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Reply-To:     Richard Thorley <EDU_RTHORLEY@CCNOV1.AUKUNI.AC.NZ>
Sender:       National Association for Research in Science Teaching
              <NARST-L@UWF.BITNET>
From:         Richard Thorley <EDU_RTHORLEY@CCNOV1.AUKUNI.AC.NZ>
Organization: University of Auckland
Subject:      Books science educators read
Comments: To: narst-l%uwf.bitnet@cunyvm.cuny.edu
To:           Multiple recipients of list NARST-L <NARST-L@UWF.BITNET>

Dear NARST list subscribers

My call for suggestions for books that are either required or
recommended readings for science education students has received
a wonderful response.  Thank you very much!

I have included below a list of the 130 or so books that were
suggested.  As my interest was in books, not journals, the list is
the result of some sifting of reading lists.  It includes edited
books (e.g. Gentner & Stevens' "Mental Models") from which specific
chapters were originally specified, although I have only retained
the book title. The list is in quasi-APA format.  Sometimes I couldn't
easily complete the bibliographic details (e.g. place of publication)
but that shouldn't cause too much inconvenience.  Differences in
publisher between the U.S. and British publications may prove to be
a minor nuisance.

No selectivity has been applied.  The sole criterion was that someone
thinks the book, or some part of it, worthy of being required or
recommended reading for science education students.  The list of
contributors is also included below.  Thanks especially to all of you.

Before inserting the list into this message, I will make special note
of Pat Freitag's response, partly because of its suggestions regarding
non-print media.  Perhaps that could be the subject of another
compilation.

The relevant part of Pat's message was:
_____________________________

1)  Consider some technology rich curricula materials
 i.e. Borderbund Software, Optical Data/Videodiscovery laservideodisc
or CD-Rom materials, Science software or research reviews on the use
of technology in science, and science ed research.

Carl Berger would have a list as might the working group at Peabody
College at Vanderbilt.

2)  Some good science ed. philosophy, sociology, and psychology:
Dewey, David Hawkins, Willard Waller, James, (etc. some classics to
be sure)  Shulman, Novak, Ausubel...

3)  NARST Special Issues i.e. Concept Mapping, Learning Cycle,
others?
4)  NSTA's What research says to the :  Middle level, Elem, H.S.
teacher
5)  Subscriptions to important journals
6)  AAAS New Science Standards
7)  Nat'l Acad. Sci. - Science Assessment in the Service of Reform
_______________________________

The list of contributors:

Bill Boone <WBOONE@ucs.indiana.edu>
Nancy W Brickhouse <nbrick@bach.udel.edu>
David Brown <debrown@uiuc.edu>
Erica M Brownstein <ebrownst@magnus.acs.ohio-state.edu>
Kathleen Fisher <kfisher@sciences.sdsu.edu>
Patricia K. Freitag <PFREITAG@macc.wisc.edu>
Shawn Glynn <SGLYNN@uga.cc.uga.edu>
Elizabeth Kean <ekean@unlinfo.unl.edu>
Jay Lemke <JLLBC@CUNYVM.CUNY.EDU>
Shirley Magnusson <Shirley.Magnusson@um.cc.umich.edu>
Michael Matthews <edu_mmatthews@ccnov1.aukuni.ac.nz>
Frederick Reif <fr05+@andrew.cmu.edu>
Marissa Rollnick <009MSRS@witsvma.wits.ac.za>
John H. Settlage <ch329@cleveland.Freenet.Edu>
Michael J. Smith <MJSST35@vms.cis.pitt.edu>
Mary Starr <Mary.Starr@um.cc.umich.edu>
Rod Thiele <Thiele_RB@cc.curtin.edu.au>
Richard Thorley <rthorley@db1.cc.rochester.edu> (after Aug. 13)
Deborah Trumbull <djt2@cornell.edu>
Emily van Zee <evz@garnet.berkeley.edu>
Bill Yarroch <wlyarroc@mtu.edu>
June Trop Zuckerman <ZUCKERJT%SNYNEWVM.bitnet@CUNYVM.CUNY.EDU>

Again, thank you very much to all.

Richard Thorley


The list of recommended books follows: Enjoy!
______________________________

AAAS. (1989).  Science for all Americans: A Project 2061 report on
literacy goals in science, mathematics and technology.  Washington,
D.C.: American Association for the Advancement of Science.
*** Now published by Oxford Univ. Press: See Rutherford & Ahlgren ***

Adey, P., J. Bliss, J. Head, and M. Shayer (Eds.). (1989).
Adolescent development and school science.  New York: The Falmer
Press.

Ajeyalami, D. (Ed.) (1990). Science and Technology Education in
Africa: Focus on seven subSaharan Countries.  Lagos, Nigeria:
University of Lagos Press.

Anderson, C.W. (Ed.) (1984). Observing Classrooms: Perspectives from
Research and Practice, A.E.T.S. Yearbook vol. 11.

Appleman, P. (Ed.) (1979). Darwin. New York: W.W. Norton.

Arons, A. B. (1990).  A guide to introductory physics teaching.  New
York:  Wiley

Astington, J.W., P. L. Harris, & D. R. Olson (Eds.). (1988).
Developing theories of mind.  Cambridge, England: Cambridge
University Press.

Atkinson, R.C., R. J. Hernstein, G. Lindzey, & R. D. Luce (Eds.).
(1988).  Stevens' handbook of experimental psychology (2nd ed.). Vol
2. Learning and cognition.  New York: Wiley.

Baars, B.J. (1988).   A Cognitive Theory of Consciousness. Cambridge,
UK: Cambridge University Press.

Baird, J.R. & Northfield, J.R. (Eds.). (1992).  Learning from the
PEEL experience. Melbourne, Australia: Monash University.

Baird, J. R., & Mitchell, I. J. (1986).  "Improving the quality of
teaching and learning: an Australian case study", the PEEL project.
Melbourne, Monash University Printery.

Baldwin, J. M. (1894).  Mental development in the child and the race.
New York: Macmillan.

Barnes, D. (1992).  From communication to curriculum (2nd. ed.).
Portsmouth, NH: Boynton/Cook.  (first ed. (1976) Harmondsworth, UK:
Penguin Education).

Ben Peretz, M. (1991).  The teacher-curriculum encounter: Freeing
teachers from the tyranny of texts.  Albany, NY: SUNY Albany Press.

Bentley, D. & Watts, M. (Eds.). (1989).  Learning and Teaching in
Schools Science:  Practical alternatives.  Milton Keynes, UK: Open
University Press.

Biggs, J. B., & Telfer, R. (1987).  The process of learning (2nd
ed.). Sydney: Prentice-Hall of Australia.

Brown, G. (1978). Lecturing and explaining. London: Methuen.

C.N.R.S. (1983).  Research on physics education: Proceedings of the
first international workshop.  Paris, France:  Centre National de la
Recherche Scientifique.

Carey, S.  (1985).  Conceptual change in childhood.  Cambridge, MA:
MIT Press.

Carey, S. & R. Gelman (Eds.). (1991).  The epigenesis of mind: Essays
on biology and cognition.  Hillsdale, N.J.: Erlbaum.

Chaille, C. & Britain, L. (1991). The young child as scientist:  A
constructivist approach to early childhood science education. ??:
Harper Collins Publishers.

Chalmers, A. F.  (1982).  What is this thing called science?  Milton
Keynes: Open University Press.

Charles, R.I. & E. A. Silver (Eds.) (1989). Research agenda for
mathematics education:  The teaching and assessing of mathematical
problem solving.  Hillsdale, N.J.:  Lawrence Erlbaum.

Cohen, E. G. (1986). Designing groupwork: Strategies for the
heterogeneous classroom. New York: Teachers College Press.

Cotton, J.W. & R. L. Klatzky (Eds.). (1978). Semantic factors in
cognition.  Hillsdale, NJ: Erlbaum.

Darden, L.  (1991).  Theory change in science: Strategies from
Mendelian genetics.  New York: Oxford University Press.

Dawson, B.E. & Letton, K.M. (Eds). (1989). Science Education Research
and development abstracts, (Volume1).   Royal Society of Chemistry.

Dawson, C. (1991).  Beginning science teaching.  Melbourne: Longman
Cheshire.

DeBoer, G.E. (1991).  A History of Ideas in Science Education:
Implications for Practice.  New York: Teachers College Press.

Dewey, J. (1956).  The child and the curriculum; and, The school and
society.  Chicago: University of Chicago Press.

Dillon, R.F. and R.J. Sternberg (Eds.). (1986). Cognition and
instruction.  Orlando, Florida: Academic Press.

Dillon, J. T. (1988). Questioning and teaching. New York: Teachers
College Press.

Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's Ideas in
Science.  Milton Keynes (U.K.), and Philadelphia: The Open University
Press.

Driver, R. (1983). The pupil as scientist?  Milton Keynes: Open
University Press.

Duckworth, E.  (1987).  "The having of wonderful ideas" and other
essays on teaching and learning.  New York: Teachers' College Press.

Duckworth, E., J. Easley, D. Hawkins, & A. Henriques (Eds.). (1990).
Science education: A minds-on approach for the elementary years.
Hillsdale, NJ: Erlbaum.

Duit, R., Goldberg, F., & Niedderer, H. (Eds.). (1991). Research in
physics learning: Theoretical issues and empirical studies.
Proceedings of an international workshop. Kiel University, Germany:
IPN.

Duncan, W. (1989).  Engendering School Learning: Science, Attitudes
and Achievement among girls and boys in Botswana. Stockholm, Sweden:
Institute of Education.

Duschl, R.A. & R. J. Hamilton (Eds.). (1992).  Philosophy of science,
cognitive psychology, and educational theory and practice.  Albany:
SUNY Press.

Duschl, R. (1990).  Restructuring science education. New York:
Teachers College Press.

Emmer, E.T., Evertson, et al, (1989). Classroom management for
secondary teachers (2nd. ed.). ??: Prentice Hall.

Estes, W.K. (Ed.). (1978).  Handbook of learning and cognitive
processes. Hillsdale, NJ: Erlbaum.

Eysenck, M.W. (Ed.). (1990).  Cognitive psychology: An international
review. ??: Wiley.

Feiman-Nemser, S. & Featherstone, H. (Eds.). (1992). Exploring
Teaching: Reinventing an introductory course. New York: Teachers
College Press.

Fensham, P.J. (Ed.) (1988).  Development and dilemmas in science
education. London: Falmer Press.

Feynman, R.P. (1985).  Surely You're Joking, Mr. Feynman!  New York:
W.W. Norton.

Feynman, R.P. (1988).  What do you care what other people think? New
York: Norton.

Forman, G. & P. B. Pufall (Eds.). (1988). Constructivism in the
computer age. Hillsdale, NJ: Erlbaum.

Frye, D., & Moore, C.  (Eds.) (1991).  Children's theories of mind.
Hillsdale, NJ: Erlbaum.

Furniss, E. and P. Green (Eds.). (1991).  The literacy connection:
Language and learning across the curriculum.  Melbourne: Eleanor
Curtain Publishing.

Gardner, M.,  J. G. Greeno, F. Reif, A.H. Schoenfeld, A. A. diSessa &
E. Stage, (Eds.), (1990).  Toward a scientific practice of science
education.  Hillsdale, NJ: Lawrence Erlbaum.

Gentner, D. & A. Stevens, (Eds.). (1983).  Mental models.
Hillsdale, NJ:  Lawrence Erlbaum.

Giere, R. (Ed.). (1992). Minnesota Studies in the the Philosophy of
Science: Vol. 15. Cognitive models of science.  Minneapolis, MN:
University of Minnesota Press.

Giere, R.N. (1988).  Explaining science: A cognitive approach.
Chicago: University of Chicago Press.

Gjertsen, D. (1989). Science and Philosophy: Past and Present.
London: Penguin.


Glynn, S.M., R. H. Yeany, & B. B. Britton (Eds.). (1991).  The
psychology of learning science.  Hillsdale, NJ: Erlbaum.

Gould, S. J. (1977).  Ontogeny and phylogeny. Cambridge: Harvard
Univ. Press.

Granrud, C.E. (Ed.). (1992).  Visual perception and cognition in
infancy. (Carnegie-Mellon Symposia on Cognition, Vol. 23).
Hillsdale, N.J.: Erlbaum.

Gregory, B. (1988). Inventing reality: Physics as language. New York:
Wiley.

Groisser, Philip. (1964). How to use the fine art of questioning.
Valley Stream, NY: Teachers Practical Press.

Gunnar, M.R. & M. Maratsos (Eds.). (1992).  Modularity and
constraints in language and cognition Vol. 25. The Minnesota Symposia
on Child Psychology.  Hillsdale, N.J. Erlbaum.

Harding, S. (1991). Whose science?  Whose knowledge?  Ithaca, NY:
Cornell University Press. (also Milton Keynes: Open University
Press).

Harlen, W. (Ed.). (1985).  Primary science: Taking the plunge.
London: Heinemann.

Harman, J., Aschbacher, P. & Winters, L. (1992).  A practical guide
to alternative Assessment.  Association for Supervision and
Curriculum Development.

Hawkins, D. (1974).  The informed vision and other essays.  New York:
Agathon Press.

Hayes, J. R. (1989). The complete problem solver (2nd ed.).
Hillsdale, NJ: Erlbaum.

Helm, H. & J.D. Novak (Eds.). (1983). Proceedings of the
International Seminar: Misconceptions in Science and Mathematics.
Ithaca, NY: Cornell University.

Herget, D.E. (Ed.) (1989). The History and Philosophy of Science in
Science Teaching. Tallahassee, FL: Florida State University.

Herget, D.E. (Ed.). (1990).  More philosophy of science in science
teaching. Tallahassee, FL: Florida State University, Science
Education and Department of Philosophy.

Hills, S. (Ed.). (1992). History and Philosophy of Science in Science
Education (Vols. 1 and 2).  Kingston, Ontario: Queen's University.

Hoffman, R.B. & Palermo, D.S. (1991). Cognition and the symbolic
processes: Applied and ecological perspectives.  Hillsdale, NJ:
Erlbaum

Holland, D. & N. Quinn (Eds.) (1987).  Cultural models in language
and thought. Cambridge: Cambridge University Press.

Jacob, M.C.  (1988). The Cultural Meaning of the Scientific
Revolution. New York: Alfred Knopf.

Johnson, D. (1982). Every minute counts. ??: Dale Seymour
Publications.


Johnson, M.  (1987).  The body in the mind: The bodily basis of
meaning, imagination, and reason.  Chicago: University of Chicago
Press.

Keller, E.F. (1983). A feeling for the organism. San Francisco: W.H.
Freeman and Co.

Keller, E.F. (1985). Reflections on gender and science.  New Haven,
CT: Yale University Press.

Kuhn, T. (1970).  The structure of scientific revolutions (2nd. ed.).
Chicago: University of Chicago Press.

Larkin, J. H. & Chabay, R. W. (Eds.), (1992). Computer assisted
instruction and intelligent tutoring systems: Shared issues and
complementary approaches.  Hillsdale, NJ:  Lawrence Erlbaum.

Latour, B. & Woolgar, S. (1986). Laboratory life: The construction of
scientific facts.  London: Sage.

Latour, B. (1988). Pasteurization of France.  Cambridge, MA: Harvard
U. Press.

Latour, B. (1987).  Science in action: How to follow scientists and
engineers through society.  Cambridge, MA: Harvard University Press.

Laudan, L. (1977).  Progress and its problems.  Berkeley: University
of California Press.

Lave, J. (1988).  Cognition in practice: Mind, mathematics and
culture in everyday life.  New York: Cambridge University Press.

Lemke, J.L. (1990). Talking Science:  Language, learning and values.
Norwood, NJ: Ablex.

Lipsitt, L.P. (Ed.). (1984).  Advances in infancy research (Vol. 3).
Norwood, N.J.: Ablex.

Lochhead, J. & Clement, J. (Eds.). (1979).  Cognitive process
instruction: Research on teaching thinking skills. Philadelphia:
Franklin Institute.

Martin, M. (1985).  Concepts of science education: A philosophical
analysis.  Lanham, MD: University Press of America.

Matthews, M.R. (Ed.). (1989).  The scientific background to modern
philosophy: Selected readings.  Indianapolis, IN: Hackett.

Matthews, M.R. (Ed.). (1991).  History, philosophy and science
teaching. New York: Teachers College Press.

Mayer, R. E. (1992). Thinking, problem solving, cognition (2nd ed.).
Salt Lake City: W. H. Freeman.

McDermott, J., & Larkin, J. H. (1978). Re-representing textbook
physics problems. Proceedings of the Second National Conference of
the Canadian Society for Computational Studies of Intelligence.
Toronto: University of Toronto.

Michigan Department of Education: Essential Goals and Objectives for
Science.

Michigan Department of Education: Essential Goals and Objectives for
Mathematics

Nellist, J. & Nicholl, B. (1986). ASE Science Teachers' Handbook.
??, UK: Association for Science Education. ISBN 0-09-156340-2.

Novak, J.D. (1977).  A theory of education.  Ithaca, NY: Cornell
University Press.

Novak, J.D. (Ed.). (1987). Proceedings of the Second International
Seminar, Misconceptions and Educational Strategies in Science and
Mathematics, Vols. I, II and III. Ithaca: Cornell University.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York:
Cambridge University Press.

Osborne, R., & Freyberg, P. (1985).  Learning in science: The
implications of children's science.  London: Heinemann.

Perret-Clermont, A. N. (1980).  Social interaction and cognitive
development in children.  NY: Academic Press.

Phillips, D.C. (1987). Philosophy, science, and social inquiry. ??:
Pergamon Press.

Piaget, J. (1929). The Child's Conception of the World.  London:
Routledge & Kegan Paul.

Piaget, J., & Garcia, R. (1989). Psychogenesis and the history of
science. New York: Teachers College, Columbia University Press.

Pines, A. L., Novak, J. D., Posner, G. J., & VanKirk, J. (1978). The
clinical interview: A method for evaluating cognitive structure
(Research Rep. No. 6). Ithaca, NY: Cornell University, College of
Agriculture and Life Sciences, Department of Education.

Polya, G. (1971). How to solve it: A new aspect of mathematical
method (2nd. ed). Princeton, NJ: Princeton University Press.

Redish, E. & J. Risley (Eds.) (1989). The conference on computers in
physics instruction:  Proceedings.   Reading, MA:  Addison-Wesley.

Resnick, L.B. (Ed.). (1989).  Knowing, learning, and instruction:
Essays in honor of Robert Glaser. Hillsdale, NJ:  Lawrence Erlbaum.

Richardson-Koehler, V. (Ed.). (1987). The educator's handbook: A
research perspective.  New York: Longman.

Rogers, D. & J. A. Sloboda (Eds.). (1983).  The acquisition of
symbolic skills. London: Plenum.

Rosch, E. & B. B. Lloyd (Eds.). (1978). Cognition and categorization.
Hillsdale, NJ: Erlbaum.

Rossiter, M.W. (1982). Women Scientists in America: Struggles and
Strategies to 1940.  Baltimore: Johns Hopkins University Press.

Rutherford, F.J. & Ahlgren, A. (1991).  Science for all Americans.
??: Oxford University Press.

Schoenfeld, A. H. (1985).  Mathematical problem solving.  Orlando,
FL: Academic Press.

Schon, D.A. (Ed.). (1991). The reflective turn.  New York: Teachers
College Press.

Seidman, I. E. (1991). Interviewing as qualitative research: A guide
for researchers in education and the social sciences. New York:
Teachers College Press.

Solomon, J. (1993).  Teaching science, technology and society.
Buckingham, UK: Open University Press.

Spiro, R.J., B. C. Bruce, & W. F. Brewer (Eds.). (1980). Theoretical
issues in reading comprehension.  Hillsdale, NJ: Erlbaum.

Steffe, L.P. & T. Wood (Eds.) (1990).  Transforming children's
mathematics education: International perspectives. Hillsdale, NJ:
Erlbaum .

Sternberg, R.J. (Ed.), (1982). Advances in the psychology of human
intelligence, vol. 1.  Hillsdale, NJ: Erlbaum.

Strauss, S. (Ed.). (1988).  Ontogeny, phylogeny, and historical
development. Norwood, NJ: Ablex.

Sutton, C. (1992).  Words, science and learning.  Buckingham: Open
University Press.

Thagard, P. (1992).  Conceptual revolutions.  Princeton: Princeton
Univ. Press.

Thorp, S. (1991). Race, Equality and Science teaching, Steve Thorp
(Ed), ASE, 1991.

Trowbridge, L.W. & Bybee, R.W. (1990). Becoming a secondary school
science teacher (5th ed.).  Columbus, OH: Merrill.

Tuma, D.T. and Reif, F. (Eds.). (1980). Problem solving and
education: Issues in teaching and research. Hillsdale, NJ: Erlbaum.

Werner, H. (1948).  Comparative psychology of mental development.
NY: International Universities Press.

West, L.H.T. & A.L. Pines (Eds.). (1985).  Cognitive structure and
conceptual change. Orlando, Florida: Academic Press.

Westbury, I. & Wilkof, N.J. (Eds.) (1978). Science, Curriculum, and
Liberal Education: Selected Essays.  Chicago: University of Chicago
Press.

White, R.T. & Gunstone, R.F. (1992) Probing Understanding. London:
Falmer.

White, R.T. (1988).  Learning science.  Oxford, UK: Blackwell.

Woolnough, B. E. (Ed.) (1991).  Practical science: The role and
reality of practical work in school science.  Milton Keynes: Open
University Press.