This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Apple, M. & Beane, J. (1995). Democratic Schools. Alexandria, VA: Association for Supervision and Curriculum Development.
Azmitia, M., & Montgomery, R. (1993). Friendship, transactive dialogues, and the development of scientific reasoning. Social Development, 2, 202–221.
Bearison, D.J. (1982). New directions on studies of social interaction and cognitive growth. In F. Serafica (Ed.), Social-cognitive development in context (p. 199–221). New York: Guilford.
Berkowitz, M. W. (1997). The complete moral person: Anatomy and formation. In J.M. Dubois (Ed.), Moral issues in psychology: Personalist contributions to selected problems (p. 11–41). Lanham, MD: University Press of America.
Berkowitz, M. (2000). Civics and moral education. In B. Moon, S. Brown, & M. Ben-Peretz (Eds.), Routledge International Companion to Education (p. 897–909). New York: Routledge.
Berkowitz, M. W. (In press). The science of character education. In W. Damon (Ed.), Future directions in character education. Stanford CA: Hoover Institute Press.
Berkowitz, M. W., & Gibbs, J.C. (1983). Measuring the developmental features of moral discussion. Merrill-Palmer Quarterly, 29, 399–410.
Berkowitz, M. W., Gibbs, J. C., & Broughton, J. M. (1980). The relation of moral judgment stage disparity to developmental effects of peer dialogues. Merrill-Palmer Quarterly, 26, 341–357.
Berkowitz, M. W., & Grych, J. (1998). Fostering goodness: Teaching parents to facilitate children’s moral development. Journal of Moral Education, 27, 371–391.
Berkowitz, M. W., & Grych, J. (2000). Early character development and education. Early Education and Development, 11, 55–72.
Berkowitz, M. W., & Oser, F. (Eds.), (1985). Moral education: Theory and applications. Hillsdale, NJ: Lawrence Erlbaum and Associates.
Berkowitz, M.W., Schaeffer, E.F., & Bier, M.C. (2001). Character education in the United States. Education in the North, 2001–2002, 1(9), 52–59.
Cobb, P. (1989). Experiential, cognitive, and anthropological perspectives in mathematics education. For the Learning of Mathematics, 9(2), 32–42.
Dalton, J., & Watson, M. (1997). Among friends: Classrooms where caring and learning prevail. Oakland CA: Developmental Studies Center.
Damon, W. (1988). The social world of the child. San Francisco: Jossey-Bass.
Damon, W., & Killen, M. (1982). Peer interaction and the process of change in children’s moral reasoning. Merrill-Palmer Quarterly, 28, 347–367.
DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. NY: Teachers College Press.
Dewey, J. (1944). Democracy and education. New York: The Free Press.
Doise, W., Mugny, G., & Perret-Clermont, A.N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5, 367–383.
Driver, R., Guesne, E., & Tibershien, A. (Eds.) (1985). Children’s ideas in science. Philadelphia: Open University Press.
Driver, R. & Oldham, V. 1986. A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105–122.
Faulkner, D., Joiner, R., Littleton, K., Miell, D., & Thompson, L. (2000). The mediating effect of task presentation on collaboration and children’s acquisition of scientific reasoning. European Journal of Psychology of Education, 15, 417–430.
Furth, H.G., & Wachs, H. (1975). Thinking goes to school: Piaget’s theory in practice. New York: Oxford University Press.
Gabel, D. (Ed.), (1994). Handbook of research on science teaching and learning. New York: Macmillan Publishing Company.
Greene, M. (1985). The role of education in democracy. Educational Horizons, 63, 3–9.
Hein, G. (1998). Learning in the Museum. New York: Routledge.
Hendrix, J., & Mertens, T. R. (1990). Empowering teachers to meet students and peers’ educational needs. The American Biology Teacher, 52, 219–24.
Johnson, D., Johnson, R., & Scott, L. (1978). The effects of cooperative and individualized instruction on student attitudes and achievement. Journal of Social Psychology, 104, 207–216.
Joyce, B. & Weil, M. (1986). Models of Teaching. Englewood Cliffs, NJ: Prentice Hall Inc.
Killen, M., & Hart, D. (1995). Morality in everyday life: Developmental perspectives. NY: Cambridge University Press.
Kruger, A.C. (1992). The effect of peer and adult-child transactive discussions on moral reasoning. Merrill-Palmer Quarterly, 38, 191–211.
Kruger, A.C., & Tomasello, M. (1986). Transactive discussions with peers and adults. Developmental Psychology, 22, 681–685.
Lickona, T. (1983). Raising good children. NY: Bantam Books.
Lickona, T. (1991). Educating for character. NY: Bantam Books.
Lickona, T., Schaps, E., & Lewis, C. (1996). Eleven principles of effective character education. Washington DC: Character Education Partnership.
Lowell, K. (1979). Intellectual growth and the school curriculum. In F.B. Murray (Ed.), The impact of Piagetian theory on education, philosophy, psychiatry, and psychology (p. 191–208). Baltimore: University Park Press.
MacDonald, R., Miell, D., & Morgan, L. (2000). Social processes and creative collaboration in children. European Journal of Psychology of Education, 15, 405–415.
Maitland, K., & Goldman, J. (1974). Moral judgment as a function of peer group interaction. Journal of Personality and Social Psychology, 30, 699–704.
McClellan, B. E. (1999). Moral education in America: Schools and the shaping of character from colonial times to the present. NY: Teachers College Press.
McCommas, W. (1993). STS education and the affective domain. In R. Yager, (Ed.), What Research Says to the Science Teacher: The Science, Technology, Society Movement. VII, (p. 161–168).
Miell, D., & MacDonald, R. (2000). Children’s creative collaborations: The importance of friendship when working together on a musical composition. Social Development, 9, 348–369.
Miller, M. (1980). Learning how to contradict and still pursue a common end — The ontogenesis of moral argumentation. Unpublished paper, Max Planck Institute, Starnberg Germany.
Miller, S. A., & Brownell, C. A. (1975). Peers, persuasion, and Piaget: Dyadic interaction between conservers and non-conservers. Child Development, 46, 992–997.
Mosher, R., Kenny, R., & Garrod, A. (1994). Preparing for Citizenship: Teaching Youth to Live Democratically. Westport, CT: Praeger.
Mugny, G., Perret-Clermont, A.N., & Doise, W. (1981). Interpersonal coordinations and sociological differences in the construction of the intellect. In G.M. Stephenson & J.M. Davis (Eds.), Progress in applied social psychology (Volume 1) (p. 315–343).
National Science Education Standards (1996). Washington, D. C.: National Academy Press.
Pedersen, J. (1993). STS issues: A perspective. In Yager, (Ed.), What Research Says to the Science Teacher: The Science, Technology, Society Movement. VII, p. 17–22.
Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81, 639–646.
Piaget, J. (1970). Science of education and the psychology of the child. New York: Viking Press.
Power, C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg’s approach to moral education. NY: Columbia University Press.
Ramsey, J. & Hungerford, H. (1989). The effects of issue investigation and action training on environmental behavior in seventh grade students. Journal of Environmental Education, 20, 29–34.
Rubba, P. (1989). An investigation of the semantic meaning assigned to concepts affiliated with STS education and of STS instructional practices among a sample of exemplary science teachers. Journal of Research in ScienceTeaching, 26, 678–702.
Sadker, M., & Sadker, D.M. (1977). Now upon a time: A contemporary view of children’s literature. NY: Harper and Row.
Schaps, E. (2001, Jan–Feb). Community in school: The key to violence prevention and more. Safe Learning, 20–21.
Science/Technology/Society Position Statement. (1993). In National Science Teachers Association Handbook. Washington, DC: National Science Teachers Association.
Schwab, J. (1965). Biological sciences curriculum study, Biology teachers’ handbook. New York: John Wiley and Sons.
Sehr. D. (1997). Education for public democracy. New York: State University of New York Press.
Sigel, I. E. (1979). Piaget and education: A dialectic. In F. B. Murray (Ed.), The impact of Piagetian theory on education, philosophy, psychiatry, and psychology (p. 209–224). Baltimore: University Park Press.
Simmons, P. (1994). Ethics in science and technology. National Science Teachers Association Annual Conference, Anaheim.
Sizer, T. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon Press.
Slavin, R. (1980). Cooperative learning. Review of Educational Research, 50, 315–42.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4, 3–51.
Teasley, S. D. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L.B. Resnick, R. Saljo, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (NATO ASI Series F, Vol. 160) (p. 361–384). Berlin: Springer-Verlag.
Thiroux, J. P. (2001). Ethics — theory and practice. Upper Saddle River, New Jersey: Prentice-Hall.
Tobin, K., (Ed.). 1993. The Practice of Constructivism in Science Education. Washington: AAAS Press.
UNESCO (1991). Values and Ethics and the Science and Technology Curriculum. Asia and the Pacific Programme of Educational Innovation for Development. Bankok.
Von Glasersfeld, E. (1995). Radical constructivism. A way of knowing and learning. London: The Falmer Press.
Walker, L. J., & Taylor, J. H. (1991). Family interactions and the development of moral reasoning. Child Development, 62, 264–283.
Yager, R. & Roy, R. (1993). STS: Most pervasive and most radical of reform approaches to “science” education. In R. Yager, (Ed.), What Research Says to the Science Teacher: The Science, Technology, Society Movement. VII, p.7–16
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Kluwer Academic Publishers
About this chapter
Cite this chapter
Berkowitz, M.W., Simmons, P.E. (2003). Integrating Science Education and Character Education. In: Zeidler, D.L. (eds) The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education. Science & Technology Education Library, vol 19. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4996-X_7
Download citation
DOI: https://doi.org/10.1007/1-4020-4996-X_7
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3855-6
Online ISBN: 978-1-4020-4996-5
eBook Packages: Springer Book Archive