一、中文部份
王美芬、熊召弟 (1995):國民小學自然科教材教法。北市:心理出版社。
王美芬 (2006):國小國小教師的教學輔導策略。科學教育研究與發展季刊,75-90。
王靜如 (2001):小學教師科學本質概念及教學之研究。科學教育學刊,9(2), 197-217。方得華 (2000 ):原子力顯微鏡奈米加工技術研究。國立成功大學機械工程學系博士論文,未出版,台南市。
朱鈞偉、袁光亞 (1990):廣義庫倫摩擦律下平面接觸問題之邊界單元-數學規劃法新解。國立清華大學動力機械研究所碩士論文,未出版,新竹市。
李暉 (1993):國中理化教師試行建構教學之個案研究。國立彰化師範大學科學教育
研究所碩士論文,未出版,彰化市。
李秀蘭(2001):自我引導學習模式下的科學方法教學方案對國小資優生獨立研究
學習成效之研究。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮
市。
李偉俊(1996):未來資優教育的新指標─獨立研究方案。國教之聲,30(1),18-28。
李偉俊(1997):國小能力優異學生獨立研究方案之設計與實驗研究。國立高雄師
範大學特殊教育研究所碩士論文,未出版,高雄市。
林世娟、何小曼 (2002):國小學童「科學態度」及「對科學的態度」之研究-以植
物的生長教學活動為例。國立臺北師範學院學報,15,9,157-196
邱美虹、林秀蓁 (2004):以CHILDES 分析一對一科學教學活動中師生互動共建科
學知識的行為表現。科學教育學刊,12(2), 133-158
范瓊盛 (1998):國中理化教師教學改進決策行為之個案研究。國立彰化師範大學科學教育研究所博士論文,未出版,彰化市。
洪振方 (1997):教師對以邏輯實證與後邏輯實證主義科學哲學觀建構之電化電池發展史教材的認識與抉擇。科學教育學刊,5(3),347-390。
洪振方 (2003):探究式教學的歷史回顧與創造性探究模式之探討。高雄師大學報,15,641-662。
洪明鈞、翁政義 ( 2001 ):以分子動力學研究奈米摩擦。國立成功大學機械工程學
系碩士論文,未出版,台南市。
南一版高二物理上冊:3-7靜摩擦力,南一出版社。
南一版高二物質科學下冊:12-3分子平均動能與溫度,南一出版社。
周東寬(2003):二維斜坡顆粒流之輸送帶實驗與分析。國立中央大學土木所碩士論文,中壢市,未出版。
周乘雨,剪力流中液體含量對混合機制的影響,2005年國立中央大學機工所碩士論文。
侯香伶(2002):科探究活動中的科學本質面貌對國一生科學本質觀之影響。國立
彰化師範大學科學教育研究所碩士論文,彰化市,未出版。
柯麗卿 (2004):國中資優生獨立研究與學習風格的關係及獨立研究學習成效相關因
素之研究。國立高雄師範大學特殊教育學系碩士論文,未出版,高雄市。
莊嘉坤(1992)。從態度的概念談科學態度的研究。國教天地,94,31-43。
莊嘉坤(2004)。九年一貫「自然與生活科技」領域能力指標詮釋研究:國小學生
科學態度的探究。國科會專題研究計畫成果報告,(NSC92-2522-S-127-003)。
徐嘉彬 、蘇侃 ( 2000 ):表面粗度及外視接觸面積對極低負載不銹鋼接觸面摩擦係
數之影響。國立臺灣大學機械工程學研究所碩士論文,台北市,未出版。
教育部 (2003):國民中小學九年一貫課程綱要,自然與生活科技學習領域。台北市:教育部。
郭重吉 (1987a):美各國晚近對學生學習風格之研究。資優教育季刊,22,2-8。
郭重吉 (1987b):評介學習風格之有關研究。資優教育季刊,23,7-16。
郭重吉(1988)。從認知狀態和學習風格探討國中學生學習物質分子模型的困難。行
政院國家科學委員會專題研究計劃成果報告(NSC76-0111-S018-319)。
郭重吉(1992):從建構主義的觀點探討中小學數理教學的改進,科學發展月刊,25(5),548-570。
郭重吉、許玫理(1992):從科學哲學觀點的演變探討科學教育的過去與未來。彰
化師大學報,3,531-561。
郭重吉、江武雄 (1993):從協助學生建構意義的觀點探討國中理化教學的改進(2)。
國科會專題研究計畫NSC-82-0111-S-018-01。
郭重吉(2002)。建構論的哲學基礎。載於詹志禹(主編),建構論:理論基礎與教
育應用(頁2-48)。台北市:正中書局。
郭靜姿 (1980):學習動機、策略應用與後設認知能力之相關探討及其所建構而成之
後設理解模式在資優教學上的應用(上),資優教育季刊,37,1-8。
郭靜姿 (1993):如何指導資優生進行獨立研究。資優教育季刊,48,5-15。
郭靜姿(1997):如何指導資優生進行獨立研究。資優教育的革新與展望。台北:
心理。
許玫理(1992):我國國民中學自然科學教師科學哲學觀點之調查研究。國立彰化
師範大學科學教育研究所碩士論文,未出版,彰化市。
許良榮、柯玉婷 (2000)。師院學生對科學本質之教學態度之研究。臺中師院學報,14,411-434。
許良榮、柯玉婷 (2001):台中地區國小職前與在職教師對科學本質的理解與教學態度之研究。台中師院學報,15,335-361。
許素甘 (2002):培養國小高年級學童科學探究能力:製作科學展覽的經驗與反省。
教育資料與研究,48,4-30。
許智淵 (2004):粉粒體內摩擦係數對剪力顆粒流輸送性質之影響。國立中央大學機工所碩士論文,中壢市,未出版。
許榮富、楊文金和洪振方(1990):學習環的理論基礎及其內涵分析-物理概念教學
理念的新構思。物理會刊,12(5),198-375。
陳英豪、葉懋坤、李坤崇、李明淑、邱美華 (1991):國小學生科學態度問卷編製報
告。測驗年刊,38, 125-136。
陳麗美(2004)。提昇不同學習風格學生於科學探究活動中學習成效之行動研究。
彰化師範大科學教育研究所在職進修專班碩士論文(未出版),彰化市。
陳樹群 (2004):土石流防災知多少。科學發展月刊,374,24-33。
張春興 (1998):教育心理學。台北:東華書局。
彭子軒 (2002):慢顆粒流之輸送帶實驗與影像分析。國立中央大學土木所碩士論文,中壢市,未出版。
黃鴻博 (1998):以STS教育理念改進國小自然科教學之研究。科學教育研究與發
展,12,3~17。
黃鴻博和郭重吉 (1999):STS 教育理論的接納與實踐-一個國小教師的個案研究。
科學教育學刊,7(1),1-15。
黃鴻博(2000):兒童科學探究活動遭遇問題的探討。台中師院學報,14,389-409。黃玉枝 (1993):國中資優學生與普通學生學習風格及學校適應之比較研究。特殊教育研究學刊,9,249-276。
黃淑卿 (2003):利用探究教學提昇國一學生科學探究能力之行動研究。彰化師範大
學科學教育研究所碩士論文,未出版,彰化市。
黃啟淵 (1994):從探究技能、專題研習到獨立研究。資優教育季刊,52,16-23。
陳均伊 (2006):以合作專業成長模式協助二位科學教師實施探究教學之個案研究。國立彰化師範大學科學教育研究所博士論文,未出版,彰化市。
陳育君 (2002):應用PZB服務品質模式在國小資優班獨立研究教學品質評鑑之研
究。臺東師範學院教育研究所碩士論文,未出版,臺東市。
陳姿妙 (2005):利用探究式教學提昇七年級學生科學學習成效之行動研究。國立
彰化師範大學科學教育研究所碩士論文,未出版,彰化市。
馮松林 (2006):探究高中學生對化學實驗中測量之理解。國立彰化師範大學科學教育研究所博士論文,未出版,彰化市。
楊曉白 (1988):如何指導資優生從事獨立研究。資優教育季刊,28,41-43。
楊文龍 (2005):顆粒剪力流體之傳輸現象探討。國立中央大學機工所博士論文,中壢市,未出版。
詹錢登 ( 2004 ):豪雨造成的土石流,科學發展月刊,374,14-23。
賈魯強 黎璧賢 ( 2001 ):漫談顆粒體物理,物理雙月刊,23(4),503-510。
蔡佩穎、張文華(1999 ):國一學生參與生物實驗活動之過程分析與成效探討。科
學教育,9,108-126。
劉宏文 ( 1996 ):建構主義的認識論觀點及其在科學教育上的意義。科學教育月刊,193,6-22。
劉宏文和張惠博 (2001):高中學生進行開放式探究活動之個案研究-問題的形成
與解決。科學教育學刊,9,169-196。
劉德明 (1999):學自然的科學態度之研究。花蓮師範學院學報,9,85-118。蔡典謨(1996)。充實模式之設計與實驗研究(一)(國科會專題研究計畫成果報
告編號:NSC85-2511-S017-010)。台北:中華民國行政院國家科學委員會。
蔡典謨(1997)。充實模式之設計與實驗研究(二)(國科會專題研究計畫成果報
告編號:NSC86-2511-S017-007)。台北:中華民國行政院國家科學委員會。
蔡春美(1986)。國小資賦優異兒童獨立研究能力的指導。臺灣省國民教育輔導叢
書第十四輯。
蔡崇建(1988):獨立研究之後--如何指導資優學生展現研究成果。資優教育季刊,
29,25-30。
蔡長泰 ( 2005 ) :洪水與土石流。科學發展月刊,374,4-5。
劉秋燕(1993):資優生獨立研究的理念與做法。資優教育季刊,47,10-12。
潘裕豐(2000):網路遠距輔助學習模式對資優生獨立研究方案學習成效之研究。國立彰化師範大學特殊教育研究所博士論文,未出版,彰化市。
蔡執仲和段曉林 (2005):探究式實驗教學對國二學生理化學習動機之影響。科學教
育學刊,13(3),,289-315。
蔡執仲、段曉林和靳知勤 (2007):巢狀探究教學模式對國二學生理化學習動機影響之探討。科學教育學刊,15,119-144。
謝甫佩和洪振方(2004):國小學生科學探究活動的課程設計及實施成果之個案研
究。師大學報,49(2),61-86。
顏瓊芬,黃世傑 (2003):學生在開放式科學探究過程中互動模式之研究。科學教育學刊,11(2),141-169。
翰林版高一基礎物理:2-4摩擦力與生活,翰林出版社。
二、英文部分
Agar, M. H. (1980). The Professional stranger: An informal instruction to
ethnography. New York: Academic Press.
A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International
perspectives. Science Education, 88, 397-419.
American Association for the Advancement of Science (AAAS) (1989). Science for all
Americans: A project 2061 report on literacy goals in science, mathematics and technology. Washington, DC: AAAS.
American Association for the Advancement of Science. (1993). Benchmarks for science
literacy.New York: Oxford University Press.
Anderson,O.R.(1992).Some interrelationships between constructivist models of learning
and current neurobiological theory , with implications for science education.Journal
of Research in Science Teaching,29(10), 1037-1058.
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry.
Journal of Science Teacher Education, 13(1), 1-12.
Barrow, L. H. (2006). A Brief History of Inquiry: From Dewey to Standards.Journal of Science Teacher Education, 17(3), 265-278
Blosser, P. E. (1980).A Critical Review of the Role of the Laboratory in Science Teaching. (ED206445).
Bogdan, R. C. & Biklen, S.K. (1992). Qualitative Research for Education-An Introduction to Theory and Methods. Needham: Heights Allyn and Bacon.
Bybee, R. W., & Landes, N. M. (1988). The biological sciences curriculum study (BSCS). Science and Children, 25(8), 36-37.
Bybee, R. W. & Goodrum, Denis (1999). Teaching science as inquiry. ED454062
Minstrell, & E. van Zee (Eds.), Inquiring into inquiry learning and teaching in science ,
20-46. Washington, DC: American Association for the Advancement of Science.
Bybee, R. W. (2000). Evolution: Don't Debate, Educate. Science Teacher, 67 (7), 30-35.
Bybee, R. W. (2007). Reinventing the Science Curriculum. Educational Leadership,
64(4), 43-47.
Canfield, A.A. (1988). Canfield Learning Style Inventory Manual. Los Angeles: Western
Psychological Services
Cetera, M.M. (1983). Laboratory Adaptations for Visually Impaired Students: Thirty
Years in Review. Journal of College Science Teaching, 12(6), 384-393.
Costenson K. & Lawson A. (1996). Why is’t inquiry used in more classrooms? The
American Biology Teacher. 48(3), 150-158.
Cox-Peterson A.M. (2001). Empowering science teachers as researchers and inquirers.
Journal of Research in Science Teaching, 12(2), 107–122.
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science
teachers. Journal of Research in Science Teaching, 37, 916–937
Dewey, J. (1963). Experience and education. New York: Collier Books.
Domin, D. S. (1999). A Review of Laboratory Instruction Styles. Journal of Chemical
Education, 76(4), 543-547.
Dunkhase, J. A. (2003). The coupled-inquiry cycle: a teacher concerns-based
model for effective student inquiry. Science Educator, 12(1), 10-15.
Dunn,.R., & Dunn K.(1994). Teaching Young Children through Their Individual Learning
Styles. Boston: Allyn & Bacon.
Driver, R., & Bell, B. (1986). Students’ thinking and the learning of science: a
constructivist view. School Science Review, 69, 255-267.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific
argument in the classroom. Science Education, 84, 287-312.
Driver, R., & Oldham, V. (1986). A constructive approach to curriculum development in
science. Studies in Science Education, 13, 105-122.
Duschl, R. A. (1990). Restructuring science education: Learning as a restructuring
process. New York: Teachers College, Columbia University.
Duschl, R. A. (2000). Making the nature of science explicit. In R. Millar, J.
Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific
inquiry teaching. Science Education, 90, 453-467.
Gardner,P. L.(1975).Attitudes to science : A review. Studies in Science Education,2,1-41
Gibson,H. L.(1998). Case studies of an inquiry-based science programs’impact on
students’attitudes towards science and interest science careers. (ERIC Document
Reproduction Service No. ED 417 980).
Gibson, H. L.,& Chase, C.(2002).Longitudinal impact of an inquiry-based science
program on middle school students’ attitudes toward science. Science Education,86,
693- 705.
Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science
program
Goodnough K. & Cashion, M. (2003). Fostering inquiry through problem-based learning.
The Science Teacher, 70(9), 21-25.
Guo C.J. & Chang H.P. (2004). Action research aiming at improving high school science
teachers’ teaching proficiencies through the development of instructional modules.
International Journal of Science and Mathematics Education.2, 435–453.
Gunstone, R. F.& Champagne, A. B.(1990) In The Student Laboratory and the Science
Curriculum; Hegarty-Hazel, E. Ed.; Routledge: London, 159–182.
Hammer,D. (1997). Inquiry learning and discovery teaching. Cognition and
Instruction,15(4), 485-529.
Harrison, J. A., White, C.T., Colton, R. J.,& Brenner, D. W. (1992). Molecular-dynamics
simulations of atomic-scale friction of diamond surface. Physical Review B, 46(15), 9700-9708.
Hart,C.,Mulhall,P.,Berry,A.,Loughran,J.,& Gunstone, R.(2000). What is the purpose of
this experiment? Or can students learn something from doing experiment? Journal of Research in Science Teaching,37(7), 665-675.
Harwood, W. S. (2004) An activity model for scientific inquiry.The Science
Teacher,33(7), 44-46.
Hidemitsu O., Takashi T., Jun S., Libo Z., Hiroshi E. (2007). Experimental and
Simulation Research on Influence of Temperature on Nano-Scratching Process of Silicon Wafer. Key Engineering Materials, 329, 379-384.
Hofstein, A., & Lunetta, V. N. (1982). The Role of the Laboratory in Science Teaching:
Neglected Aspects of Research. Review of Educational Research, 52(2), 201-217.
Hofstein, A., & Lunetta, V. N. (2003). The laboratory in science education:
Foundations for the twenty-first century. Science Education, 88(1), 28-54.
Hurd, P. deHart. (1970).Inquiry Objectives for the Teaching of Biology in the 1970s.
American Biology Teacher, 32(9) 553-554.
Hurd, P. deHart. (2000). The New Curriculum Movement in Science. Science
Teacher, 67(1), 27.
Irving J. H. and Kirkwood, J. G. (1950). The statistical mechanical theory of transport
properties. IV.the equations of hydrodynamics. Journal of Chemistry
Physics,18, 817-829.
Jun S., Hiroshi E., Masashi Y., Etsuji O. (1998). Molecular dynamics simulation of
friction on the atomic scale. Nanotechnology, 9(2), 118-123.
Kalish, R.B. (1997). Presentations: a sequenced step-by-step independent study.
Gifted Child Today Magazine, 20(6), 32-37,45,47.
Kanari, Z. & Millar.R. (2004). Reasoning from data: how students collect and interpret
data in science investigations. Journal of Research in Science Teaching,41(7), 748–769.
Keefe, J, W. (1987). Learning Style Theory and Practices, Virginea: National Association
of Secondary School Principals.
Keys,C.W.,& Bryan,L.A(2001).Co-constructing inquiry-based science with teachers:
Essential research for lasting reform. Journal of Research in Science Teaching,38(6), 631-645.
Kim, H., & Song, J. (2004). The exploration of open scientific inquiry model
emphasizing students’ argumentation. Journal of the Korean Association for
Research in Science Education, 24(6), 1216-1234.
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96,
674-689.
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-178.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning
scientific thinking. Science Education, 77(3), 319-337.
Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative
reasoning. Cognition and Instruction, 15(3), 287-315.
Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont,
California: Wadswoth Publishing Co.
Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in Science.
In D. L.Gabel (ed.), Handbook of research on science teaching and learning ,94-128.
New York: MacMillan Publishing Company.
Leach & J. Osborne (eds.) Improving science education, Buckingham: Open University
Press, 187-206.
Lederman,N. G..& Lederman J.S. (2002). Scientific Inquiry : How Is It Defined /Used in
Curriculum Reform? http://www.
Martin-Hansen, L. (2002). Defining inquiry: exploring the many types of inquiry in the
science classroom. The Science Teacher, 69(2), 34-37.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal,
R. T. (2004). Inquiry-based science in middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41, 1063-1080.
Metz, K.E.(2004). Children’s understanding of scientific inquiry: their conceptualization
of uncertainty in investigations of their own design.Cognition and Instrucation,
22(2), 219-290.
Millar, R. (2004). The role of practical work in the teaching and learning of science.
Paper prepared for the Committee: High School Science Laboratories: Role and
Vision, National Academy of Sciences, Washington, DC.
Millar, R., Gott, R., Lubben, F., & Duggan, S. (1996). Children’s performance of
investigative tasks in science: A framework for considering progression. In M. Hughes (Eds.), Progression in Learning (pp 82-108). Clevedon, UK:Multilingual Matters.
Millar, R., Le Marechal. J-F., & Tiberghien, A. (1999). ‘Mapping’ the domain: varieties
of practical work. In J. Leach & A. Paulsen (Eds.), Practical Work in Science Education (pp. 33-59). Roskilde: Roskilde University Press
Millar, R., & Lubben, F. (1996). Investigative work in science: The role of prior
expectations and evidence in shaping conclusions. Education, 3, 28-34.
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). “Maestro, what is
‘quality’?”: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38, 469-498.
Moore R. W.(1973). The development field test and validation of scales to assess
teachers attitudes toward teaching elementary school science. Science Education, 57
(3), 271-278.
Munby,H. (1983). An Investigation into the Measurement of attitude in Science
Education. Columbus,OH:SMEAC Information Reference Center, Ohio State
University. (ERIC:ED237347)
National Research Council (1996). National science education standards. Washington
DC:National Academy Press.
National Research Council (2000). Inquiry and national science education standards.
Washington DC: National Academy Press
National Research Council (2002). Inquiry and the National Science Education
Standards: A guide for teaching and learning. Washington, DC: National Academy
Press.
Novak,J.D.,Gowin,D.B. & Johanson,G.T.(1983).The use of concept maing and
knowledge Veemaing with junior hight school science students.Science
Education,67(5), 625-645.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge
University Press.
Novak, J. D. (1993). Human unification of psychological and epistemological phenomena
in constructivism: A meaning making. Internation Journal of Personal Construct
Psychology, 6, 167-193.
Nussbaum,J.(1979).Children''''s conceptions of earth as a cosmic body:A cross age
study.Science Education,63(1), 83-93.
Nussbaum,J.(1989).Classroom conceptual change:philosophical perspectives.
International Journal of Science Education,11, 530-540.
Oliver-Hoyo, M., Allen, D., & Anderson, M. (2004). Inquiry-guided instruction: Practical issues of implementation. Journal of College Science Teaching, 33(6), 20-24
Ornstein, A.(2006). The frequency of hands-on experimentation and student attitudes
toward science: a statistically significant relation. Journal of Science Education and Technology,15(3), 285-297.
Osborne,R.J.& M.C.Wittrock(1983).Learning science : a generative process.Science
Education,67(4), 489-508.
Osborne,R.,& Freyberg, P. (1985). Roles of the science teacher. In R. Osborne, & P.
Freyberg (Eds.),Learning in science,91-99.N.H.:Heinemann.
Palincsar,A.S.,Magnusson,S.J.gutter,& Vincent,M.(2002) .supporting guided-inquiry
instruction. Teaching exceptional children, 34(3),88-91.
Pfundt,H., & Duit,R.(1991). Bibliography:students''''alternative Frameworks and Science 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.
Pines,A.L.& West,L.H.T. (1986).Conceptual understanding and Science Learning :An
interpretation of research within a sources-of-knowledge framework. Science
Education,70(5), 583-604.
Rangachari, P. K. (2006). Promoting self-directed learning using a menu of assessment
options:the investment model. Advances in Physiology Education. 30,181–194.
Raths, L. E.; Wassermann, S.; Jonas, A.; Rothstein, A. (1986). Teaching for Thinking: Theories, Strategies, and Activities for the Classroom; Teachers College, Columbia University: New York.
Renzulli, J. S. & Smith, K. H. (1978). Learning styles inventory. Mansfield Center, CT:
Creative Learning Press.
Renzulli, J. S. & Smith, K. H. (1979).Developing individual educational
programs(IEPs)for the gifted. Mansfield Center, CT: Creative Learning Press.
Renzulli,J.S.,Smith,L.H.White,A.J.,Challahan,C.M.,HartmanR.K.&Westberg,K.L.(2002). Scales For Rating The Behavioral Characteristics Of Superior Students —Revised Edition.Con: Creative learning Press,Inc.
Reiff, R. (2002). If inquiry is so great, why isn’t everyone doing it? ERIC Document
Reproduction Service No. ED 465 642.
Roth, W.M., & Roychoudhury, A. (1993). The nature of scientific epistemologies,
Knowing and learning: The perspectives of four physics students. International
Journal of Science Education, 15, 27-44.
Roth, W.-M., & Bowen, G. M. (1994). Mathematization of experience in a grade 8
open-inquiry environment: An introduction to the representational practices of
science. Journal of Research in Science Teaching, 31(3), 293-318.
Rowell, P. M., & Ebbers, M. (2004). Shaping school science: competing discourses in an
inquiry-based elementary program. International Journal of Science Education,
26(8), 915-934.
Sandoval, W. A. & Morrison, K. (2003). High school students' ideas about theories and
theory change after a biological inquiry unit. Journal of Research in Science
Teaching, 40, 369-392.
Sandoval, W.A. (2005). Understanding students’ practical epistemologies and their
influence on learning through inquiry. Published online DOI 10.1002/sce.20065. www.interscience.wiley.com.
Schwab, J. (1960). What do scientists do? Behavioral Science, 5, 1-27.
Schwartz, R. S., Lederman, N. G., Khishfe, R., Lederman, J. S., Matthews, L., & Liu, S. Y. (2002). Explicit/reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. ERIC Document Reproduction Service No. ED 465 622.
Selby, C.C. (2006). What Makes It Science?A modern look at scientific inquiry. Journal of College Science Teaching.13,July, 8-11.
So, W. W. (2003). Learning science through investigations: an experience with Hong Kong primary school children. International Journal of Science and mathematics Education, 1, 175-200.
Song, J., & Black, P. J. (1992). The effect of concept requirements and task contexts on pupils' performance in control of variables. International Journal of Science Education, 14 (1), 83-93.
Staer, H., Goodrum D. & Hackling. M. (1998). High School Laboratory Work in
Western Australia: Openness to Inquiry. Research in Science Education, 28(2), 219-228.
Straits,W. J.,& Wilke,R. R. (2002). Practical consideration for assessing inquiry-based
instruction: Some guidelines for improving student assessment. Journal of College
Science Teaching,31(7), 432-435.
Strawitz Barbara M. & Malone Mark R. (1986), The influence of field experiences
on stages of concern and attitudes of preservice teachers toward science and science
teaching. Journal of Research in Science Teaching,23(4), 311-320.
Strike, K. A., Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A.
Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and
educational theory and practice (pp. 147-176). Albany: State University of New
York Press.
Takao, A. Y. & Kelly, G. J. (2003). Assessment of evidence in the university students’
scientific writing. Science and Education, 12, 341-363.
Tamir, P., & Lunetta, V. N. (1981). Inquiry related tasks in high school science
laboratory handbooks. Science Education, 65, 447-484.
The State of Queensland. (2002). Adding value through inquiry: Independent study. The
Office of the Queensland School Curriculum Council.
Thomson, N.& Stewart, J. (2003). Genetics Inquiry: Strategies and Knowledge
Geneticists Use in Solving Transmission Genetics Problems. Science Education, 87(2),161-80.
Todd,M., Bannister, P.&Clegg, S. (2004). Independent inquiry and the undergraduate
dissertation: perceptions and experiences of final-year social science students Assessment & Evaluation in Higher Educatio, 29(3), 335-355.
Trowbridge, L. W. & Bybee, R. W. (1990). Becoming a secondary school science teacher
(5th ed.). New York: Merrill.
Treffiger, D. J.(1976). Self-directed learning. In C. J. Maker (ed.), Teaching models in
education of the gifted . An Aspen Publication.
Treffinger, D. J.(1982). Gifted students : Sixty ingredients for a better blend.
Elementary School Journal,82,207-273.
Treffinger,D.J. (1986). Research on creativity. Gifted Child Quarterly, 30(1), 15-19.
Trumbulla, D.J., Scaranob, G.& Bonneyc, R. (2006). Relations among two teachers’
practices and beliefs, conceptualizations of the nature of science, and theirimplementation of student independent inquiry projects. International Journal of Science Education.28(14&17), 1717–1750.
Tytler, R., & Peterson, S. (2004). From “Try It and See” to strategic exploration:
characterizing young children’s scientific reasoning. Journal of Research in Science Teaching, 41, 94-118.
Vellom, R. P., & Anderson, C. W. (1999). Reasoning about data in middle school science.
Journal of Research in Science Teaching, 36(2), 179-199.
Yore, L. D., Hand, B., Goldman, S. R., Hildebrand, G. M., Osborne, J. F., Treagust, D. F.,
& Wallace, C.S. (2004). New directions in language and science education research. Reading Research Quarterly, 39,347-352.
Zachos, P., Hick, T. L., Doane, W. E. J., & Sargent, C. (2000). Setting theoretical and
empirical foundations for assessing scientific inquiry and discovery in educational programs. Journal of Research in Science Teaching, 37, 938-962.