JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 33, NO. 10, PP. 1139-1141 (1996) Journal of Research in Science Teaching AUTHOR INDEX TO VOLUME 33 Abegg, G.L.: See Audet, R.H. de Vos, W. and Verdonk, A.H.: The Particulate Na- Alexopouiou, E. and Driver, R.: Small-Group Dis- ture of Matter in Science Education and in Sci- cussion in Physics: Peer Interaction Modes in ence, 657 Pairs and Fours, 1099 Demastes, S.S., Good, R.G., and Peebles, P.: Pat- Aram, R.: See Germann, P.J. terns of Conceptual Change in Evolution, 407 Aram, R.J.: See Germann, P.J. Dobrynina, G.: See Audet, R.H. Atwater, M.M.: Social Constructivism: Infusion into Domin, D.S.: Comment: Concept Mapping and the Multicultural Science Education Research Representational Systems, 935 Agenda, 821 Doran, R.L.: See Sobolewski, S.J. Atwood, V.A.: See Atwood, R.K. Driver, R.: See Alexopoulou, E. Atwood, R.K. and Atwood, V.A.: Preservice Ele- Duggan, S., Johnson, P., and Gott, R.: A Critical mentary Teachers’ Conceptions of the Causes of Point in Investigative Work: Defining Variables, Seasons, 553 461 Audet, R.H. and Abegg, G.L.: Geographic Infor- mation Systems: Implications for Problem Solv- Feldman. A.: Enhancing the Practice of Physics ing, 21 Teachers: Mechanisms for the Generation and Audet, R.H., Hickman, P., and Dobrynina, G.: Sharing of Knowledge and Understanding in Col- Learning Logs: A Classroom Practice for Enhanc- laborative Action Research, 513 ing Scientific Sense Making, 205 Finkel, E.A.: Making Sense of Genetics: Students’ Auls, S.: See Germann, P.J. Knowledge Use during Problem Solving in a High School Genetics Class, 345 Baird, J.H.: See Lazarowitz, R. Finley, F.N.: See Jensen, M.S. Ball, D.: See Plucker, J.A. Fisherke'er. J.: See Hogan, K. Bezzi, A.: Use of Repertory Grids in Facilitating Knowledge Construction and Reconstruction in Geology, 179 Germann, P.J.: Structural Modeling: A Reply to Bleicher, R.E.: High School Students Learning Sci- Frances Lawrenz and Douglas Huffman, 455 ence in University Research Laboratories, 1115 Germann, P.J. and Aram, R.J.: Student Perfor- Bol, L.: See Strage, A.A. mances on the Science Processes of Recording Brophy, J.: See Lee, O. Data, Analyzing Data, Drawing Conclusions, and Brown, D.E.: See Rath, A. Providing Evidence, 773 Burke, G.: See Germann, P.J. Germann, P.J., Aram, R., and Burke, G.: Identify- ing Patterns and Relationships among the Re- Caliendo, S.M. and Kyle, W.C., Jr.: Editorial: Es- sponses of Seventh-Grade Students to the Science tablishing the Theoretical Frame, 225 Process Skill of Designing Experiments, 79 Cavallo, A.M.L.: Meaningful Learning, Reasoning Germann, P.J., Haskins, S., and Auls, S.: Analysis Ability, and Students’ Understanding and Problem of Nine High School Biology Laboratory Manuals: Solving of Topics in Genetics, 625 Promoting Scientific Inquiry, 475 Crawford, T.: See Kelly, G.J. Good, R.G.: See Demastes, S.S. Cross, R.T. and Price, R.F.: Science Teachers’ So- Gott, R.: See Duggan, S. cial Conscience and the Role of Controversial Is- Greenfield, T.A.: Gender, Ethnicity, Science sues in the Teaching of Science, 319 Achievement, and Attitudes, 901 Czerniak, C.M.: See Haney, J.J. Guzzetti, B.J.-and Williams, W.O.: Gender, Text, © 1996 by the National Association for Research in Science Teaching Published by John Wiley & Sons, Inc. CCC 0022-4308/96/ 101 139-03 1140 AUTHOR INDEX and Discussion: Examining Intellectual Safety in Kyle, W.C., Jr.: Editorial: Why Reducing the Drop- the Science Classroom, 5 Out Rate in the Absence of Restructuring Our So- cial Commitments to Address Oppression Will Be Halloun, I.: Schematic Modeling for Meaningful of Little Benefit, 939 Learning of Physics, 1019 Kyle, W.C., Jr.: See Caliendo, S.M. Haney, J.J., Czerniak, C.M., and Lumpe, A.T.: Kyle, W.C., Jr., Naidoo, P., and Yoloye, E.T.: Edi- Teacher Beliefs and Intentions Regarding the Im- torial: African Science and Technology Education plementation of Science Education Reform towards the Future, 343 Strands, 971 Hashweh, M.Z.: Effects of Science Teachers’ Epis- Lawrenz, F. and Huffman, D.: Considerations in temological Beliefs in Teaching, 47 Structural Modeling Research, 339 Haskins, S.: See Germann, P.J. Lazarowitz, R., Hertz-Lazarowitz, R., and Baird, Hertz-Lazarowitz, R.: See Lazarowitz, R. J.H.: Reply: Learning and Teaching Science in the Hickman, P.: See Audet, R.H. Classroom: New Settings and Statistical Com- Hogan, K. and Fisherkeller, J.: Representing Stu- ments, 681 dents’ Thinking about Nutrient Cycling in Ecosys- Lee, O. and Brophy, J.: Motivational Patterns Ob- tems: Bidimensional Coding of a Complex Topic, served in Sixth-Grade Science Classrooms, 303 941 Lewis, E.L. and Linn, M.C.: Where is the Heat?: A Huddle, P.A. and Pillay, A.E.: An In-Depth Study Response to David Pushkin, 335 of Misconceptions in Stoichiometry and Chemical Lijnse, P.L.: See Klaassen, C.W.J.M. Equilibrium at a South African University, 65 Linn, M.C.: See Lewis, E.L. Huffman, D.: See Lawrenz, F. Lumpe, A.T.: See Haney, J.J. Hurst, R. and Milkent, M.M.: Facilitating Success- ful Prediction Problem Solving in Biology through McArthur, J.M. and Wellner, K.L.: Reexamining Application of Skill Theory, 541 Spatial Ability within a Piagetian Framework, 1065 Jegede, O.J. and Okebukola, P.A.O.: Students’ McRobbie, C.J.: See Tobin, K. Ranking of and Opinions about the Standards of Meece, J.L. and Jones, M.G.: Gender Differences Learning in Nigerian Science Education Program, in Motivation and Strategy Use in Science: Are 665 Girls Rote Learners?, 393 Jensen, M.S. and Finley, F.N.: Changes in Stu- Milkent, M.M.: See Hurst, R. dents’ Understanding of Evolution Resulting from Miranda, C.: See Morais, A.M. Different Curricular and Instructional Strategies, Morais, A.M. and Miranda, C.: Understanding 879 Teachers’ Evaluation Criteria: A Condition for Johnson, P.: See Duggan, S. Success in Science Classes, 601 Jones, M.G.: See Meece, J.L. Naidoo, P.: See Kyle, W.C., Jr. Kali, Y. and Orion, N.: Spatial Abilities of High- Nakhleh, M.B. and Krajcik, J.S.: Reply to Daniel School Students in the Perception of Geologic S. Domin’s Comment of Concept Mapping and Structures, 369 Representational Systems, 937 Kamen, M.: A Teacher’s Implementation of Authen- tic Assessment in an Elementary Science Class- Okebukola, P.A.O.: See Jegede, O.J. room, 859 Orion, N.: See Kali, Y. Kelly, G.J. and Crawford, T.: Students’ Interaction with Computer Representations: Analysis of Dis- Peebles, P.: See Demastes, S.S. course in Laboratory Groups, 693 Pekarek, R., Krockover, G.H., and Shepardson, Klaassen, C.W.J.M. and Lijnse, P.L.: Interpreting D.P.: Guest Editorial: The Research—Practice Gap Students’ and Teachers’ Discourse in Science in Science Education, 111 Classes: An Underestimated Problem?, 115 Pillay, A.E.: See Huddle, P.A. Krajcik, J.S.: See Nakhleh, M.B. Plucker, J.A.: Secondary Science and Mathematics Krockover, G.H.: See Pekarek, R. Teachers and Gender Equity: Attitudes and At- Kyle, W.C., Jr.: Editorial: A Report to the JRST tempted Interventions, 737 Community, 565 Plucker, J.A. and Bail, D.: Comment on “Learning Kyle, W.C., Jr.: Editorial: Shifting Ideologies and Science in a Cooperative Setting: Academic Science Education, 1043 Achievement and Affective Outcomes”, 677 Kyle, W.C., Jr.: Editorial: The Importance of In- Price, R.F.: See Cross, R.T. vesting in Human Resources, | Pushkin, D.B.: A Comment on the Need to Use AUTHOR INDEX 1141 Scientific Terminology Appropriately in Concep- Sobolewski, S.J. and Doran, R.L.: Replication of a tion Studies, 223 Path Analysis Model of Secondary Physics Enroll- ments: 20 Years Later, 501 Rath, A. and Brown, D.E.: Modes of Engagement Spector, B.: See Van Sickle, M. in Science Inquiry: A Microanalysis of Elementary Staver, J.R.: See Wang, J. Students’ Orientations toward Phenomena at a Stohr-Hunt, P.M.: An Analysis of Frequency of Summer Science Camp, 1083 Hands-On Experience and Science Achievement, Richmond, G. and Striley, J.: Making Meaning in 101 Classrooms: Social Processes in Small-Group Dis- Strage, A.A. and Bol, L.: High School Biology: course and Scientific Knowledge Building, 839 What Makes It a Challenge for Teachers?, 753 Rigano, D.L.: See Ritchie, S.M. Striley, J.: See Richmond, G. Ritchie, S.M. and Rigano, D.L.: Laboratory Ap- Sutman, F.X.: Guest Editorial: Science Literacy: A prenticeship through a Student Research Project, Functional Definition, 459 799 Roth, W.-M.: Guest Editorial: Tests, Representa- Tamir, P.: Guest Editorial: Science Education Re- tions, and Power, 817 search Viewed through Citation Indices of Major Roth, W.-M.: Teacher Questioning in an Open- Reviews, 687 Inquiry Learning Environment: Interactions of Tobin, K.: See Roth, W.-M. Context, Content, and Student Responses, 709 Tobin, K. and McRobbie, C.J.: Significance of Roth, W.-M. and Tobin, K.: Staging Aristotle and Limited English Proficiency and Cultural Capital Natural Observation against Galileo and (Stacked) to the Performance in Science of Chinese- Scientific Experiment or Physics Lectures as Rhe- Australians, 265 torical Events, 135 Roth, W.-M., Woszczyna, C., and Smith, G.: Af- Van Sickle, M. and Spector, B.: Caring Relation- fordances and Constraints of Computers in Science ships in Science Classrooms: A Symbolic Interac- Education, 995 tion Study, 433 Ruiz-Primo, M.A. and Shavelson, R.J.: Problems Varelas, M.: Between Theory and Data in a and Issues in the Use of Concept Maps in Science Seventh-Grade Science Class, 229 Assessment, 569 Verdonk, A.H.: See de Vos, W. Ruiz-Primo, M.A. and Shavelson, R.J.: Rhetoric and Reality in Science Performance Assessments: Wang, J. and Staver, J.R.: An Empirical Approach An Update, 1045 toward the Prediction of Students’ Science Achievement in the United States and Hubei, Chi- Shavelsor R.J.: See Ruiz-Primo, M.A. na, 283 Shepardson, D.P.: Social Interactions and the Medi- Wellner, K.L.: See McArthur, J.M. ation of Science Learning in Two Small Groups of Williams, W.O.: See Guzzetti, B.J. First-Graders, 159 Woszczyna, C.: See Roth, W.-M. Shepardson, D.P.: See Pekarek, R. Smith, G.: See Roth, W.-M. Yoloye, E.T.: See Kyle, W.C., Jr.