Can Middle-School Science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life Science

By Luli Stern, J. Roseman. 2004

231 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/50b14be9ebc6e00a6ef2f49078286e6b196ac15b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Marcia C. Linn
2. Elizabeth A. Davis
3. Carrie J. Beyer
4. Christian D. Schunn
5. Miray Tekkumru‐Kisa
6. Kihyun Ryoo
7. Mary Kay Stein
8. Eugene L. Chiappetta

In Education

1. Marcia C. Linn
2. Carrie J. Beyer
3. Elizabeth A. Davis
4. Christian D. Schunn
5. Miray Tekkumru‐Kisa
6. Kihyun Ryoo
7. Mary Kay Stein
8. Eugene L. Chiappetta

In Social Psychology

1. Christian D. Schunn
2. Carrie J. Beyer
3. Kihyun Ryoo
4. Elizabeth A. Davis
5. Marcia C. Linn
6. Mary Kay Stein

Citations in the corpus

• Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “To fully understand photosynthesis, students must integrate the relationships between energy transformation and observable aspects of plant growth (Kesidou & Roseman, 2002; Stern & Roseman, 2004).”
• A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “While examples of other frameworks for judging the alignment of curricula to standards exist (Kesidou & Roseman, 2002; Stern & Roseman, 2004), we are not aware of any that specifically target the integration of content and scientific practices, especially at the level of individual tasks.”
• Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science (2007, background): “Stern and Roseman ( 2004 ) analyzed nine middle‐level science textbooks to determine how well these instructional resources appear to support student learning of the topic “matter and energy transformation.”
• Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, methodology): “For example, many are inconsistent with reform-based standards and practices, failing to attend to alternative ideas, provide relevant representations and phenomena, and scaffold sense-making (Beyer, Delgado, Davis, & Krajcik, 2009; Hubisz, 2003; Kesidou & Roseman, 2002; Stern & Roseman, 2004).”