Links
- Mike U. Smith, Associate Professor of Medical Education, Director of AIDS Education and Research, Mercer University School of Medicine. Interests: genetics problem solving, teaching/learning problem solving and thinking, teaching cell division, philosophy of science/nature of science, teaching evolution.
email: smith_mu@mercer.edu
- Sherry A. Southerland, Assistant Professor of Science Education, University of Utah. Interests: influence of cultural and social context on conceptual change; evolution education; qualitative research methods.
email: Southe_S@gse.utah.edu
Sources
Bishop, B. A., & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
Demastes-Southerland, S., Good, R., & Peebles, P. (1995a). Students' conceptual ecologies and the process of conceptual change in evolution. Science Education, 79, 637-666.
Demastes-Southerland, S, & Good, R. G. (1995b). The crisis of representation: Concept mapping, written explanations, and students' conceptual frameworks in evolution. Presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Demastes-Southerland, S., Good, R., & Peebles, P. (1996). Patterns of conceptual change in evolution. Journal of Research in Science Teaching, 33, 407-431.
Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent students. Studies in Science Education, 5, 61-84.
Fredette, N., & Clement, J. (1981). Student misconcepts of an electric current: What do they mean? Journal of College Science Teaching , 10, 280-285.
Lewis, E. L., & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching , 31, 657-677.
Rowe, M .B. (1974). Wait-time and rewards as instructional variables. Journal of Research in Science Teaching, 11, 81-94.
Smith, M. U. (1992). Expertise and the organization of knowledge: Unexpected differences among genetic counselors, faculty, and students on problem categorization tasks. Journal of Research in Science Teaching, 29, 179-205.
Smith, M. U., & Good, R. (1984). Problem solving and classical genetics: Successful versus unsuccessful performance. Journal of Research in Science Teaching, 21, 895-912.
Songer, C., & Mintzes, J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621-637.
Southerland, S. A., Smith, M. U., & Cummins, C. L. (2000). "What do you mean by that?" Using Structured Interviews to Assess Science Understanding. In J. J. Mintzes, J. H. Wandersee, & J. P. Novak (Eds)., Assessing science understanding: A human constructivist view. (Chapter 6). Academic Press.
Tamir, P., & Zohar, A. (1992). Anthropomorphism and teleology in reasoning about biological phenomena. Journal of Biological Education, 25, 57-67.
White, R., & Gunstone, R. (1992). Probing understanding. New York, NY: The Falmer Press.
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