∗The book reviewed is Benchmarks for Scientific Literacy, American Association for the Advancement of Science, Project 2061, Oxford University Press, New York and Oxford (1993), pp. 448, $21‐95 (pbk), ISBN 0‐19‐508986‐3.

Benchmarks for Science Literacy: a review symposium∗

This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of 14 textbooks, including five “series” spanning one to four decades, were analyzed. The textbooks commanded significant market shares in the United States and were widely used in some of the most populace states. Relevant textbook sections were scored on each of the target NOS aspects on a scale ranging from −3 to +3, which reflected the accuracy, completeness, and manner (explicit versus implicit) in which these aspects were addressed. The textbooks fared poorly in their representations of NOS. Additionally, with a few exceptions, textbook scores either did not change or decreased over the past four decades. These trends are incommensurate with the discourse in national and international science education reform documents, which has witnessed an increasing emphasis on the centrality of NOS to scientific literacy and pre-college science education during the same time period. Assessment and evaluation strategies, and policies need to be targeted if substantial and desired changes in the ways NOS is addressed in science textbooks are to be effected. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 835–855, 2008

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.20226

Representations of nature of science in high school chemistry textbooks over the past four decades

http://library.um.ac.id/free-contents/downloadpdf.php/buku/science-for-all-americans-f-james-rutherford-12303.pdf

Science for all Americans / F. James Rutherford

Chapter Four in Geraldine Cotter's 'Transforming Tradition: Irish traditional music in Ennis Co. Clare 1950-1980.'

Practice as learning

In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens. We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents' educational level as independent variables. Preservice biology teachers' thinking dispositions, their understanding of evolutionary theory, and their parents' educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 420–443, 2008

Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution

The value and effectiveness of formative assessment in the classroom has gained an increasing amount of attention during the past decade, especially since the publication of seminal work by Black and Wiliam titled Assessment and Classroom Learning. Since that time, there has been a renewed interest in describing and evaluating teacher practices related to formative assessment. Based on evidence of its effectiveness in the classroom and on improving standardized test scores, many prominent educational entities have initiated reform efforts to promote the use of formative assessment, yet these practices have not been embraced by classroom teachers. This case study investigated internally constructed and externally imposed contextual elements that constrained or facilitated the use of formative assessment by three high school science teachers. Cornett’s curriculum development model of personal practice theories was modified to include assessment, termed personal practice assessment theories (PPATs), and chos...

A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment

Topic of evolution in secondary school biology textbooks: 1900-1977

Emphasis given evolution and creationism by texas high school biology teachers

The coverage of evolution in high school biology textbooks published in the 1980s

This study explores how a middle school integrative learning environment influenced students' perspectives of curriculum, of schooling and of learning Using social constructivism as a theoretical framework for the study and using an ethnographic interview procedure, 14 ninth-and tenth-grade students, who were purposively selected, were interviewed to determine their feelings about their former experiences at Brown Barge Middle School (BBMS) in Pensacola, Florida Additional information was gathered by conducting a brief, although highly focused, case study on BBMS We examined the school's curriculum documents, reviewed student work, and observed classroom teaching at the school Selected BBMS students were interviewed in focus groups to discuss BBMS curriculum with former students of the school Data analysis was carried out using constant comparison method Three themes pertaining to students' perspectives emerged during data analysis: thinking and learning integratively, constructing knowledge

Students' Perspectives on Integrative Curricula: The Case of Brown Barge Middle School.

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