@article{cook_wiebe_carter_2008, title={The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations}, volume={92}, ISSN={["1098-237X"]}, DOI={10.1002/sce.20262}, abstractNote={Abstract}, number={5}, journal={SCIENCE EDUCATION}, author={Cook, Michelle and Wiebe, Eric N. and Carter, Glenda}, year={2008}, month={Sep}, pages={848–867} }
 @article{cook_carter_wiebe_2008, title={The interpretation of cellular transport graphics by students with low and high prior knowledge}, volume={30}, ISSN={["1464-5289"]}, DOI={10.1080/09500690601187168}, abstractNote={The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test, two graphical representations of cellular transport processes were selected for analysis. Three different methods of data collection—eye tracking, interviews, and questionnaires—were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while attending to and interpreting the graphics. The results from the eye tracking data, interviews, and instructional representation questionnaires were triangulated and revealed differences in how high and low prior knowledge students attended to and interpreted particle differences, concentration gradient, the role of adenosine triphosphate , endocytosis and exocytosis, and text labels and captions. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle colour) to build an understanding of the concepts represented. On the other hand, with more abundant and better‐organised domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics, which enhanced their understanding. The findings of this study offer a more complete understanding of how differentially prepared learners view and interpret graphics and have the potential to inform instructional design.}, number={2}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Cook, Michelle and Carter, Glenda and Wiebe, Eric N.}, year={2008}, pages={239–261} }
 @article{patrick_carter_wiebe_2005, title={Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations}, volume={14}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-005-7200-6}, DOI={10.1007/s10956-005-7200-6}, number={3}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Patrick, Michelle D. and Carter, Glenda and Wiebe, Eric N.}, year={2005}, month={Sep}, pages={353–365} }
 @article{reid-griffin_carter_park_wiebe_flynn_parsons_butler_haefner_2004, title={Educators working smarter: A closer look at a local community of practice}, volume={26}, DOI={10.1080/01626620.2004.10463331}, abstractNote={Abstract The increasing demands of American higher education have led many in academia to form collaborative teams, striving to work smarter to establish communities of practices. This grassroots effort has allowed the faculty at a research university to initiate a large scale research project encompassing varied research interests and providing opportunities to dialogue about other aspects of science education. One collaborative team of educators was created to develop and implement a research project focused on middle school students' spatial-visualization abilities. This project serves as a model to improve the science teacher education programs at a research university.}, number={3}, journal={Action in Teacher Education}, author={Reid-Griffin, A. and Carter, G. and Park, J. and Wiebe, Eric and Flynn, L. and Parsons, E. C. and Butler, S. and Haefner, L.}, year={2004}, pages={44–51} }
 @article{carter_jones_rua_2003, title={Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students}, volume={87}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/sce.10031}, DOI={10.1002/sce.10031}, abstractNote={Abstract}, number={1}, journal={Science Education}, publisher={Wiley}, author={Carter, Glenda and Jones, M. Gail and Rua, Melissa}, year={2003}, month={Jan}, pages={94–111} }
 @article{jones_carter_rua_2000, title={Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat}, volume={37}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(200002)37:2<139::aid-tea4>3.0.co;2-1}, DOI={10.1002/(SICI)1098-2736(200002)37:2<139::AID-TEA4>3.0.CO;2-1}, abstractNote={In this study of fifth-grade students, we examined the relationships and development of communities of concepts related to heat and convection. The study involved five classes of fifth-grade students who worked with a partner for a series of heat and convection laboratory investigations. Students' knowledge was assessed before and after instruction through the use of a written test, concept maps, card sort tasks, and interviews. During instruction each dyad was audiorecorded and observed by a field researcher. The patterns and connections among students' conceptual ecologies related to heat and convection as well as the types of schemas that were accessed preceding and subsequent to instruction are described. The types of knowledge elicited by each type of assessment are identified. Findings include the influence of familial and cultural experiences (such as airplanes, weather patterns, and religious beliefs) on conceptual development, as well as the extent to which competing phenomena (evaporation and dissolving) have on the development of new conceptual understandings. The study also found that each assessment measure elicited different types of knowledge. Concept maps were effective in describing students' existing schemas related to heat prior to instruction. Multidimensional scaling and the card sorting task provided information on students' conceptual organization for clusters of concepts. The interviews and dyad discourse transcripts were most effective in revealing the processes and prior knowledge that students used as they interpreted new observations in light of preexisting experiences. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 139–159, 2000}, number={2}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Carter, Glenda and Rua, Melissa J.}, year={2000}, month={Feb}, pages={139–159} }
 @article{jones_brader-araje_carboni_carter_rua_banilower_hatch_2000, title={Tool time: Gender and students' use of tools, control, and authority}, volume={37}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/1098-2736(200010)37:8<760::aid-tea2>3.0.co;2-v}, DOI={10.1002/1098-2736(200010)37:8<760::AID-TEA2>3.0.CO;2-V}, abstractNote={In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender-related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000}, number={8}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Brader-Araje, Laura and Carboni, Lisa Wilson and Carter, Glenda and Rua, Melissa J. and Banilower, Eric and Hatch, Holly}, year={2000}, pages={760–783} }
 @article{jones_carter_rua_1999, title={Children's concepts: Tools for transforming science teachers' knowledge}, volume={83}, ISSN={0036-8326 1098-237X}, url={http://dx.doi.org/10.1002/(sici)1098-237x(199909)83:5<545::aid-sce3>3.0.co;2-u}, DOI={10.1002/(SICI)1098-237X(199909)83:5<545::AID-SCE3>3.0.CO;2-U}, abstractNote={This study examined the roles that students' science concepts play in promoting teachers' professional growth. Two cohorts of teachers (N = 26 and 30) participated in the study as part of a constructivist-based graduate course on elementary and middle school science methods. A modified learning cycle was used during course instruction as a framework for teachers to explore sound, light, and electricity. Data on teachers' pedagogical and conceptual growth was obtained from pre- and postconcept maps, journal reflections, and portfolios. Results of the concept map analysis showed that teachers' maps became more integrated and cohesive as seen in the increase of crosslinks, hierarchies, and relationships drawn for each science topic. The journals and portfolios showed that students' science knowledge served as discrepant events that evoked teachers' dissatisfaction with their own content knowledge and motivated them to reconsider their pedagogical practices. Students' concepts also served as change agents, resulting in changes in teachers' views of their roles and instructional behaviors. © 1999 John Wiley & Sons, Inc. Sci Ed83:545–557, 1999.}, number={5}, journal={Science Education}, publisher={Wiley}, author={Jones, M. Gail and Carter, Glenda and Rua, Melissa J.}, year={1999}, month={Sep}, pages={545–557} }
 @article{carter_westbrook_thompkins_1999, title={Examining science tools as mediators of students' learning about circuits}, volume={36}, ISSN={["0022-4308"]}, DOI={10.1002/(SICI)1098-2736(199901)36:1<89::AID-TEA6>3.0.CO;2-7}, abstractNote={This report invokes a Vygotskian framework to examine students' use of science tools in a ninth-grade physical science classroom. The study took place in the context of a unit on electric circuits. Data were collected by means of videotapes of class activities, transcripts of audiotaped interactions, daily work of students, and field notes. Analyses of the data through a framework of social cognition led the researchers to make four assertions concerning students' tools usage: (a) Students who were able to verbally relate the tools to everyday experiences perceived themselves—and were often perceived by their group—as tool experts. (b) Physically using the tools was a necessary prerequisite for using the tools as mediators of learning. (c) Boys initially dominated the use of tools. Girls who demanded use of the tools indicated an awareness of the importance of tool usage for mediating understanding. (d) If the tools were outside their zone of proximal development, students could not use the tools to develop an understanding of circuits. Implications of the findings suggest that students can be taught to collect data using the tools provided, but lack of familiarity with the tools renders those data meaningless. Conceptual progress may be hindered by the students' need first to understand the tools in terms of everyday applications. The progressive use of tools across school grade levels could provide opportunities for students to build everyday repertoires with respect to those tools. If students are expected to develop conceptual understandings through the interaction of laboratory and discussion (as is the case with the learning cycle model), then it is essential that the tools and activities implemented in laboratory investigations be selected on the basis of their match with both the students' zones of proximal development and their everyday experiences. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 89–105, 1999.}, number={1}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Carter, G and Westbrook, SL and Thompkins, CD}, year={1999}, month={Jan}, pages={89–105} }
 @article{jones_rua_carter_1998, title={Science teachers' conceptual growth within Vygotsky's zone of proximal development}, volume={35}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r}, DOI={10.1002/(SICI)1098-2736(199811)35:9<967::AID-TEA2>3.0.CO;2-R}, abstractNote={Within a sociocultural context, this study examined how science teachers' knowledge of science and science pedagogy changed as a result of participating in a constructivist-based graduate science methods course. Fourteen elementary and middle school science teachers worked with an assigned partner for the duration of the course. Teachers with more than 5 years' experience were paired with teachers who had 5 or fewer years' experience. Results from pre- and postinstruction concept maps, journals, portfolios, and transcripts of discourse revealed that within the zone of proximal development, peers, teachers' students, instructors, readings, and tools mediated the development of content and pedagogical knowledge. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 967–985, 1998}, number={9}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Jones, M. Gail and Rua, Melissa J. and Carter, Glenda}, year={1998}, month={Nov}, pages={967–985} }