References and Resources
1. Angelo TA, Cross KP (1993) Classroom Assessment Techniques: A Handbook for College
Teachers, 2nd ed. Jossey-Bass, San Francisco
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7. Chinn CA, Brewer WF (1993) The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science education. Review of Educational Research 63:1-49
8. Cobern WW (1994) Point: belief, understanding, and the teaching of evolution. Journal of Research in Science Teaching 31:583-590
9. D'Avanzo C (2003) Application of research on learning to college teaching: ecological examples. Bioscience 53:1121-1128
10. Demastes S, Wandersee JH (1992) Biological literacy in a college biology classroom. Bioscience 42: 63-65
11. Driver R (1981) Pupils' alternative frameworks in science. European Journal of Science Education 3: 93-101
12. Eyster LS, Tashiro JS (1997) Using manipulatives to teach quantitative concepts in ecology: a hands-on method for detecting and correcting misconceptions about limiting factors in eutrophication and vegetarianism. American Biology Teacher 59(6):360-364
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15. Johnson RL, Peeples EE (1987) The role of scientific understanding in college: student acceptance of evolution. American Biology Teacher 49:93-96
16. Khalid T (2002) Pre-service teachers' misconceptions regarding three environmental issues. Canadian Journal of Environmental Education 6: in press
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18. Novak JD (1977) A Theory of Education. Cornell University Press, Ithaca, NY
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20. Rutledge ML, Mitchell MA (2002) High school biology teachers' knowledge structure, acceptance & teaching of evolution. American Biology Teacher 64(1):21-27
21. Sundberg MD (2003) Strategies to help students change naïve alternative conceptions about evolution and natural selection. Reports of the National Center for Science Education 23 (Mar-Apr): 23-26
22. Staub NL (2002) Teaching evolutionary mechanisms: genetic drift and M&M's. BioScience 52:373-377
23. Treagust DF (1988) Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education 10:159-169
24. Wilson EO (2002) The power of story. American Educator 28: 8-11
25. Wilson JA (2001) Pseudoscientific beliefs among college students. Report of the National Center for Science Education 21:9-13
26. Lavoie DR (1997) Using a modified concept mapping strategy to identify students' alternative scientific understandings of biology. Paper presentation at National Association for Research in Science Teaching, Annual meeting at Chicago, IL, March 21-24.
27. McComas WF (2002) The ideal environmental science curriculum: I. history, rationales, misconceptions & standards. The American Biology Teacher 64: 665-672.
28.Leach J, Driver R, Scott P, Wood-Robinson C (1996) Children's ideas about ecology 3: ideas found in children aged 5-16 about the interdependency of organisms. International Journal of Science Education 18: 129-141.
29. Adeniyi EO (1985) Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education 19: 311-316.
30. Eisen Y, Stavy R (1992) Material cycles in nature: a new approach to teaching photosynthesis in junior high school. The American Biology Teacher 54: 339-342.
31. Gallegos L, Jerezano ME, Flores F (1994) Precoceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching 31: 259-272.
32. Gibson DJ (1996) Textbook misconceptions: the climax concept of succession. The American Biology Teacher 58: 135-140.
33. Lawson AE, Thompson LD (1988) Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching 25: 733-746.
Overview of our use of the Power of Story
Stamp N, Armstrong M (2005) Using "The Power of Story" to overcome ecologcal misconceptions and build sophisticated understanding. Bulletin of the Ecological Society of America 86 (3): 177-183.
Stamp N, Robinson D, Urban R (2007) The Everglades power-of-story 5E-teaching unit. Bulletin of the Ecological Society of America, in press
Other sources not referenced
Stamp NE (1996) Getting the messages of ecology across to undergraduates. Bulletin of the Ecological Society of America 77: 86-87.
Stamp NE (1996) Cooperative learning exercises in ecology for undergraduates. Bulletin of the Ecological Society of America 77: 152-153.
Stamp N (2004) Misconceptions about plant-herbivore interactions, especially plant defenses. Bulletin of the Ecological Society of America 85(4): 201-205.
Stamp N, O'Brien T (2005) GK12 partnership: a model to advance change in science education. BioScience 55: 70-77.
Stamp N (2005) The problem with the messages of plant-herbivore interactions in ecology textbooks. Bulletin of the Ecological Society of America 86 (1): 27-31.
Stamp N, Armstrong M, Biger J (2006) Ecological misconceptions, survey III: The challenge of identifying sophisticated understanding. Bulletin of the Ecological Society of America 87(2):168-175.
Baker V (2004) Beyond appearance: Students' misconceptions about basic chemical ideas: A report prepared for the Royal Society of Chemistry http://www.chemsoc.org/pdf/LearnNet/rsc/miscon.pdf
Duit R (2006) Bibliography STCSE at Leibniz Institute for Science Education
Miscellaneous source material on misconceptions
5E Teaching Cycle
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