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The following is the complete list of references used to build my teaching framework.
These references have come from the several research papers I have written in graduate
school at the University of Kansas School of Education, and from my Master's research.
References:
Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass.
Basaga, H., Geban, O., & Tekkaya, C. (1994). The effect of the inquiry teaching method on biochemistry and science process skills achievements. Biochemical Education, Vol. 22, 29-32.
Beiser, A. (1991). Physics (Textbook). Addison-Wesley Publishing Company, Inc. New York.
Bybee, R., Powell, J., Trowbridge, L. (2000). Chapter 15: Models for Effective Science Teaching. Teaching Secondary School Science (Textbook).
Chang, Chun-Yen, Mao, Song-Ling (1999). Comparison of Taiwan Science Students' Outcomes With Inquiry-Group Versus Traditional Instruction. The Journal of Educational Research, Vol. 92.
Chang, C. Y., & Barufaldi, J. P. (in press). The use of a problem solving based instructional model in initiating change in students' achievement and alternative frameworks. International Journal of Science Education, Vol. 21,373-388.
Coleman, Elaine B. (1998). Using Explanatory Knowledge During Collaborative Problem Solving in Science. Journal of the Learning Sciences, Vol. 7.
Craik, F. I., and R. Lockhart (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, Vol. 9.
ERIC Identifier: ED359048. Publication Date: 1993-03-00. Author: Haury, David L. Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH.
Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, Vol. 38, 333-341.
Fogarty, R., and J. McTighe (1993). Educating teachers for higher order thinking: The three-story intellect. Theory into Practice 32(3): 161-7.
Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills. Communication Education, Vol. 45, 212-227.
Hewitt, P. (1998). Conceptual Physics. Addison-Wesley Publishing Company, Inc. New York.
Hisley, J., Kempler, T., Patrick, B. (2000). What's Everybody So Excited About?: The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality. The Journal of Experimental Education. Vol. 68. 217-236.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE ERIC Higher Education Report No. 4. Washington, DC: The George Washington University, School of Education and Human Development.
Kember, D., & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, Vol. 65, 58-74.
King, Alison (1993). From Sage on a Stage to Guide on the Side. College Teaching. Vol. 41.
McKeachie, W. J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, Vol. 82, 189-200.
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey-Bass.
Sandoval, Jonathan (1995). Teaching in subject matter areas: science. Annual Review of Psychology, Vol. 46.
National
Science Education Standards.
Sharan, Shlomo (1999). Handbook of Cooperative Learning Methods. Praeger
Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, Vol. 69, 180-190.
Teaching Science through Inquiry. ERIC/CSMEE Digest.
Tsui, L. (2002). Fostering Critical Thinking Through Effective Pedagogy: Evidence From Four Institutional Case Studies. Journal of Higher Education. Vol. 73.
Windschitl, Mark (1999). Using Small-Group Discussions in Science Lectures. College Teaching, Vol. 47.
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