Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science

Abd‐El‐Khalick, F., Bell, R. L. & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 32(4), 417–436. Abell, S. K. (2007). Research on science teacher knowledge (Chapter 36). In S. K. Abell & N. G. Lederman (Eds.), Research on ScienceTeacher Education (pp. 1105–1149). New York, NY: Routledge. Akerson, V. L., & Abd-El-Khalick, F. S. (2003). Teaching elements of nature of science: A year long case study of a fourth grade teacher. Journal of Research in Science Teaching, 40, 1025–1049. Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Science Education, 32, 97–124. Akerson, V. L., & Volrich, M. (2006).Teaching nature of science explicitly in a first grade internship setting. Journal of Research in Science Teaching, 43, 377–394. Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G. (2000). The influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317. Akerson, V. L., Cullen, T.A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46, 1090–1113. Akerson, V. L., Donnelly, L. A., Riggs, M. L., & Eastwood, J. (2012). Supporting preservice elementary teachers’ nature of science instruction through a community of practice. International Journal of Science Education, 34, 1371–1392. Akerson, V. L., Weiland, I. S., Pongsanon, K., & Nargund, V. (2011). Evidence-based strategies for teaching nature of science to young children. Journal of Kırşehir Education, 11(4), 61–78. Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518–542. Ansberry, K. R. & Morgan, E. (2005). Earthlets. In K. R. Ansberry & E. Morgan (Eds.), Picture perfect science lessons: Using children’s books to guide inquiry (pp. 37–52). Arlington, VA: NSTA Press. Brickhouse, N. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53–63. Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston, MA: Allyn and Bacon. Bryan, L. A. & Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121–139. Clough, M. (2006). Learners' responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science Education, 15, 463–494. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles, CA: Sage. Davis, E. A. & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93, 1–26. Hanuscin, D. L. (2013). Critical incidents in the development of pedagogical content knowledge for teaching the nature of science: A prospective elementary teacher’s journey. Journal of Science Teacher Education, 24, 933–956. Hanuscin, D. L., Lee, M., & Akerson, V. L. (2011). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Education, 95, 145–167. Irzik, G. & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591–607. Lawrence Hall of Science (2014). Full option science system: Models and designs. Accessed June 17, 2014 at http://lhsfoss.org/scope/index.html Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook on science education (pp. 831–879). Mahwah, NJ: Erlbaum. Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F. & Bell, R. L. (2001). Preservice teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Science, Mathematics and Technology Education, 1(2), 135–160. Lederman, N. G., Abd-El-Khalick, F., Bell, R. & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497–521. Lewis, C. C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(Winter), 12–17. 50–52. Marble, S. (2007). Inquiry into teaching: Lesson study in elementary science methods. Journal of Science Teacher Education, 18, 935–953. Matthews, M. (2012). Changing the focus: From nature of science (NOS) to features of science (FOS). In M. S. Khine (Ed.), Advances in Nature of Science research: Concepts and methodologies (pp. 3–26). Dordrecht, The Netherlands: Springer. Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. McComas, W. F., Clough, M. P. & Almazra, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education (pp. 3–39). Rotterdam, The Netherlands: Kluwer. National Science Teachers Association (2000). NSTA position statement: The nature of science. Retrieved from http://www.nsta.org/search.aspx?cx=000595497003495966486:w02godv4_pe&cof=FORID:11&q=NSTA%20position%20statement. NGSS Lead States, (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in preservice education. International Journal of Science Education, 30(10), 1281–1299. Regents of the University of California (2011). Full option science system. Berkeley, CA: Lawrence Hall of Science. Schwartz, R. & Lederman, N. (2002). "It's the nature of the beast": The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205–236. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–22. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage. Yoshida, M. & Jackson, D. (2011). Response to part V: Ideas for developing mathematical pedagogical content knowledge through lesson study. In L. Hart, A. Alston & A. Murata (Eds.), Lesson study research and practice in mathematics education: Learning together (pp.279-288). New York, NY: Springer. Zembal-Saul, C., Krajcik, J. & Blumenfeld, P. (2002). Elementary student teachers’ science content representations. Journal of Research in Science Teaching, 39(6), 443–463.