Martinez 1

Valerie Martinez
EDUC 390
Dr. Hayes
12/18/15
Annotated Bibliography
Theme: Creating an engaging and active learning experience for students within the classroom.
Barab, S.A., & Luehmann, A.L (2003). Building sustainable science curriculum: Acknowledging
and accommodating local adaptation. Science Education, 87(4), 454-567.
Developing and supporting the implementation of project-based, technology-rich science
curriculum that is consistent with international calls for a new approach to science
education while at the same time meeting the everyday needs of classroom teachers is a
core challenge facing science educators. In this article, the authors discuss the challenges
of scaling out university-developed, project-based curricula. In the authors thinking, the
process of dissemination is not simply rubber-stamping the same program into multiple
contexts; rather, the process of large-scale adoption involves additional, individual
teacher-directed design, fitting, and adaptation for local circumstances.
Bryan, L. A., & Atwater, M.M. (2002). Teacher beliefs and cultural models: A challenge for
science teacher preparation programs. Science Education, 86(6), 821-839.
An argument is presented for developing science and teacher education programs that
examine teachers beliefs about multicultural issues and their impact on science teaching
and learning. Research shows that knowing teachers beliefs and designing instruction
and experiences to explicitly confront those beliefs facilitates refinement of and/or
transformation of beliefs and practices. The authors determine that preservice teachers
need to be culturally sensitive teachers and that science educators need to continue to
identify those beliefs and practices that undergird desirable and equitable science
instruction.
Calabrese Barton, A. (2001). Science education in urban settings: Seeking new ways of praxis
through critical ethnography. Journal of Research in Science Teaching, 38(8), 899-917.
This article argues that to achieve a more just science education for all urban students,
explicitly political research methodologies must be considered and incorporated into
urban education. The author proposes critical ethnography as one potential route for this
is critical ethnography because this kind of methodology emerges collaboratively from
the lives of the researcher and the researched and is centrally about praxis and a political
commitment to the struggle for liberation and in defense of human rights.
Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.

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This reference is an excellent resource for exploring problem-based learning (PBL) in the
classroom. Delisle discusses the theory behind problem-based learning and why it is
effective. He also discusses the elements of problem-based learning, including simplicity,
clarity, consistency, and communication. He then provides a structure for developing
problems for students to explore. The author finishes with case studies/applications in
different subject areas.
Edwards, S. (2015). Active Learning in the Middle Grades Classroom: Overcoming the Barriers
to Implementation.
The article, Active Learning in the Middle Grades Classroom, written by Susan
Edwards, advocates for instruction that incorporates active learning and multiple learning
approaches in middle grade classrooms despite barriers, or challenges, that have arisen in
todays schools. A majority of schools still tend to rely on teacher-centered direct
instruction rather than cooperative learning and inquiry teaching. Though this type of
teaching has come about because of the pressure to have students perform well on
standardized tests, it has led to a monotonous routine in the classroom that often leaves
students disinterested. In reaction to this, the Association for Middle Level Education
(AMLE) proposed two principles directly related to instruction. These two instruction
principles are, students and teachers are engaged in active purposeful learning and
educators use multiple learning and teaching approaches. This study thus examined
nine teachers who chose to, and were able to, implement the two instruction principles
advocated by AMLE and were able to understand the factors that created barriers to their
ability to implement those principles.
Falk, Andrew, and Lauren Brodsky. "Incorporating Models into Science Teaching to Meet the
Next Generation Science Standards." Science Scope (2013): n. page 61-69. National Science
Teachers Association. Web.
In the article, Incorporating Models into Science Teaching to Meet the Next Generation
Science Standards, by Andrew Falk and Lauren Brodsky, the authors argue why
utilizing models in the classroom is essential, especially for future students, the benefits
models have on students learning, and finally instructional strategies on how to best
include models within curriculum. Models are defined as selective representations of the
natural world used to aid thinking and communication. They can come in all different
types of forms: visual representations, mathematical equations, schematic or relational
diagrams, computer simulations, or even three-dimensional physical constructions.
Models should be utilized in the classroom because they serve to design and conducts
investigations, use mathematics and computational thinking, and help construct
explanations; all of which are essential practices in the new framework for the K-12
Science Education.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA:
Association for Supervision and Curriculum Development.

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The main goal of this text is to provide a set of strategies for instructors. It includes a set
of activities that would promote active learning in the classroom. It also discusses
strategies that would motivate student performance. A nice feature of this text is that the
author provides many examples of how to employ different strategies in various
disciplines
Loyens, Sofie M. M., Magda, Joshua, Rikers, Remy M. J. P. (2008). Review Article [Electronic
version]. Self-Directed Learning in Problem-Based Learning and its Relationships with SelfRegulated Learning.
The central idea of the review article, Self-Directed Learning in Problem-Based
Learning and its Relationships with Self-Regulated Learning, written by Sofie M. M.
Loyens, Joshua Magda, and Remy M. J. P. Rikers, seeks not only to convey the
correlation between self-directed learning (SDL) in regards to problem-based learning
(PBL), but also the link between SDL and self-regulated learning (SRL). The authors
argue that although SDL and SRL may appear to be very similar from one another, in
reality SDL is much more broader and ultimately, SRL seems more concerned with the
subsequent steps in the learning process such as learning goals and strategies, while SDL
clearly provides a crucial role for the learner at the outset of the learning task.
Martin, D., Jean-Sigur, R., & Schmidt, E. (2005). Process-oriented inquiryA constructivist
approach to early childhood science education: Teaching teachers to do science. Journal of
Elementary Science Education, 17(2), 13-26.
The central goal of the article, Process-Oriented Inquiry- A Constructivist Approach to
Early Childhood Science Education: Teaching Teachers to Do Science, was to discuss
the basic elements of process-oriented inquiry and showcase the positive effects of
applying it to early childhood science education so as for students to be more actively
engaged in science processes and learning. In the past, science teachers have often
perceived their job to be the skillful impartation of scientific facts and concepts to
children, perhaps bolstered by an activity designed to demonstrate the truths of the
material they are presenting. Though scientific activity in school has often be restricted to
these prepackaged experiments that only go to teach the status quo, the primary goal of
science education should be to teach children how to do science through applying the
processes of science in individual inquiries. Ultimately, process-oriented inquiry enables
children to investigate phenomena so they can construct their own valid
conceptualizations to learn how to do science, but it is up the teacher to have confidence
in his or her own abilities to be able to model a better way of teaching science in a way
that matters to his or her students.
Marzano, R., Pickering, D. J., & Pollock, J. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: Association for
Supervision and Curriculum Development.

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This text compiles research on teaching effectiveness and lists key teaching strategies
from research findings. It includes the references and the extent of the effect of each
strategy. These strategies include identifying similarities and differences, summarizing
and note taking, reinforcing effort and providing recognition, homework and practice,
nonlinguistic representations, cooperative learning, setting objectives and providing
feedback, generating and testing hypotheses, cues, questions, and advance organizers
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd expanded edition).
Baltimore: Association for Supervision & Curriculum Development.
This text concerns itself with a students understanding of material and how proper
curriculum and assessment can ensure student understanding. In particular, the authors
discuss the idea of a backward design process whereby the instructor identifies the
desired results, determines acceptable evidence that a student has achieved these results,
and lastly, plans instruction that will attain these results. They further discuss the facets of
understanding. A student understands when he or she can explain, can apply, can
empathize, can interpret, has perspective, and has self-knowledge. Finally, the authors
discuss how these six facets should be incorporated to make an instructors teaching more
effective.