Bibliography – stcse students‘ and Teachers‘ Conceptions and Science Education Full Version fv09. rtf / March 23, 2009



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Bibliography – STCSE

Students‘ and Teachers‘ Conceptions and Science Education
Full Version fv09.rtf / March 23, 2009
Reinders Duit duit@ipn.uni-kiel.de

Aalst, H. F. v. (1985). The differentation between connections in series and in parallel from cognitive mapping. Implications for teaching. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 115-128). Kiel: Schmidt & Klaunig // g6,g7,P,E.

Aalst, J. (1997). Learning about heat and matter with CSILE: An inquiry into conceptual change. Occasional paper: Department of Curriculum, Teaching, and Learning, University of Toronto, 1-32 // g7,P,T,AT.

Abdeljabbar, M. (1986). Quelle methodologie d'identification des representations des eleves dans le contexte extra-scolaire et scolaire. In A. Giordan, Martinand, J. L. (Ed.), Feuilles d'epistemologie appliquee et de didactique des sciences (pp. 33-38). Paris: Instaprint // g7.

Abd-El-Khalick, F., BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673-699 // g8,CSC.

Abd-El-Khalick, F., Lederman, N. G. (1998). Improving science teachers' conceptions of the nature of science. Paper presented at the annual meeting NARST, San Diego, 1998, 1-66 // g7,g8,CTL,CSC.

Abd-El-Khalick, F., Bell, R. L. , Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-736 // g8,CSC,CTL,VIDEO.

Abd-El-Khalick, F., Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-702 // g8,CSC.

Abd-El-Khalick, F., Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095 // g3,g7,CSC.

Abd-El-Khalick, F. (2001). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers' views. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 1-5 // g8,CSC.

Abd-El-Khalick, F. (2002). Rutherford's enlarged: A content-embedded activity to teach about nature of science. Physics Education, 37(1), 64-68 // g7, P, Q, CSC.

Abd-El-Khalick, F. (2006). Preservice and experienced biology teachers' global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 1-29 // g8, B, PHYSIO.

Abd-El-Khalick, F., & Akerson, V. (2007). On the role and use of ''theory'' in science education research. Science Education, 91(1), 187-194 // g1, CSC, CC.

Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the developement of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810 // g7, g8, CSC, AFF.

Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419 // g1, INQUIRY.

Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855 // g1, TXT, C, CSC.

Abd-el-Khalik, F., Bell, R. L. , Schwarz, R. S. (2002). Views of nature of science questionaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521 // g1,g5,g6,CSC.

Abdel-Wahab, M. C. (1978). Levels of understanding of new physics laws. Madison: University of Wisconsin // g6,P,Q.

Abdullah, A., Scaife, J. (1997). Using interviews to assess children's understanding of science concepts. School Science Review, 78(285), 79-84 // g5.

Abdullah, K. B., Lowell, W. E. (1981). The ability of children to generalize selected science concepts. Journal of Research in Science Teaching, 18(6), 547-555 // g6.

Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 387-396 // g7, P, M, T, MMEDIA.

Abell, S., Martini, M. , George, M. (2001). "That's what scientits have to do": Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109 // g7,CSC.

Abell, S. K., Smith, D. C. (1992). What is science? Preservice elementary teachers' conceptions of the nature of science. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 11-22). Kingston, Ontario: The Faculty of Education, Queens University // g8,CSC.

Abell, S. K., Smith, D. C. (1994). What is science?: Preservice elementary teachers' conceptions of the nature of science. International Journal of Science Education, 16(4), 475-487 // g8,CSC.

Abell, S. K., Roth, M. (1995). Reflections on a fifth-grade life science lesson: Making sense of children's understanding of scientific models. International Journal of Science Education, 17(1), 59-74 // g7,g8,B,CTL.

Abell, S. K. (2000). Science teacher education - an international perspective. Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Abell, S. K., Jacks, A. M. (2000). Thinking like a teacher: Learning to teach science in a study abroad program. In S. K. Abell (Ed.), Science teacher education - an international perspective (pp. 141-156). Dordrecht, The Neterhlands: Kluwer Academic Publishers // g8,CTL.

Abell, S. K. (2005). University science teachers as researchers: Blurring the scholarship boundaries. Research in Science Education, 35(2-3), 281-298 // g7, g8, CSC, CTL.

Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Research on science education (pp. 1105-1149) // g1, PCK, g8, P, ES, B, g9.

Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416 // g1, PCK.

Aberg-Bengtsson, L., & Ottosson, T. (2006). What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement. Journal of Research in Science Teaching, 43(1), 43-62 // g7, IMAGE, GRAPHICS.

Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72, 175-184 // g1.

Abimbola, I. O., Yarroch, W. L. (1993). The problem of terminology in the study of student conceptions in science: A second look. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g1.

Abraham, M. R., Grzybowski, E. B. , Renner, J. W. , Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105-120 // g6,C.

Abraham, M. R., Williamson, V. M. , Westbrook, S. L. (1994). A cross age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165 // g6,C.

Abraham, M. R. (1998). The learning cycle approach as a strategy for instruction in science. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 513-524). Dordrecht, Netherlands: Kluwer Academic Press // g1,PIAGET,g7.

Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969 // g7, LAB.

Abrams, E., Wandersee, J. H. . (1995). How does biological knowledge grow? A study of life scientists' research practices. Journal of Research in Science Teaching, 32(6), 649-663 // g6,CSC.

Abrams, E. (1998). Talking and doing science: Important elements in a teaching-for-understanding approach. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 307-323). San Diego: Academic Press // g1,SCON,CC,g7.

Abrams, E., Southerland, S. (2001). The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning. International Journal of Science Education, 23(12), 1271-1281 // g6,GC,B.

Acampo, J., de Jong, O. (1994). Chemistry teachers' learning processes: A study of teacher training and reflection on classroom activities. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 229-237). Hong Kong: International Council of Associations for Science Education // g8,CTL.

Acampo, J. (1995). Chemistry teachers' learning processes concerning education in electrochemistry for 5 VWO. In D. Psillos (Ed.), European Research in Science Education II (pp. 441-448). Thessaloniki: Art of Text S. A. // g8,C.

Acar, B., & Tarhan, L. (2008). Effects of cooperative learning on students' understanding of metallic bonding. Research in Science Education, 38(4), 401-420 // g7, C.

Acher, A., Arcà, M., & Sanmarti, N. (2007). Modeling as a teaching learning process for understanding materials: A case of study in primacy education. Science Education, 91(3), 398-418 // g1, g7, MODEL.

Ackermann, K., Dinter, K. , Jaeckel, K. (1986). Untersuchungen von Schuelervorstellungen und Handlungsweisen im Bereich Waermelehre. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der GDCP-Tagung 1985 (pp. 203-205). Alsbach: Leuchtturm // g6,P,T.

Adamczyk, A., Willson, M. (1996). Using concept maps with trainee physics teachers. Physics Education, 31(6), 374-381 // g5.

Adamczyk, P., Willson, M. , Williams, D. (1994). Concept mapping: A multilevel and multi-purpose tool. School Science Review, 76(275), 116-124 // g5,g7.

Adams, A., Chiappetta, E. (1998). Students' beliefs, attitudes, and conceptual change in a traditional high school physics classroom. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-24 // g7,P,M,FORCE,CTL,CSC,STS.

Adams, A. (2004). Investigating the nature of science in a biology course for teachers. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CSC, CTL.

Adams, A. D., Chiapetta, E. L. (1998). Students' beliefs, attitudes, and conceptual change in a traditional high school physics classroom. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 1998 // g1,CC,CON,g7,CSC,AFF.

Adams, D. (1998). Students' beliefs, attitudes, and conceptual change in a constructivist high school physics classroom. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA, USA // g7,CSC,ATT,P,FORCE,LPRO.

Adams, J. D., Tran, L. U., Gupta, P., & Creedon-O'Hurley, H. (2008). Sociocultural frameworks of conceptual change: implications for teaching and learning in museums. Cultural Studies of Science Education(3), 435-449 // g1, CC, SCON.

Adams, P. (1997). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34(6), 633-653 // g8,g9,CTL.

Adams, P. E., Krockover, G. H. (1999). Stimulating constructivist teaching styles through use of an observation rubric. Journal of Research in Science Education, 36(8), 995-971 // g1,KELLY,g8,CTL,CSC,VIDEO.

Adams, R. J., Doig, B. A. , Rosier, M. (1991). Science learning in Victorian schools: 1990. Melbourne, Australia: Australian Council for Educational Research // g6,P,AT,AS,M,O,B,GEN.

Adeniyi, E. O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education, 19(4), 311-316 // g6,B.

Adesoji, F. A., & Raimi, S. M. (2004). Effects of enhanced laboratory instructional technique on senior secondary students' attitude toward chemistry in Oyo township, Ohio State, Nigeria. Journal of Science Education and Technology, 13(3), 377-386 // g7, C, LAB, PROSOL, AFF.

Adey, P. (1987). A response to "Towards a Lakatosian analysis of Piagetian and alternative conceptions research program". Science Education, 71(1), 5-7 // g1.

Adey, P., Shayer, M. (1988). Strategies for meta-learning in physics. Physics Education, 23, 97-104 // g1.

Adey, P., Shayer, M. (1991). An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum. Final manuscript accepted by Cognition and Instruction, 1-20 // g1.

Adey, P. (1992). Alternative constructs and cognitive development: Commonalities, divergences, and possibilities for evidence. Research in Science Education, 22, 1-10 // g1.

Adey, P. (1994). The problem with problem solving - in chemistry and in general. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 203-210). Hong Kong: International Council of Associations for Science Education // g1.

Adey, P. (1994). Science Education research and cognitive science. In P. L. Lijnse (Ed.), European research in Science Education - Proceedings of the first Ph. D. Summerschool (pp. 17-32). Utrecht: CDß Press, Centrum voor ß-Didactiek // g1.

Adey, P. (1995). Science Education research and cognitive science. Research in Science Education, 25(1), 101-113 // g1,COSC.

Adey, P. (1999). Revisiting cognitive conflict, construction, and metacognition, and discovering metaconstructivism. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.1 (pp. 58-61). Kiel: IPN Kiel // g1,CON,PIAGET.

Adey, P. (2005). Issues arising from the long-term evaluation of cognitive acceleration programs. Research in Science Education, 35, 3-22 // g1, gc, g7.

Aduriz-Bravo, A. (2001). A proposal to teach the abductive argumentation pattern through detective novels. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. (Ed.), Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 2 (pp. 715-717). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,CTL.

Aduriz-Bravo, A., Bonan, L., Galli, L. G., Chion, A. R., & Meinardi, E. (2005). Scientific argumentation in pre-service biology teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 1(1) // g8, CTL, ARGUMENTATION.

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Afonso, A., S., & Gilbert, J. K. (2008). The nature of exhibits about acoustics in science and technology centres. Research in Science Education, 38(5), 633-651 // g7, P, S, INFORMAL.

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Aguirre, J., Erickson, G. L. (1984). Students' conceptions about the vector characteristics of three physics concepts. Journal of Research in Science Teaching, 21(5), 439-457 // g6,P.

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