5. Fraser, B.J., Tobin, K., Kahle, J.B. (1992). Factors which militate against learning science with understanding. Australian Science Teachers Journal, 38(3), 63-66.
04. Tobin, K. & Dawson, G. (1992) Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development, 40(1), 81-92.
03. Fraser, B.J., Tobin, K. & Kahle, J.B. (1992). Learning science with understanding: In search of the Holy Grail? Research in Science and Technology Education, 10(1), 65-81.
02. Lorsbach, A.W., Tobin, K., Briscoe, C., & Ulerick LaMaster, S. (1992). An interpretation of assessment methods in middle school science. International Journal of Science Education, 14(3), 305-317.
01. Tobin, K. (1992). Ethical concerns and research in science classrooms: Resolved and unresolved dilemmas. Science Education, 76(1), 105-117
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04. Fraser, B.J. & Tobin, K. (1992). Combining qualitative and quantitative methods in the study of learning environments. In H.C. Waxman & C.D. Ellett (Eds). The study of learning environments. Volume 5 (pp. 21-33). Houston, TX: University of Houston.
03. Lorsbach, A. & Tobin, K. (1992). Constructivism as a referent for science teaching. In Lawrenz, F. Research matters ... to the science teacher. Monograph number 5. Kansas State University: National Association for Research in Science Teaching.
02. Tobin, K. & Jakubowski, E. (1992). The cognitive requisites for improving the performance of elementary mathematics and science teaching. In Ross, E.W., Cornett, J.W., & McCutcheon, G. (eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research (pp 161-178). Columbia University: University Press.
01. Tobin, K. & Ulerick, S. (1992). An interpretation of high school science teaching based on metaphors and beliefs for specific roles. In Ross, E.W., Cornett, J.W., & McCutcheon, G. (eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research (pp 115-136). Columbia University: University Press. |
