References
- Brickhouse, N. (1994). Children's observations, ideas, and the development of classroom theories and light. Journal of Research in Science Teaching, 31(6), 639-656 https://doi.org/10.1002/tea.3660310606
- Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42 https://doi.org/10.3102/0013189X018001032
- Budoff, M. (1987). Measures for assessing learning potential. In C.S. Lidz (Ed.). Dynamic assessment: An interactive approach to evaluating learning potential (pp. 173-195). New York: Guilford
- Campione, J. C. & Brown, A. L. (1984). Learning ability and transfer propensity as sources of individual differences in intelligence. In P.H. Brooks, R. Sperber, & C. McCauley (Eds.). Learning and cognition in the mentally retarded (pp. 265-293). Hillsdale, NJ: Lawarence Erlbaum
- Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London: Routledge
- Feher, E., & Rice, K. (1988). Shadows and anti-images: Children's conceptions of light and vision. Science Education, 72(5), 637-649 https://doi.org/10.1002/sce.3730720509
- Fetherstonhaugh, T., & Treagust, D. F. (1992). Students' understanding of light and its properties: Teaching to engender conceptual change. Science Education, 76(6), 653-672 https://doi.org/10.1002/sce.3730760606
- Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device: Theory, instruments, and techniques. Baltimore: University Park Press
- Firestone, W. A., & Mayerowitz, D. (2000). Rethinking 'high stakes': Lessons from the United States and England and Wales. Teachers College Record, 102, 724-749 https://doi.org/10.1111/0161-4681.00075
- Guesne, E. (1985). Light. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 11-32). Philadelphia: Open University Press
- Haney, W. (2000). The myth of the Texas miracle in education. Educational Policy Analysis Archives, 8(41)
- Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. (2nd ed.). Princeton, NJ: Princeton University Press
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press
- Lidz, C. s. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. The Guilford Press, New York
- Lidz, C. S., and Elliott, J. G. (2000). Dynamic assessment: Prevailing models and applications. Amsterdam: JAI/Elsevier Science
- Madaus, G. F., & Clarke, M. (2001). The adverse impact of high stakes testing on minority students: Evidence from 100 years of test data. In G. Orfield & M. Kornhaber (Eds), Raising standards or raising barriers? Inequality and high stakes testing in public education. New York: The Century Foundation
- Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. Journal of the Learning Sciences, 6(1), 91-142 https://doi.org/10.1207/s15327809jls0601_5
- Miles, M., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, Thousand Oaks
- McNeil, L., & Valanzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric. In G. Orfield, & M. L. Kornhaber (Eds). Raising standards or raising barriers? New York: Century Foundation Press, pp. 127-150
- Monk, M. (1991). Generic epistemological notes on recent research into children's understanding of light. International Journal of science Education, 13, 255-270 https://doi.org/10.1080/0950069910130304
- National Center for Educational Statistics (2004). Trends in International Mathematics and Science Study. Retrieved from http://nces.ed.gov/timss
- Organisation for Economic Co-operation and Development (2004). Programme for International Student Assessment (PISA). Retrieved from http://www.pisa.oecd.org
- Palincsar, A. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375 https://doi.org/10.1146/annurev.psych.49.1.345
- Powell, R. R., & Skoog, G. (2000). Middle level integrative curriculum reform: A study of teachers' epistemological theories. Research in Middle Level Education Annual, 23, 1-34 https://doi.org/10.1080/19404476.2000.11658148
- Rice, K., & Feher, E. (1987). Pinholes and images: Children's conceptions of light and vision. Science Education, 71(4), 629-639 https://doi.org/10.1002/sce.3730710413
- Schwab, J. J. (1964). Structure of the disciplines: Meanings and significance. The structure of knowledge and the curriculum. G. W. Ford and L. Pugno. Chicago, Rand McNally & Co.
- Settlage, J., & Meadows, L. (2002). Standards-based reform and its unintended consequences: Implications for science education within America's urban schools. Journal of Research in Science Teaching, 39(2), 114-127 https://doi.org/10.1002/tea.10012
- Shavelson, R. J., Baxter, G. P., & Pine, J. (1990). Performance assessment in science. Applied Measurement in Education, 4(4), 347-362
- Smith, M. L. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 20(5), 8-11 https://doi.org/10.3102/0013189X020005008
- Vygotsky, L. S. (Ed.). (1978). Mind in society: The development of higher psychological processes (Edited by Cole, M. John-Steiner, V. and Souberman, Eds.). Cambridge, MA: Harvard University Press
- Watts, M. (1985). Student conceptions of light: A case study. Physics Education, 20, 183-7 https://doi.org/10.1088/0031-9120/20/4/310
- Weber, R. (1990). Basic content analysis: Quantitative applications in the social sciences. Sage Publications, Thousand Oaks