Links en referenties

Websites

  • Science Literacy Maps: http://strandmaps.dls.ucar.edu/. Deze website is een tool om leerlijnen te ontwikkelen rond wetenschappelijke, technische en wiskundige concepten, van de kleuterklas tot het secundair.
  • De Assessment tool van de AAAS (American Association for the Advancement of Science): http://assessment.aaas.org/.  Met deze tool kan je zelf een assessment samenstellen rond misconcepties uit alle wetenschapsdisciplines, en rond wetenschappelijke vaardigheden.

Artikels en boeken

Erduran, S., and M. P. Jiménez-Aleixandre, 2008, Argumentation in science education: Perspectives from.

Ford, M. J., 2012, A dialogic account of sense-making in scientific argumentation and reasoning: Cognition and Instruction, v. 30, p. 207-245.

Frans, R., E. De Smet, F. Poncelet, L. Tamassia, and K. Vyvey, 2013, Vakdidactiek Natuurwetenschappen – 360° verwondering: Leuven, School of Education Associatie KULeuven, 112 p.

Grotzer, T. A., 2000, How Conceptual Leaps in Understanding the Nature of Causality Can Limit Learning: An Example from Electrical Circuits.

Grotzer, T. A., 2012, Learning causality in a complex world: Understandings of consequence, Rowman & Littlefield Education.

Harlen, W., 2011, Working towards big ideas of science education.

Holbrook, J., and M. Rannikmae, 2007, The nature of science education for enhancing scientific literacy: International Journal of Science Education, v. 29, p. 1347-1362.

Jacobson, M. J., and U. Wilensky, 2006, Complex systems in education: Scientific and educational importance and implications for the learning sciences: The Journal of the learning sciences, v. 15, p. 11-34.

Osborne, J., 2013, The 21st century challenge for science education: Assessing scientific reasoning: Thinking Skills and Creativity, v. 10, p. 265-279.

Sampson, V., and D. B. Clark, 2008, Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions: Science Education, v. 92, p. 447-472.

Schmidt, W., G. Leroi, S. Billinge, L. Lederman, A. Champagne, R. Hake, P. Heron, L. McDermott, F. Myers, and R. Otto, 2011, Towards coherence in science instruction: A framework for science literacy: East Lansing MI: Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE), Michigan State University.

Schweingruber, H., T. Keller, and H. Quinn, 2012, A Framework for K-12 Science Education:: Practices, Crosscutting Concepts, and Core Ideas, National Academies Press.

Strubbe, K., B. D’Haese, J. De Poorter, and H. Vanhoe, 2012, Onderzoekscompetent in de klas: praktische gids voor de vakken biologie, chemie en fysica in het secundair onderwijs, Academia Press.

Weintrop, D., E. Beheshti, M. Horn, K. Orton, K. Jona, L. Trouille, and U. Wilensky, 2016, Defining Computational Thinking for Mathematics and Science Classrooms: Journal of Science Education and Technology, v. 25, p. 127-147.

Wong, S. L., and D. Hodson, 2009, From the horse’s mouth: what scientists say about scientific investigation and scientific knowledge: Science Education, v. 93, p. 109-130.

Zohar, A., 2007, Science teacher education and professional development in argumentation, Argumentation in science education, Springer, p. 245-268.