PART 2
REFERENCES
Ansbacher, T. 2000. "An interview with John Dewey on science
education." The Physics Teacher 38(4): 224-227; freely online at
<http://www.scienceservs.com/id13.html> as a 1.3 MB pdf. A thoughtful
and well-researched treatment showing the consonance of Dewey's
educational ideas (as quoted straight from Dewey's own writings, not
from the accounts of sometimes confused Dewey interpreters) with the
thinking of most current science-education researchers. Ansbacher's
valuable web site is <http://www.scienceservs.com>.
Bybee, R.W. & R.B. Sund. 1982. "Piaget for Educators." Waveland
Press. See especially Chapter 1 "Jean Piaget: An Exploration of His
Life and Work."
Dewey,J. 1990. "The School and Society, The Child and the
Curriculum," with an introduction by Philip W. Jackson. Univ. of
Chicago Press. Originally published in 1956. "The School and Society"
was written in 1902.
Egan, K. 1998. "The Educated Mind: How Cognitive Tools Shape Our
Understanding." University of Chicago Press. For Egan's homepage
presentation of the introduction and reviews see
<http://www.educ.sfu.ca/kegan/EdMind.html>.
Egan, K. 2004. "Getting it Wrong from the Beginning: Our
progressivist inheritance from Herbert Spencer, John Dewey, and Jean
Piaget." Yale University Press. For Egan's homepage presentation of
the introduction and reviews see
<http://www.educ.sfu.ca/kegan/wrongindex.html>. See also Egan (1998,
2005).
Egan, K. 2005. "An Imaginative Approach to Teaching." Jossey Bass.
For Egan's homepage presentation of the introduction and reviews see
<http://www.educ.sfu.ca/kegan/J-BassIndex.html>.
Gardner, H. 1985. "The Mind's New Science: A History Of The Cognitive
Revolution." Basic Books, especially "Jean Piaget's Developmental
Concerns," pp. 116-118.
Hake, R.R. 2002. "Lessons from the physics education reform effort,"
Ecology and Society 5(2): 28; online at
<http://www.ecologyandsociety.org/vol5/iss2/art28/>. Ecology and Society
(formerly Conservation Ecology) is a free online "peer-reviewed
journal of integrative science and fundamental policy research" with
about 11,000 subscribers in about 108 countries.
Hake, R.R. 2005a. "Has Piaget Gone Down For the Long Count?" online
at <http://listserv.nd.edu/cgi-bin/wa?A2=ind0509&L=pod&O=D&P=2834>.
Post of 5 Sep 2005 08:30:25-0700 to AERA-D, AERA-J, AERA-K, AERA-L,
AP-Physics, ASSESS, Biolab, Biopi-L, Chemed-L, EvalTalk, Math-Learn,
Physhare, PhysLrnR, TeachingEdPsych, TIPS.
Inhelder, B., D. de Caprona, and A. Cornu-Wells, eds. 1987. "Piaget
Today." Erlbaum. See especially the Introduction by Inhelder and de
Caprona " Piaget in the Light of Current Research," and Chapter 9 by
S. Carey "Theory Change in Childhood."
Mertzenberg, S. undated #1. "Reading: The Most Important Science
Process Skill," Antenna; online at
<http://www.youth.net/ysc/educnews/readscie.htm>. Metzenberg opined
"What has been left unsaid is that real scientists don't actually
spend very much of their day 'observing' and 'measuring.' They read!
Reading for understanding of content is the core process skill of
science, and there is no substitute for practice at an early age. . .
Hands-on investigative activities ought to be sprinkled into a
science program like a 'spice' they cannot substitute for a 'main
dish'. The best 'hands-on' program would be one in which students can
get their 'hands on' an informative textbook!"