Abstract
Journal of Research in Science TeachingVolume 35, Issue 1 p. 1-2 EditorialFree Access Editor's note: Enduring scholarship and dialogue William C. Kyle Jr., Corresponding Author William C. Kyle Jr. School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499Search for more papers by this authorJonathan Osborne, Jonathan Osborne Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorJohn Leach, John Leach Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorPhil Scott, Phil Scott Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorStephen P. Norris, Stephen P. Norris Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland, Canada A1B 3X8Search for more papers by this author William C. Kyle Jr., Corresponding Author William C. Kyle Jr. School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499Search for more papers by this authorJonathan Osborne, Jonathan Osborne Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorJohn Leach, John Leach Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorPhil Scott, Phil Scott Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorStephen P. Norris, Stephen P. Norris Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland, Canada A1B 3X8Search for more papers by this author First published: 07 December 1998 https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<1::AID-TEA1>3.0.CO;2-XAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References Driver, R. (1997). The application of science education theories: A reply to Stephen P. Norris and Tone Kvernbekk. Journal of Research in Science Teaching, 34, 1007– 1018. Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61– 84. Norris, S. P., & Kvernbekk, T. (1997). The application of science education theories. Journal of Re-search in Science Teaching, 34, 977– 1005. Volume35, Issue1January 1998Pages 1-2 ReferencesRelatedInformation
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