A suggested reading list for preservice and inservice primary teachers of science.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science education, 84(3), 287-312.
Jiménez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757-792.
Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44(1), 46-53.
McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137-1164.
Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638.
Biggs, J. B., & Collis, K. F. (1982). Evaluation the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). Academic Press.
Eberle, F., & Keeley, P. (2008). Formative assessment probes. Science and Children, 45(5), 50.
McNeill, K. L., & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. Science as inquiry in the secondary setting, 121-134.
Bybee, R. W. (2006). Scientific inquiry and science teaching. In Scientific inquiry and nature of science (pp. 1-14). Springer Netherlands.
Bybee, R. W. (2011). Inquiry is essential. Science and Children, 48(7), 8-9.
Models and Representations
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115-130.
Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22(9), 891-894.
Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
Nature of Science
Chalmers, A. F. (2013). What is this thing called science? Hackett Publishing.
Lombrozo, T., Thanukos, A., & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1(3), 290-298.
McRae, M. (2011). Tribal Science. University of Queensland Press.
Rutherford, F. J., & Ahlgren, A. (1991). Nature of Science. In Science for all Americans. Oxford University Press.
Dewey, J. (1916). Method in science teaching. General Science Quarterly, 1(1), 3-9.
Leach, J., & Scott, P. (2003). Individual and sociocultural views of learning in science education. Science & Education, 12(1), 91-113.
Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. Educational theory, 39-61.
Pedagogical Content Knowledge
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science education, 95(1), 145-167.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge (pp. 95-132). Springer Netherlands.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422-453.
Fensham, P. J. (2016). The Future Curriculum for School Science: What Can Be Learnt from the Past? Research in Science Education, 46(2), 165-186.
Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Association for Science Education.
Osborne, J. (2007). Science Education for the Twenty First Century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173-184.
Feinstein, N. (2011). Salvaging Science Literacy, Science Education, 95(1), 168-185.
Hackling, M., & Prain, V. (2005). Primary Connections (Vol. 2). Stage.
Hume, A. C. (2012). Primary Connections: Simulating the classroom in initial teacher education. Research in Science Education, 42(3), 551-565.
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3).
Rennie, L. (2005). Science awareness and scientific literacy. Teaching Science, 51(1), 10-14.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.