Further readings FI-MSECINT Introduction to science education and communication theories (version 2017-2018 - period 1)

<Back to core literature

 

In the list below, you will find assignments, news items, and position papers as well as scientific resources. The list is not intended as a replacement for your own explorations of the literature, but merely as a starting point to get you going. 

Please note: this list is not part of the formal course resources. URL's tend to change, so if a link seems broken, you may be able to find the material yourself. Reports about broken links are appreciated.

Knowledge, concepts and contexts

Introductory
Many teachers will agree that clear explanations and convincing demonstrations are essential to good teaching

However, will clear explanations really alter your beliefs? The following video suggests, clear explanations will make you feel comfortable, but may leave your beliefs untouched (Veritasium and Kahn academy, video 5 minutes). In Utrecht, a similar effect is locally known among mathematicians as the "Van Der Blij-effect").

Literature

Disessa, A.A. (1996) What do 'just plain folks' know about physics? In: D. Olson and N. Torrance (Eds.) The Handbook of Education and Human Development. (pp. 709-730). Cambridge, MA: Blackwell. full text

Gilbert, J.K. (2006). On the nature of "context" in chemical education. International Journal of Science Education, 28, 957-976. doi: 10.1080/09500690600702470

Halloun, I.A., & Hestenes, D. (1985). Common-sense concepts about motion. American Journal of Physics, 53, 1056-1065. http://dx.doi.org/10.1119/1.14031

Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27(9), 664-670. doi: 10.1119/1.2342910 full text

Harvard-Smithsonian (2000). Private universe Project in Mathematics. Cambridge, MA: Harvard-Smithsonian Center for Astrophysics. http://www.learner.org/resources/series120.html?pop=yes&pid=1359 (6 one-hour videos)

Klaassen, K, Westra, A., Emmett, K., Eijkelhof, H.M.C., & Lijnse, P.L. (2008). Introducing mechanics by tapping core causal knowledge. Physics Education 43, 433-439.

Muller, D. A., Sharma, M. D. and Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual changeScience Education, 92, 278-296.

Muller, D. A., Bewes, J., Sharma, M. D. and Reimann, P. (2008). Saying the wrong thing: Improving learning with multimedia by including misconceptionsJournal of Computer Assisted Learning, 24, 144-155.

Nelson, C. E. (2008). Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions. Integrative and Comparative Biology, 48, 213-225. doi:10.1093/icb/icn027

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science education, 66, 211-227. doi: 10.1002/sce.3730660207 full text

Putnam, R.T., Lampert, M. & Peterson, P.L. (1990). Alternative Perspectives on Knowing Mathematics in Elementary Schools. Review of Research in Education, 16, 57-150. full text

Sherin, B. L., Krakowski, M., & Lee, V. R. (2012). Some assembly required: How scientific explanations are constructed during clinical interviews. Journal of Research in Science Teaching, 49, 166-198. doi:10.1002/tea.20455

Straatemeier, M., Van der Maas, H.L.J., & Jansen, B.R.J. (2008). Children’s knowledge of the earth: A new methodological and statistical approach. Journal of Experimental Child Psychology, 100, 276-296. full text

Van Dooren, W., De Bock, D., Hessels, A., Janssens, D., Verschaffel, L. (2004). Remedying secondary school students’ illusion of linearity: a teaching experiment aiming at conceptual change. Learning and Instruction, 14,  485-501. full text

 

Attitude and motivation: the quality of learning

An illustrative fragment from the Tiger mom book: Het witte ezeltje.

Amy Chua did not intend to say this - interview

 

Brabrand, C. & Andersen, J. (2006). Teaching Teaching & Understanding Understanding. Aarhus University Press, University of Aarhus, Denmark [watch film about Constructive Alignment].

Di Martino, P., & Zan, R. (2015). The construct of attitude in mathematics education. In: From beliefs to dynamic affect systems in mathematics education (pp. 51-72). Springer. doi:10.1007/978-3-319-06808-4_3

Duit, R.H. (2009). Bibliography – Students' and Teachers' Conceptions and Science Education. Kiel: IPN. Retrieved from: http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html. Direct access in Refworks

Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493-503.

Hulleman, C. S., Harackiewicz, J. M. (2009). Promoting Interest and Performance in High School Science Classes. Science, 326, 1410-1412. doi: 10.1126/science.1177067

Midgley, C., Arunkumar, R., Urdan, T.C. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology. 88, 423-434. DOI: 10.1037/0022-0663.88.3.423 UU full text

Pau, R., Hall, W., Grace, M. (2011). 'It's boring': female students' experience of studying ICT and computing. School Science Review, 92(341), 89-94.

Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23, 847-862. doi:10.1080/09500690010016111

Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237. doi: 10.1126/science.1195996

Rennie, L., & McClafferty, T. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6, 175-185, doi: 10.1007/BF02614639

Rennie, L.J. (1994). Measuring affective outcomes from a visit to a Science Education Centre. Research in Science Education, 24, 261-269, doi: 10.1007/BF02356352 UU full text

Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M., Bakker, A. (2016). Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study. Educational Research Review, 19, 158-172. doi: 10.1016/j.edurev.2016.07.003

Schreiner, C., Henriksen, E.K., Kirkeby Hansen, P.J. (2005). Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges. Studies in Science Education, 41, 3-49. doi:10.1080/03057260508560213

Schreiner, C., & Sjøberg, S. (2005). Empowered for action? how do young people relate to environmental challenges? In S. Alsop (Ed.), Beyond cartesian dualism. encountering affect in the teaching and learning of science (pp. 53-69) Dordrecht: Springer, Science and Technology Education Library. full text

Tucker, S.A., Hanscin, D.L., Bearnes, C.J. (2008). Igniting girls' interest in science. Science,  319, 1621-1622. doi: 10.1126/science.1153261

Valkyrie, K. & Tobin, C. (2011) ‘Teacher, I may not Do well on the test next week because I may have to babysit my sister’. APS Observer, 24 (8). full text

Van Eijck, M.W. & Roth, W.-M. (2009). Authentic science experiences as a vehicle to change students’ orientation towards science and scientific career choices: Learning from the path followed by Brad. Cultural Studies of Science Education, 4, 611–638. doi: 10.1007/s11422-009-9183-8

Vansteenkiste, M, et al. (2009). Motivational Profiles From a Self-Determination Perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688. doi:10.1037/a0015083

Vansteenkiste, M. et al. (2005). Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing? Journal of Educational Psychology, 97, 468-483. doi: 10.1037/0022-0663.97.3.468 full text

Inquiry and scientific thinking

Bao, L. et al. (2009). Learning and scientific reasoning. Science, 323, 586-587.

Curious Minds (n.d.) Wesley and the syringe [Video file]. Utrecht University: Talentenkracht. watch online

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175–218. doi: 10.1002/sce.10001

Dean Jr., D. and Kuhn, D. (2007), Direct instruction vs. discovery: The long view. Science Education, 91, 384–397. doi: 10.1002/sce.20194

Duggan, S., Johnson, P., & Gott, R. (1996). A critical point in investigative work: defining variables. Journal of Research in Science Teaching, 33, 461-474. doi: 10.1002/(SICI)1098-2736(199605)33:5<461::AID-TEA1>3.0.CO;2-P

De Jong, T. (2006). Technological advances in inquiry learning. Science, 312, 532-533. doi: 10.1126/science.1127750

Economist (2011, March 26). Now you know - When should you teach children, and when should you let them explore? Economist. full text + comments

Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. Science, 337,1623-1627. doi:10.1126/science.1223416

Gott, R. & Duggan, S. (2007): A framework for practical work in science and scientific literacy through argumentation, Research in Science & Technological Education, 25, 271-291. doi:10.1080/02635140701535000

Hodson, D., & Bencze, L. (1998). Becoming critical about practical work: Changing views and changing practice through action research. International Journal of Science Education, 20, 683-694.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54. doi:10.1002/sce.10106

Klahr, D. (2009). “To every thing there is a season, and a time to every purpose under the heavens”: What about direct instruction? In S. Tobias and T.M. Duffy (Eds.) Constructivist theory applied to instruction: Success or failure? (pp. 291-310). New York: Taylor and Francis. full text

Lehrer, R., Schauble, L. (2015). The Development of Scientific Thinking. In: Handbook of Child Psychology and Developmental Science (pp. 1–44). Hoboken, NJ, USA: John Wiley & Sons, Inc. doi:10.1002/9781118963418.childpsy216

Reiser, B.J., Berland, L.K., & Kenyon, L. (2012). Engaging students in the Scientific Practices of Explanation and Argumentation: Understanding A Framework for K-12 Education. The Science Teacher, 79(4), 34-39. full text

Stanford (2015). Stanford research shows how to improve students' critical thinking about scientific evidence. Stanford News.full text

Thomson, C. (2011). Girls into physics - looking back and looking forward. School Science Review, 92(341), 95-100.

Van Rens, L.; Pilot, A.; Van der Schee, J. (2010). A Framework for Teaching Scientific Inquiry in Upper Secondary School Chemistry. Journal of Research in Science Teaching, 47, 788–806. doi: 10.1002/tea.20357

Van Rens, L., Van der Schee, J., & Pilot, A. (2009). Teaching molecular diffusion using an inquiry approach: diffusion activities in a secondary school inquiry-learning community. Journal of chemical education, 86, 1437-1441.full text

Van Schijndel, T. J. P., Franse, R. K., & Raijmakers, M. E. J. (2010). The Exploratory Behavior Scale: Assessing young visitors' hands-on behavior in science museums.Science Education, 94, 794-809. doi: 10.1002/sce.20394

Van Schijndel, T. J. P., Singer, E., van der Maas, H. L. J., & Raijmakers, M. E. J. (2010). A sciencing programme and young children's exploratory play in the sandpit. European Journal of Developmental Psychology, 7, 603-617. doi:10.1080/17405620903412344

Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47, 276-301. doi: 10.1002/tea.20329

Scientific Literacy

Hertz, N. (2012). How to use experts and when not to. TED-talk watch online

Sutherland, W. J., Spiegelhalter, D., & Burgman, M. A. (2013). Twenty tips for interpreting scientific claims. Nature, 503(7476), 335-337. doi:10.1038/503335a

Kitchener, K. S., & King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89-116. doi:10.1016/0193-3973(81)90032-0

Elby, A., and Hammer, D. (2001).  On the substance of a sophisticated epistemology.  Science Education, 85, 554-567. doi: 10.1002/sce.1023 full text

Falk, J.H, & Dierking, L.D. (2010). The 95 Percent Solution: School is not where most Americans learn most of their science. American Scientist, 98, 486-full text

Feinstein, N. (2010). Salvaging science literacy. Science Education, 95, 168-185. doi: 10.1002/sce.20414

Kortland, J. (2001). A problem-posing approach to teaching for scientific literacy: The case of decision-making about packaging waste. In: O. de Jong, E.R. Savelsbergh and A. Alblas (eds.) Teaching for Scientific Literacy. (pp. 87-98).  Utrecht, The Netherlands: CDβ-Press.full text

Jakob, J.D. (2008). Scientific Uncertainty in News Coverage of Cancer Research: Effects of Hedging on Scientists’ and Journalists’ Credibility. Human Communication Research, 34, 347–369. full text

Kent, P.; Pratt, D.; Levinson, R., Yogui, C., & Kapadia, R. (2010). Teaching Uncertainty and Risk in Mathematics and Science. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8, July, 2010), Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute.full text

Meinwald, J. & Hildebrand, J. G. (2010). Science and the Educated American: A Core Component of Liberal Education.Cambridge, MA: American Academy of Arts and Sciences.full text

Muller, R.A. (2010). Physics for future presidents. In: Science and the Educated American. In: J. Meinwald & J.G. Hildebrand. Science and the Educated American: A Core Component of Liberal Education. Cambridge, MA: American Academy of Arts and Sciences. full text

Price, C. A. and Lee, H.-S. (2013). Changes in participants' scientific attitudes and epistemological beliefs during an astronomical citizen science project. Journal of Research in Science Teaching, 50, 773–801. doi: 10.1002/tea.21090

Sadler, T. D. and Zeidler, D. L. (2009), Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching, 46, 909–921. doi: 10.1002/tea.20327

Sterman, J. D. (2008). Risk communication on climate: mental models and mass balance. Science, 322(5901), 532-533. doi: 10.1126/science.1162574.

Schoenfeld, A. (2004). The Math Wars, Educational Policy, 18, 253-286. DOI: 10.1177/0895904803260042 full text

 

Risk and uncertainty

Tverski, A., & Kahneman, D. (1974). Judgement under Uncertainty: Heuristics and Biases. Science, 185, 1124-1131. doi: 10.1.1.170.7703

Behaviour

Stroebe, W. (2008). Chapter 7: Strategies of attitude and behaviour change. In: M. Hewstone, W. Stroebe and K. Jonas. Introduction to social Psychology: A European Perspective, 4th edition (pp. 135-154).

Science and the public

Burgess, M. M. (2014). From “trust us” to participatory governance: Deliberative publics and science policy. Public Understanding of Science, 23(1), 48–52. https://doi.org/10.1177/0963662512472160

Davies, S., McCallie, E., Simonsson, E., Lehr, J. L., & Duensing, S. (2008). Discussing dialogue: perspectives on the value of science dialogue events that do not inform policy. Public Understanding of Science, 18(3), 338–353. doi: 10.1177/0963662507079760

Dewey (1954/1927). ‘The public and its problems’

McCallie, E., Simonsson, E., Gammon, B., Nilsson, K., Lehr, J.L., & Davies, S. (2007). Learning to generate dialogue: Theory, practice and evaluation. Museums & Social Issues, 2(2), 165 - 184.

Rowe,G., & Frewer, L. J. (2005). A typology of public engagement mechanisms. Science, Technology and Human Values, 30(2), 251–290.

Stoknes, P. E. (2014). Rethinking climate communications and the “psychological climate paradox”. Energy Research & Social Science, 1, 161-170. doi:10.1016/j.erss.2014.03.007

Tannen, D. (1998). The argument culture. Random House. http://www.deborahtannen.com/the-argument-culture/

Taubes, G. (1993). The ozone backlash. Science, 260(5114), 1580-1584. full text

Wynne, B. (1992). Misunderstood misunderstanding: social identities and public uptake of science. Public Understanding of Science, 1, 281–304. doi:10.1088/0963-6625/1/3/004

Yet unsorted

Page, E. (2011). Final-year education projects for undergraduate chemistry students. School Science Review, 92(341), 101-105.

Roth, W.M., & Bowen, G.M. (1995) Knowing and interacting: A study of culture, practice, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.

Stocklmayer, S. M. Rennie, L. J., & Gilbert, J. K. (2010): The roles of the formal and informal sectors in the provision of effective science education, Studies in Science Education, 46, 1-44. doi:10.1080/03057260903562284

Van Lacum, E., Ossevoort, M., Buikema, H., Goedhart, M. (2012). First Experiences with Reading Primary Literature by Undergraduate Life Science Students, International Journal of Science Education, 34, 1795-1821. DOI:10.1080/09500693.2011.582654