References:
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. 2004. Working inside the black box: Assessment for learning in the
classroom. Phi Delta Kappan. pp 9-21.
Bybee, R. (2012). In NSTA’s Reader’s Guide to a Framework for K-12 Science Education. Expanded Edition. NSTA Press: Arlington, VA.
pp. 35 – 43
Huitt, W., Monetti, D., & Hummel, J. (2009). Designing direct instruction. In C. Reigeluth and A. Carr-Chellman, Instructional design
theories and models: Volume III, Building a common knowledgebase (73-97). Mahwah NJ: Lawrence Erlbaum Associates.
National Research Council (NRC). (2000), Inquiry and the National Science Education Standards: A Guide for Teaching and Learning.
Washington, DC: National Academy Press. (pp. 13-37, 60-73).
National Research Council. (2001). Assessment in the classroom. In Classroom assessment and the National Science Education
Standards (pp. 23-58). Washington, DC: National Academy Press.
Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education,
3(3), 173–184.
Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
PISA 2015 (2013). Draft Science Framework. Retrieved from: http://www.oecd.org/pisa/pisaproducts
/Draft%20PISA%202015%20Science%20Framework%20.pdf
Pratt, H. (2012). NSTA’s Reader’s Guide to a Framework for K-12 Science Education. Expanded Edition. NSTA Press: Arlington, VA.
Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268.
Schwartz, Y., Weizman, A., Fortus, D., Sutherland, L., Merrit, J., & Krajcik, J. (2009). Talking science: Classroom discussions and their
role in inquiry-based learning environments. The Science Teacher, Summer, 44-47.
Sewell, A. (2002). Constructivism and student misconceptions: Why every teacher needs to know about them. Australian Science
Teachers’ Journal, 48(4), 24-28.
Tomlinson, McTighe (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD
Zessoules, R., & Gardner, H. (1991). Authentic Assessment: Beyond the buzzword and into the classroom. In V. Perrone (ed.),
Expanding Student Assessment. Alexandria, VA: ASCD. pp. 47- 71
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. 2004. Working inside the black box: Assessment for learning in the
classroom. Phi Delta Kappan. pp 9-21.
Bybee, R. (2012). In NSTA’s Reader’s Guide to a Framework for K-12 Science Education. Expanded Edition. NSTA Press: Arlington, VA.
pp. 35 – 43
Huitt, W., Monetti, D., & Hummel, J. (2009). Designing direct instruction. In C. Reigeluth and A. Carr-Chellman, Instructional design
theories and models: Volume III, Building a common knowledgebase (73-97). Mahwah NJ: Lawrence Erlbaum Associates.
National Research Council (NRC). (2000), Inquiry and the National Science Education Standards: A Guide for Teaching and Learning.
Washington, DC: National Academy Press. (pp. 13-37, 60-73).
National Research Council. (2001). Assessment in the classroom. In Classroom assessment and the National Science Education
Standards (pp. 23-58). Washington, DC: National Academy Press.
Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education,
3(3), 173–184.
Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
PISA 2015 (2013). Draft Science Framework. Retrieved from: http://www.oecd.org/pisa/pisaproducts
/Draft%20PISA%202015%20Science%20Framework%20.pdf
Pratt, H. (2012). NSTA’s Reader’s Guide to a Framework for K-12 Science Education. Expanded Edition. NSTA Press: Arlington, VA.
Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268.
Schwartz, Y., Weizman, A., Fortus, D., Sutherland, L., Merrit, J., & Krajcik, J. (2009). Talking science: Classroom discussions and their
role in inquiry-based learning environments. The Science Teacher, Summer, 44-47.
Sewell, A. (2002). Constructivism and student misconceptions: Why every teacher needs to know about them. Australian Science
Teachers’ Journal, 48(4), 24-28.
Tomlinson, McTighe (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD
Zessoules, R., & Gardner, H. (1991). Authentic Assessment: Beyond the buzzword and into the classroom. In V. Perrone (ed.),
Expanding Student Assessment. Alexandria, VA: ASCD. pp. 47- 71