Table Of Content

SCIENCE EDUCATION AUTHOR INDEX Aikenhead, G.: Foreword: Multicultural Classroom Environment Instrument for Issues and Perspectives on Science Ed- Senior High School Science, 1 ucation, 659 Akdeniz, A. R.: See Ayas, A. Gallo, M.: see Horton, P. B. Gardner, A. L.: see McDevitt, T. M. Alcorn, J. K.: see McDevitt, T. M. Ambrosio, A. L.: see McDevitt, T. M. Geddis, A. N., Onslow, B., Beynon, C.., Atwater, M. M., and Riley, J. P.: Multi- and Oesch, J.: Transforming Content Knowledge: Learning to Teach about cultural Science Education: Perspec- tives, Definitions, and Research Isotopes, 575 Agenda, 661 Giddings, G. J.: see Fraser, B. J. Ayas, A., Cepni, S., and Akdeniz, A. R.: Gess-Newsome, J.: see Lederman, N. G. Development of the Turkish Secondary Gess-Newsome, J., and Lederman, N. G.: Science Curricuium, 433 Preservice Biology Teachers’ Knowl- edge Structures as a Function of Profes- Baird, J. R.: see Gunstone, R. F. sional Teacher Education: A Year-Long Baker, D. R.: see Piburn, M. D. Assessment, 25 Bermudez, A. B.: see Rakow, S. J. Grimellini-Tomasini, H., Pecori-Balandi, Beynon, C.: see Geddis, A. N. B., Pacca, J. L. A., and Villani, A.: Boyes, E.: see Francis, C. Understanding Conservation Laws in Boyle, C. F.: see Dykstra, D. I., Jr. Mechanics: Students’ Conceptual Brickhouse, N. W.: What Counts as Suc- Change in Learning about Collisions, cessful Instruction? An Account of a 169 Teacher’s Self-Assessment, 115 Gunstone, R. F., Slattery, M., Baird, J. R., Brouwer, W.: see Martin, B. and Northfield, J. R.: A Case Study Ex- ploration of Development in Preservice Carlsen, W. S.: see Kelly, G. J. Science Teachers, 47 Cepni, S.: see Ayas, A. Cunningham, C. M.: see Kelly, G. J. Hamelin, D.: see Horton, P. B. Harkness, W. L.: see Rubba, P. A. Dykstra, D. I., Jr., Boyle, C. F., and Mon- Heikkinen, H. W.: see McDevitt, T. M. arch, I. A.: Response to M. Vicentini’s Hodson, D.: In Search of a Rationale for ‘Comment on the Article ‘Studying Multicultural Science Education, 685 Conceptual Change in Learning Phys- Horton, P. B., McConney, A. A., Gallo, os ", Fay M., Woods, A. L., Senn, G. J., and Duschl, R.: Leopold Klopfer: Editor, Hamelin, D.: An Investigation of the 1979-1993, 113 Effectiveness of Concept Mapping as an Instructional Tooi, 95 Fischer, H. E.: Framework for Conducting Hostetler, K.: Emancipation, Relativism, Empirical Observations of Learning and the Rhetoric of Reform: Response Processes, 131 to Kyle, 339 Fischer, H. E., and von Aufschnaiter, S.: Development of Meaning During Phys- Kellogg, T.: see Young, B. J. ics Instruction: Case Studies in View of Kelly, G. J., Carlsen, W. S., and Cun- the Paradigm of Constructivism, 153 ningham, C. M.: Science Education in Fleer, M.: Science Education in Child Sociocultural Context: Perspectives Care, 561 from the Sociology of Science, 207 Francis, C., Boyes, E., Qualter, A., and Kerr, P.: see Trumbull, D. J. Stanisstreet, M.: Ideas of Elementary Kuhn, D.: Science as Argument: Implica- Students about Reducing the “‘Green- tions for Teaching and Learning Scien- house Effect” ,3 75 tific Thinking, 319 Fraser, B. J., McRobbie, C. J., and Gid- dings, G. J.: Development and Cross- Laidlaw, E. N., Skok, R. L., and Mc- National Validation of a Laboratory Laughlin, T. F.: The Effects of Note- 733 734 AUTHOR INDEX taking and Self-Questioning on Quiz Rakow, S. J., and Bermudez, A. B.: Sci- Performance, 75 ence is “Ciencia”: Meeting the Needs Ledbetter, C. E.: Qualitative Comparison of Hispanic American Students, 669 of Students’ Constructions of Science, Ramsey, J.: The Science Education Re- 611 form Movement: Implications for Social Lederman, N. G.: see Gess-Newsome, J. Responsibility, 235 Lederman, N. G., Gess-Newsome, J., and Riley, J. P.: see Atwater, M. M. Zeidler, D. L.: Summary of Research Ross, K. E. K., and Shuell, T. J.: Chil- in Science Education—1991, 465 dren’s Beliefs about Earthquakes, 191 Lee, T.-Y.: Comparisons of Cognitive De- Roth, W.-M.: Metaphors and Conversa- velopment, Science Process Skills, and tional Analysis as Tools in Reflection on Attitude toward Science among Repub- Teaching Practice: Two Perspectives on lic of China Preservice Teachers with Teacher—Student Interactions in Open- Different Science Backgrounds, 625 Inquiry Science, 351 Linder, C. J., A Challenge to Conceptual Rubba, P. A., and Harkness, W. L.: Ex- Change, 293 amination of Preservice and In-Service Secondary Science Teachers’ Beliefs about Science—Technology-Society In- Martin, B., and Brouwer, W.: Exploring teractions, 407 Personal Science, 441 McConney, A. A.: see Horton, P. B. Senn, G. J.: see Horton, P. B. McDevitt, T. M., Heikkinen, H. W., Al- Shankar, G., and Skoog, G. D.: Emphasis corn, J. K., Ambrosio, A. L., and Gard- Given Evolution and Creationism by ner, A. L.: Evaluation of the Texas High School Biology Teachers, Preparation of Teachers in Science and 221 Mathematics: Assessment of Preservice Shuell, T. J.: see Ross, K. E. K. Teachers’ Attitudes and Beliefs, 593 Skok, R. L.: see Laidlaw, E. N. McLaughlin, T. F.: see Laidlaw, E. N. Skoog, G. D.: see Shankar, G. McRobbie, C. J.: see Fraser, B. J. Slattery, M.: see Gunstone, R. F. Monarch, I. A.: see Dykstra, D. I., Jr. Stanisstreet, M.: see Francis, C. Northfield, J. R.: see Gunstone, R. F. Tamir, P.: see Yager, R. E. Trumbull, D. J., and Kerr, P.: University Researchers’. Inchoate Critiques of Sci- Oesch, J.: see Geddis, A. N. ence Teaching: Implications for the Onslow, B.: see Geddis, A. N. Content of Preservice Science Teacher Education, 301 Pacca, J. L. A.: see Grimellini-Tomasini, N. Vicentini, M.: Comment on the Article Pecori-Balandi, B.: see Grimellini-Toma- “Studying Conceptual Change in Learn- sini, N. ing Physics” by Dykstra, Boyle, and Pestel, B. C.: Teaching Problem Solving Monarch, 713 without Modeling through “Thinking Villani, A.: see Grimellini-Tomasini, N. Aloud Pair Problem Solving’’, 83 von Aufschnaiter, S.: see Fischer, H. E. Piburn, M. D., and Baker, D. R.: If IW ere the Teacher. . . Qualitative Study of At- Woods, A. L.: see Horton, P. B. titude Toward Science, 393 Yager, R. E., and Tamir, P.: STS Ap- Pomeroy, D.: Implications of Teachers’ proach: Reasons, Intentions, Accom- Beliefs about the Nature of Science: plishments, and Outcomes, 637 Comparison of the Beliefs of Scientists, Young, B. J., and Kellogg, T.: Science At- Secondary Science Teachers, and Ele- titudes and Preparation of Preservice mentary Teachers, 261 Elementary Teachers, 279 Qualter, A.: see Francis, C. Zeidler, D. L.: see Lederman, N. G.