Lähteet ja kirjallisuutta

Adey, P., Shayer, M. & Yates, C. 1989. Thinking Science: The curriculum materials of the Cognitive Acceleration through Science Education (CASE) project. London: Macmillan.

Aebli, H. 1991. Opetuksen perusmuodot (suomentaja Unto Sinkkonen). Helsinki: WSOY.

Bennett, J. & Holman, J. 2003. Context-based approaches to the teaching of chemistry: what are they and what are their effects? In J. Gilbert (Ed.), Chemical Education: Towards Research-Based Practice. Dordrecht, Netherlands: Kluwer Academic Publishers.

Bennett, J., Hogarth, S. & Lubben, F. 2003. A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science. Version 1.1 In Research Evidence in
Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. (pdf-tiedosto)

Bennett, J., Lubben, F., Hogarth, S. & Campbell, B. 2004. A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and their effects on students’ understanding in science or attitude to science. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Bentley, D. & Watts, M. 1989. Learning and teaching in school science: Practical alternatives. Milton Keynes: Open University Press.

Black, J. & Atkin, J. M. (Eds.) 1996. Changing the Subject: Innovations in Science, Mathematics and Technology Education. London: Routledge in association with OECD.

Bradley, P. L. 1968. Is the science laboratory necessary for general education science courses? Science Education, 52, 58–66.

Bransford, J.D., Brown, A.L. & Cocking, R.C. (Eds.) 2000. How People learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.

Bruce, S.P. & Bruce, B.C. 2000. Constructing images of science: people, technologies, and practices. Computers in Human Behavior, 16(3), 241-256.

Bunge, M. 1983. Epistemology & Methodology II: Understanding the World. Treatise on Basic Philosohy. Volume 6. Dordrecht: D. Reidel.

Campbell, R., Lazonby, J., Millar, R., Nicolson, P., Ramsden, J., Waddington, D. 1994. Science: the Salters approach; a case study of the process of large scale curriculum development. Science Education 78, 415-447.

Carlsen, W. 1999. Domains of teacher knowledge. In J. Gess-Newsome and N.G. Lederman (Eds.), Examining Pedagogical Content Knowledge. Dordrecht: Kluwer Academic Publishers, 133–144.

Chin. C., Goh. N.K., Chia. L.S., Lee. K.W.L. & Soh. K.C. 1994. Pre-service teachers' use of problem-solving in primary science teaching. Research in Science Education, 24, 41-50.

Crawley, F.E. & Black, C.B. 1992. Causal Modelling of Secondary Science Students Intentions to Enrol in Physics. Journal of Research in Science Teaching, 29, 585–599.

Curtis, R.V. & Reigeluth, C.M. 1984. The use of analogies in written text. Instructional Science 13, 99-117.

Deci, E.L. & Ryan, R.M. 1985. Intrinsic motivation and self–determination in human behavior. New York: Plenum Press.

Donnelly, J.F. & Jenkins, E.W. 2001. Science education: Policy, professionalism and change. London: Paul Chapman Publishing Ltd, 139-141.

Dooley, C. 1997. Problem-centered learning experiences: Exploring past, present and future perspectives. Roeper Review, 19(4), 192-196

Driver, R. 1983. The Pupils as Scientists? Milton Keynes: Open University Press.

Duit, R. & Confrey, J. 1996. Reorganizing the Curriculum and Teaching to Improve Learning in Science and Mathematics. In Treagust, D.F., Duit, R. & Fraser, B.J. (Ed.) 1996. Improving Teaching and Learning in Science and Mathematics. New York: Teachers College Press, Columbia University, 79–93.

Duit, R. 1991. On the role of analogies and metaphors in learning science. Science Education, 75 (6), 649-672.

Erätuuli, M. & Meisalo, V. 1982. Fysiikan ja kemian oppilastöiden evaluaatio. Lähtökohtia peruskoulun yläasteen fysiikan ja kemian oppilastöiden evaluaatiomenetelmien kehittämiseksi. Helsingin yliopisto opettajankoulutuslaitoksen tutkimuksia 7.

Fairbrother, R. 2000. Strategies for learning. In M. Monk & J. Osborne (Eds.) Good practice in science teaching: What research has to say. Buckingham: Open University Press, 7–22 .

Fisher, R. 1990. Teaching Children to Think. Oxford: Basil Blackwell Ltd.

Fisher, D., Harrison, A., Henderson, D. & Hofstein, A. 1998. Laboratory learning Environments and Practical Tasks in Senior Secondary Science Classes. Research in Science Education, 28(3). 353-363.

Ford, M.E. 1992. Motivating Humans: Goals, Emotions and Personal Agency Beliefs. USA: Sage

Giere, R.N. 1991. Understanding Scientific Reasoning, 3rd edition. Fort Worth, TX: Holt, Rinehart and Winston.

Gilbert, J. & Boulter, C. 1998. Learning Science Through Models and Modelling. Teoksessa: B. Fraser & K. Tabin, (Eds.): International Handbook of Science Education. Kluwer Academic Publishers, Dordrecht, 53-66.

Gilbert, J., Osborne, R. J. & Fensham, P. 1982. Children’s Science and Its Consequences for teaching. Science Education, 66, 623–633.

Gott, R. & Duggan, S. 1995. Investigative Work in the Science Curriculum. Buckingham: Open University Press.

Gott, R. & Duggan, S. 1996. Practical work: its role in the understanding of evidence in science. International Journal of Science Education, 18 (7), 791–806.

Hegarty-Hazel, E. (Ed.) 1990. The Student Laboratory and the Science Curriculum. London: Routledge.

Hestenes, D. 1992. Modeling games in the Newtonian World. American Journal of Physics, 60, 732-748.

Hidi, S. 1990. Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.

Hodson, D. 1990. A Critical Look at Practical Work in School Science. School Science Review, 71, 33–40.

Hodson, D. 1996a. Laboratory work as scientific method: three decades of confusion and distortion. Journal of Curriculum studies, 28 (2), 115–135.

Hodson, D. 1998. Teaching and Learning Science. Towards personalized approach. Guildford and King’s Lynn: Biddles Ltd.

Hoffman, L. 2002. Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447–465.

Howe, C., Tolmie, A., Anderson, A. & Mackenzie, M. 1992. Conceptual knowledge in Physics: The Role of group interaction in computer-supported teaching. Learning and Instruction, 2, 161–183.

Hunt, A. & Millar, R. (Eds.) 2000. AS Science for Public Understanding. Oxford: Heinemann Educational.

Jenkins, E.W. 1999. Practical work in school science - some questions to be answered. In J. Leach & A.C. Paulsen. Practical Work in Science Education. Roskilde: Roskilde University Press.

Johnstone, A.H. & Letton, K.M. 1989. Teaching the Large Course: Is Practical Work Practicable? Journal of College Science Teaching, 18, 190–192.

Joyce, B. & Weil, M. 1996. Models of Teaching 5th edn. Boston: Allyn and Bacon.

Justi, R. & Gilbert, J. 2002. Modelling, teachers' views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24, 369-387.

Krapp, A. 2002. Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383–409.

Krapp, A., Hidi, S. & Renninger, A. 1992. Interest, learning, and development. In K.A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interest in learning and development. Hillsdale, NJ: Erlbaum, 3-25.

Kuitunen, H. & Meisalo, V. 1988. Science and technology education and industry. In C. Layton (Ed.) Innovations in science and technology education 2. Paris: UNESCO, 141-154.
Lahdes, E. 1986. Peruskoulun didaktiikka. Helsinki: Otava.
Langsford, S. 2002. Museums as resources for science teaching. Australian Primary & Junior Science Journal, 18(1), 17-19.

Lazarowitz, R. & Tamir, P. 1994. Research on using laboratory instruction in science. In D.L. Gabel (Ed.) Handbook of Science Teaching and Learning. New York: Macmillan Publishing Company, 94-128.

Leach, J. & Scott, P. 2000. Children’s thinking, learning, teaching and constructivism. In M. Monk & J. Osborne (Eds.) Good practice in science teaching: What research has to say. Buckingham: Open University Press, 41–54.

Lenton, G.M. 1990. SATIS 16-19: a preliminary review of school trials. School Science Review 71, 135-140.

LOPS. 1994. Lukion opetussuunnitelman perusteet 1994. Opetushallitus. Helsinki: Painatuskeskus.

LOPS. 2003. [SISÄINEN LINKKI: Lukion opetussuunnitelman perusteet 2003 -> http://www.edu.fi/julkaisut/maaraykset/ops/lops_uusi.pdf]. Opetushallitus. Vammala: Vammalan kirjapaino. (pdf-tiedosto)

Macaskill, C. & Ogborn, J. 1996. Science and technology. School science review 77, 55–61.McPeck, J. E. 1990. Critical thinking and subject Specifity: a reply to Ennis. Educational Researcher, 19 (4), 10–12.

Meisalo, V. & Lavonen, J. 1994. Fysiikka ja kemia opetussuunnitelmassa. Opetushallitus. Helsinki: Painatuskeskus.

Millar, R. 2004. The role of practical work in the teaching and learning of science. Paper presented in the Meeting: High School Science Laboratories: Role and Vision. National Academy of Sciences, Washington, DC, 3-4 June 2004.

Millar, R., Le Maréchal, J.-F. & Tiberghien, A. 1999. 'Mapping' the domain: Varieties of practical work. In J. Leach & A.C. Paulsen. Practical Work in Science Education. Roskilde: Roskilde University Press.

Needels, M.C. & Gage, N.L. 1991. Essence and accident in process–product research on teaching. In H.C Waxman & H.J. Walberg (Eds.) Effective teaching. Berkley, CA: McCutchan, 3–31.

Osborne, J. 2003a, Ideas, Evidence and Argument in Science Education. Paper presented in ESERA 2003 Conference: Research and Quality of Science Education, August 19.–23.2003, Noordwijkerhout, The Netherlands.

Osborne, J. 2003b. Attitude towards science: a review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.

Palincsar, A.S. & Brown, A. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), 117-175.

Piaget, J. 1988. Lapsi maailmansa rakentajana. Helsinki: WSOY.

POPS. 1994. Peruskoulun opetussuunnitelman perusteet 1994. Opetushallitus. Helsinki: Painatuskeskus.

POPS. 2004. [SISÄINEN LINKKI: Perusopetuksen opetussuunnitelman perusteet -> http://www.oph.fi/ops/perusopetus/pops_web.pdf]. Opetushallitus. Vammala: Vammalan kirjapaino. (pdf-tiedosto)

Reeve, J. 2002. Self–Determination theory Applied to Educational Settings. In E.L. Deci, & R.M. Ryan (Eds.) Handbook of Self–Determination Research. Rochester: The University of Rochester Press.

Saari, H. & Viiri, J. 2003. A research-based teaching sequence for teaching the concept of modelling to seventh-garde students. International Journal of Science Education, 25(11), 1333-1352.

Saari, H. 2000. Oppilaiden käsitykset malleista ja mallintaminen fysiikan peruskouluopetuksessa. Joensuun yliopisto. Department of Physics. Väisälä Laboratory. Dissertations; n:o 22.

Schreiner, C. & Sjøberg, S. 2004. Sowing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) - a comparative study of students’ views of science and science education. Acta Didactica. -(4/2004) Dept. of Teacher Education and School Development, University of Oslo, Norway

Simon, S. 2000. Students attitudes towards science. Teoksessa M. Monk & J. Osborne (Eds.) Good practice in science teaching: What research has to say. Buckingham: Open University Press, 104–119.

Sjøberg, S. 2004. Science and Technology in the New Millenium: Friend or Foe? In R.M. Janiuk & E. Samonek-Miciuk (Eds.), Proceedings of the International Organization for Science and Technology Education (IOSTE) XIth Symposium, 25.–30. July, Lublin, Poland. Lublin: Maria Curie-Sklodowska University Press

Sjøberg, S & Schreiner, C. 2002. ROSE Handbook. Available online

Solomon, J. & Aikenhead, G. (Eds.) 1994. STS Education: International Perspectives On Reform. New York: Teachers College Press.

Solomon, J. 1987. Social influences on the construction of pupils' understanding of science. Studies in Science Education, 14, 63–82.

Springer, L., Donovan, S. & Stanne, M.E. 1999. Effects of small–group learning on undergraduates in science, mathematics, engineering, and technology: a meta–analysis. Review of Educational Research, 69, 21–51.

Stokking, K. M. 2000. Predicting the choice of physics in secondary education. International Journal of Science Education, 22, 1261–1283.

Trowbridge, J.E. & Wandersee, J.H. 1989. Theory-Driven Graphical Organizers. In J.J Mintzes, J.H Wandersee & J.D.Novak (Eds.), Teaching Science for Understanding: A Human Constructivistic View. San Diego: Academic Press, 117.

Watson, J.R., Prieto, T. & Dillon. 1995. The effects of practical work on students' understanding of combustion. Journal of Research in Science Teaching, 32, 487–502.

Weinburgh, M. 1995. Gender Differences in Students' Attitudes Towards Science: a Meta–Analysis of the Literature from 1970–1991. Journal of Research in Science Teaching, 32, 387–398.

Wellington, J. 1998. Practical Work in Science. In J. Wellington (Ed.) Practical work in school science: Which way now? London: Routledge, 3-15.

White, R. & Arndt, V. (1991) Process Writing. London: Longman.

White, T. 1996. The link between the laboratory and learning. International Journal of Science Education, 18(7), 761–774.

Wilkinson. J.W. 1999. The contextual approach to teaching physics. Australian Science Teachers Journal, 45(4), 43-51.

Woolnough, B. 1994. Effective Science Teaching. Buckingham: Open University.

Vygotski, L. 1982. Ajattelu ja kieli. Espoo: Weilin & Göös.

Yager. R.E. 1996. Science/ Technology/ Society As Reform in Science Education. Albany: State University of New York SUNY