Allison,+Carrie,+Talon,+Steve

1. What are the research questions the authors are investigating? 2. What theoretical framework do they describe for their work? Is it situative or cognitive? 3. What type of data do they collect? 4. What type of analysis do they do? 5. What are the findings? Do they address the original research questions? __**Creativity, Inquiry, or Accountability? Scientists’ and Teachers’ Perceptions of Science Education**__ 1) Do teachers’ and scientists’ perceptions of the goals of science education differ as much today as they did in Razali and Yager’s (1994) study? What are scientists’ perceptions of science education in K-12 classrooms? What are scientists’ perceptions of science teacher preparation? What do scientists perceive to be the main goal of science education? How do scientists’ perceptions compare with science teachers’ perceptions? 2) Phenomenology was the lens through which this study was framed. This perspective seeks to methodologically capture and describe how people experience some phenomenon such as a culture, program, or organization and to recognize emergent patterns and relationships of meaning Situative. The type of study being done was a Cognitive Apprenticeship theory of teaching (or as the authors call it, Sandwiched Cognitive Apprenticeship) where the difference between learning science from a scientist or from a science teacher. 3) Semistructured interviews lead by the interviewe (scientists) and written questionnaire (teachers) 4) analyzed for patterns with Atlas Ti qualitative software. responses were coded in the following manner scientists’ perceptions of science education, scientists' perceptions of science teacher preparation goals important for science education. Fifteen percent of the interviews were independently coded by two of the researchers, and results were compared to derive the interrater agreement of 84% 5) Research questions were met. The first three were met with the observations and data collected while the last question was answered through analysis of the responses.

__**Constructing Cultural Relevance in Science: A Case Study of Two Elementary Teachers**__ 1) “How can constructivist practices inform and/or support culturally relevant practice in today’s increasingly culturally diverse classrooms?” Culturally Relevant Pedagogy 2) Situative, Vygotsky, mediated activity. There was an aspect of metacognition and social construction. 3) Observations by a professional educator and a professional diversity expert 4) The observations of these two people were compared (each had a different perspective on the interactions and observations within the classroom) and a consensus decision was agreed upon Authority: Rebalancing Interaction Authority: Moving From Rebalancing to the Redistribution of Authority in Culturally Relevant Pedagogy Achievement: Recognizing Prior Knowledge and Using a Variety of Teaching Strategies in Constructivist Classrooms Scaffolding Prior Knowledge in Support of Metacognitive Development in Culturally Relevant Pedagogy Affiliation: Supporting Social and Cultural Interdependence in Constructivist Classrooms Affiliation: Extending Relationships Beyond the Classroom in Culturally Relevant Pedagogy 5) The study concludes that even in the most constructive rich classroom they could find, teachers were still limiting the socially constructed information. However, they noted that these classrooms did provide good examples of how to teach and act in a culturally diverse classroom

__**Describing and Analyzing Learning in Action: An Empirical Study of the Importance of Misconceptions in Learning Science**__ 1) The purpose of the study is to contribute empirically to the issue of what are the constraints and possibilities for science learning in the classroom, as well as to contribute methodologically with an approach that allows students’ learning in science to be directly studied in authentic school contexts. To what extent do encounters with common misconceptions described in the literature influence how students establish relations to fill gaps noticed during a practical on electrochemistry? To what extent do encounters with other aspects of the activity influence how students establish relations to fill gaps noticed during the practical? 2) Situated, authentic school contexts 3) Conversations between 8 pairs of Swedish students doing a practical on electrochemistry 4) The transcripts were read through several times, and student talk was coded by marking (a) encounters of various kinds (with misconceptions, with the electrochemical cell, with the instructions, etc.), (b) gaps, and (c) relations to what stand fast, in accordance with the analysis of practical epistemologies outlined in the theoretical background. Gaps were coded as misconceptions and compared to a previous study which had found 17 different misconceptions with respect to electrochemistry 5) The study adds more data and observation to the subject studied. The students' responses to gaps were noted and classified in a way that allowed the researchers to