Northern Arizona University - Center for Science Teaching and Learning

Center for Science Teaching and Learning
PO Box 5697
Flagstaff, AZ 86011-5697
Phone: (928) 523-7160
Fax: (928) 523-7953

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Austin, B. A., Menasco, J., and Vannette, T. (2008). The nature of science in popular non-fiction. , 75(5), 27-32.

Hoisch, T., Austin, B., Manone, M., and Newell, S. (in review). Application of tablet PCs and interactive classroom software to lecture demonstrations on mineral optics. .

Austin, B. A., & Schmidt, N. (accepted--in preparation). Pedagogy, environmental education, and context: Promoting knowledge through concept mapping. In Bodzin, A., Weaver, S., & Klein, B. S. (Eds.), .




Gess-Newsome, J., Luft, Julie A., & Bell, Randy L. (eds) (2009), Reforming Secondary Science Instruction, Arlington, VA.:NSTA Press.

Gess-Newsome, J., & Austin, B.A. (accepted—in preparation). The Role of Teacher Leadership in Science Education Reform. In Rhoton, J. (Eds.), .

Schwartz, R.S., & Gess-Newsome, J (2008). Elementary science specialists: A pilot study of current models and a call for participation in the research. .

Ueckert, C., & Gess-Newsome, J (2008). Increasing student involvement in learning. .

Smith, L., & Gess-Newsome, J (2004). Elementary science methods courses and the : Are we adequately preparing teachers? , 15, 91-110.

Gess-Newsome, J, Blocher, M., Clark, J., Menasco, J., & Willis, E.M. (2003). Technology infused professional development: A framework for development and analysis. , www.citejournal.org/vol3/iss3/general/artcile2.cfm

Gess-Newsome, J, Southerland, S.A., Johnston, A, & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. , 40(3), 731-768.

Southerland, S.A., Gess-Newsome, J, & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. , 40(7), 669-691.

Woodbury, S., & Gess-Newsome, J (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. , 16(5), 763-782.

Gess-Newsome, J (2002). Reactions to Bull, Bull, Garofalo, and Harris- Grant Challenges: Preparing for the Technological Tipping Point. . 2(1). www.citejournal.org/vol2/iss1/toc.cfm

Gess-Newsome, J (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. , 11, 55-67.

Southerland, S.A., & Gess-Newsome, J (1999). Preservice teachers’ views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. , 83, 131-150.

Gess-Newsome, J (1999). Comments on “Educating teachers” paper set: Expanding questions and extending implications. , 83, 385-391.

Hyde, M.S., & Gess-Newsome, J (1999). Adjusting our educational practice in an attempt to increase female persistence in the sciences. , 1(4), 335-355.

Gess-Newsome, J (1999). Delivery models for elementary science instruction: A call for research. , 3(3), 1-8.

Bullough, R.V.Jr., Burbank, M., Gess-Newsome, J, Kauchak, D., & Kennedy, C. (1998). ‘What matters most: Teaching for America’s future?’ A faculty response to the Report of the National Commission on Teaching and America’s future. , 24(1), 7-32.

Gess-Newsome, J, & Lederman, N.G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. , 32(3), 301-325.

Lederman, N.L., Gess-Newsome, J, & Latz, M.S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. , 31(2), 129-146.

Gess-Newsome, J, & Lederman, N.G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: A year-long assessment. , 77(1), 25-45.

Lederman, N.G., Gess-Newsome, J, & Zeidler, D. (1993). A summary of research in science education - 1991. , 77(5), 465-559.

Reprinted as: Lederman, N.G., Gess-Newsome, J, & Zeidler, D. (1993). . Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Lederman, N.G., & Gess-Newsome, J (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the Ideal Gas Law of science teaching? , 3(1),16-20.

Lederman, N.G., & Gess-Newsome, J (1991). Metamorphosis, adaptation, or evolution?: Preservice science teachers' concerns and perceptions of teaching and planning. , 75(4), 443-456.

Gess-Newsome, J, & Lederman, N.G. (1990). The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis. , 27(8), 717-726.

Gess-Newsome, J (1989). Unfolding the mysteries of DNA. , 56(6), 74-75.

Reprinted as: Gess-Newsome, J (1991). Unfolding the mysteries of DNA. . May, 1991, 25-27.




Bloom, N.E. and C. Stout. 2005. . First Monday. Vol 10. No. 6. (http://www.firstmonday.org/issues/issue10_6/bloom/index.html)

Soots. B. and N. Bloom. 2000. . Center for Engineering Plants for Resistance Against Pathogens.




Baldwin, M., Cardenas, S., Garcia, G., & Rentfro, R. L. (2002). Evaluating standards-based biology instructional materials: A tool for Texas teachers. , 31, (2) 24-27.




James, M.C. (2008). Novel Optical Properties of a Submerged Light Bulb, , 76(9), 856-862.

James, M.C., Barbieri, F., & Garcia P. (2008). What are they talking about? Lessons learned from a study of Peer Instruction discourse, , volume 7, Issue 1.

James, M.C. & Scharmann, L. C. (2007). Using analogies to improve the teaching performance of novice teachers, , 44(4), 565-585.

James, M.C. (2006). The effect of grading incentive on student discourse in peer instruction, , 74(8), 689-691.

Scharmann, L.C., Smith, M.U., James, M.C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, & umbrellology, , 16, 27-41.

Scharmann, L.C., James, M.C., & Smith, A.S. (2004). Assessment in college science courses. In D. W. Sunal, E. L. Wright, & J. B. Day (Eds.), (pp. 137-152). Greenwich, CT: Information Age Publishing.

Mohazzabi, P. & James, M.C. (2000). Plumb line and the shape of the earth. , 68, 1038-1045.




Menasco, J. & Clark, J. (2000). GEMS Units Accept the Challenges of the Information Age. . Berkeley, CA. The Regents of the University of California. Volume XIII, Number 2.

Ebert-May, D. & Menasco, J. (1998). (10th ed.). NSF-funded ([Division of Undergraduate Education] DUE-9254280).

Bogert, R., Clark, J., Lindner, B., Menasco, J., Clark, H., and Harrison, T. (1997). NAU Symposium on Systemic Reform in Science and Mathematics Education. Phoenix, AZ. Arizona Board of Regents. (http://www.abor.asu.edu/4_special_programs/eisenhow/NAUSymposium_rpt.html)




Sletten, Kristin K. and Gary E.Larson, 1984. Possible relationships between surface water chemistry and aquatic plant occurrence in the Northern Great Plains. Proc. S.D. Acad. Sci 63:70 – 76.




“Active Learning”, chapter in NSTA handbook on College Science Teaching, Catherine Ueckert and Julie Gess-Newsome, accepted, scheduled publishing date 2008.

Ueckert, C. & Gess-Newsome, J (2008). “Increasing Student Involvement in Learning.” , 75(9), 47-52).

Ueckert, C. (January 2008). Arizona Course Redesign Teams Begin Pilots: Introductory Biology at Northern Arizona University. The Learning MarketSpace.

Tunnicliffe, S. & Ueckert, C. (2007). Teaching Biology-the great dilemma. , 41(2), 51-52.

Ueckert, C.& Gess-Newsome, J (2006). Active Learning in the college science classroom. , National Science Teachers Association Press.

Ueckert, C. (2006). , wrote and revised test questions for chapters 2-14, Life: The Science of Biology by Purves, Sadava, Orians & Heller. Sunderland, MA: Sinauer Associates, Inc.

Catherine Ueckert “Is Your Place Important? Enhancing Biology Education and Bioethical Decision-Making with Place-Based Connections, paper presented at BIOED 2004: Biology, Sustainable Development, Ethics and Citizenship conference, Rio de Janeiro, Brazil, September 13, 2004.

Catherine Ueckert, Purves Seventh Edition Test Bank, (2004) wrote and revised test questions for chapters 1- 18, Life: The Science of Biology by W. Purves, D. Sadava, G. Orians & H. C. Heller. Sinauer Associates, Inc., Sunderland, MA.

NCATE Standards for Content in Life Sciences, (2003) C. Ueckert, J. Moore, & J. Ellis, The Natural History of Giant Sequoias Muleady Mecham & Wilcoxson Ueckert, , 64 (8), 573-578, 2002.

Catherine Ueckert (2000), The Top 10 Things New Teachers Should Know, pages 40-43 in A Holt Science & Technology: Holt, Rinehart & Winston, Austin.

Catherine Ueckert (1999), Setting the Stage for Understanding DNA, Catherine Wilcoxson, Deborah Romanek & Dan Wivagg, , 61 (9), 680-684,.

Catherine Ueckert (1999) Kitchen Microbiology, Catherine Wilcoxson, Richard Shand, & Stacy Shand, January, , 61 (1), 34-38.

Catherine Ueckert (1997) Achieving the Vision of the National Standards in Nebraska: Frameworks as a First Step in Classroom Implementation, School Science & Mathematics, 97(6).

Catherine Ueckert (1996) The Nebraska Mathematics/Science Curriculum Framework Project: An Impetus for Change, Spring, pp. 30-33.

Catherine Ueckert (1995) Looking at the Big Picture; Briefing Paper for Making It Happen: First in the World in Science & Mathematics Education Forum, July 26-27 1995, Washington, DC. Sponsored by Executive Office of the President and Office of Science and Technology Policy.

Catherine Ueckert (1995) NE Dept. of Education, , 1995, NE Dept. of Education, Lincoln, NE (80 pp).

Catherine Ueckert (1995). , University of NE at Omaha, Omaha, NE (86 pp)

Johnson, J. , Wilcoxson, C. & Bonnstetter, R. (1992). Equity in Science Class. Science Scope, 15(7), 46-47.




Wolf, Deborah A. (Summer 2008). Research Protocol to Human Subjects Committee/Institutional Review Board (IRB) at NAU. Project number 08.1258.