188 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN
References
Pulakos, E. D., S. Arad, M. A. Donovan, and K. E. Plamondon. 2000. Adaptability in the
workplace: Development of taxonomy of adaptive performance. Journal of Applied
Psychology 85: 612–624.
Rakow, S. J. 1986. Teaching science as inquiry. Fastback 246. Bloomington, IN: Phi Delta
Kappa Educational Foundation. ED 275 506.
Renner, J. W., M. R. Abraham, and H. H. Bernie. 1988. The necessity of each phase of the
learning cycle in teaching high school physics. Journal of Research in Science Teaching
25 (1): 39–58.
Roberts, D. A. 2007. Scientific literacy/science literacy. In Handbook of research on science
education, ed. S. K. Abell and N. G. Lederman, 729–780. New Jersey: Lawrence
Erlbaum Associates, Inc.
Rodriguez, I., and L. J. Bethel. 1983. An inquiry approach to science and language
teaching. Journal of Research in Science Teaching 20 (4): 291–296.
Rudolph, J. 2005. Epistemology for the masses: The origins of “the Scientific Method” in
American schools. History of Education Quarterly 45 (3): 341–376.
Rudolph, J. 2008. The legacy of inquiry and the Biological Sciences Curriculum Study.
BSCS: Measuring our success. Ed. R. Bybee. Colorado Springs, CO: BSCS.
Russell, G. 1998. Elements and implications of a hypertext pedagogy. Computers and
Education 31 (2): 185–193.
Rutherford, F. J. 1964. The role of inquiry in science teaching. Journal of Research in
Science Teaching 2: 80–84.
Rutherford, F. J. 2000. Coherence in high school science. Making sense of integrated science:
A guide for high schools. Colorado Springs, CO: BSCS.
Schifter, D., ed. 1996. What’s happening in math class? New York: Teachers College Press.
Schmidt, W. H., and C. C. McKnight. 1998. What can we really learn from TIMSS?
Science 282: 1830–1831.
Schmidt, W., C. McKnight, L. Cogan, P. Jakwerth, and R. Houang. 1999. Facing the
consequences: Using TIMSS for a closer look at U.S. mathematics and science. Dordrecht,
The Netherlands: Kluwer Academic Publishers.
Schmidt, W., C. McKnight, C., R. Houang, H. Wang, D. Wiley, L. Cogan, and R. Wolfe.- Why schools matter: A cross-national comparison of curriculum and learning. San
Francisco: Jossey-Bass.
Schreiner, C., and S. Sjoberg. 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. Dept. of Teacher Education and School Development. Oslo: University of
Oslo, Norway.
Schwab, J. J. 1958. The teaching of science as inquiry. Bulletin of the Atomic Scientists 14:
374–379.
Schwab, J. J. 1960. Enquiry, the science teacher, and the educator. The Science Teacher 27:
6–11.
Copyright © 2010 NSTA. All rights reserved. For more information, go to http://www.nsta.org/permissions.