. L. 693 694 AUTHOR INDEX Lindgren, R.: see Garofalo, J. ers’ Perceptions of the Scientific Ability Louden, W.: see Wallace, J. of Students, 147 Lythcott, J., and Duschl, R.: A Response Shrigley, R. L., and Koballa, T. R. Jr.: A to Lawson’s Reply, ‘Constructivism Decade of Attitude Research Based on and Domains of Scientific Knowledge,” Hovland’s Learning Theory Model, 17 119 Smith, P. S., Hounshell, P. B., Copolo, C., and Wilkerson, S.: The Impact of End- Maloney, D. P.: see Friedel, A. W. of-Course Testing in Chemistry on Cur- Mason, C. L.: Concept Mapping: A Tool riculum and Instruction, 523 to Develop Reflective Science Instruc- Spooner, W. E.: see Mattheis, F. E. tion, 51 Stinner, A.: Science Textbooks and Science Matsumoto, K.: see Mattheis, F. E. Teaching: From Logic to Evidence, 1 Matsumoto, S.: see Mattheis, F. E. Summers, M.: see Kruger, C. Mattheis, F. E., Spooner, W. E., Coble, C. R., Takemura, S., Matsumoto, S. Takemura, S.: see Mattheis, F. E. Matsumoto, K., and Yoshida, A., 211 Taylor, S. C.: see Zeidler, D. L McCurdy, D. W.: see Pedersen, J. E. Thijs, G. D.: Evaluation of an Introductory Monarch, I. A.: see Dykstra, D. I. Jr. Course on “Force” Considering Stu- dents’ Preconceptions, 155 Okebukola, P. A., and Jegede, O. J.: Sur- Tobin, K.: Ethical Concerns and Research vey of Factors That Stress Science in Science Classrooms: Resolved and Teachers and an Examination of Coping Unresolved Dilemmas, 105 Strategies, 199 Tobin, K. G.: see Brickhouse, N. W. O'Neill, T.: see Garofalc. J. Treagust, D. F. see Fetherstonhaugh, T. Palacio, D.: see Kruger, C. Villani, A.: Conceptual Change in Science Pedersen, J. E., and McCurdy, D. W.: The and Science Education, 223 Effects of Hancs-On, Minds-On Teach- ing Experiences on Attitudes of Pre- Waks, L. J., and Barchi, B. A.: STS in U.S. service Elementary Teachers, 141 School Science: Perceptions of Selected Pizzini, E. L.: see Shepardson, D. P. Leaders and Their Implications for STS Education, 79 Rampal, A.: Images of Science and Sci- Wallace, A. R.: see Boylan, C. R. entists: A Study of School Teachers’ Wallace, J., and Louden, W.: Science Views. I. Characteristics of Scientists, Teaching and Teachers’ Knowledge: 415 Prospects for Reform of Elementary Roth, M.: see Abell, S. K. Classrooms, 507 Roth, W.-M., and Roychoudhury, A.: The Wheeler, A. E.: see Boylan, C. R. Social Construction of Scientific Con- Wilkerson, S.: Smith, P. S. cepts or the Concept Map as Conscrip- tion Device and Tool for Social Think- Yoshida, A.: see Mattheis, F. E. ing in High School Science, 531 Roychoudhury, A.: Roth, W.-M. Zeidler, D. L., Lederman, N. G., and Tay- Ryan, A. G., and Aikenhead, G. S.: Stu- lor, S. C.: Fallacies and Student Dis- dents’ Preconceptions about the Epis- course: Conceptualizing the Role of temology of Science, 559 Critical Thinking in Science Education, Ryan, A. G.: see Aikenhead, G. S. 437 Zoller, U.: Faculty Teaching Performance Searle, P.: see Gunstone, R. F. Evaluation in Higher Science Educa- Shepardson, D. P., and Pizzini, E. L.: Gen- tion: Issues and Implications (A “Cross- der Bias in Female Elementary Teach- Cultural’’ Case Study), 673