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



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Chang, S.-N., & Chiu, M.-H. (2005). The development of authentic assessments to investigate ninth graders' scientific literacy: In the case of scientififc cognition concerning the concepts of chemistry and physics. International Journal of Science and Mathematics Education, 3(1), 117-140 // g5.

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Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29(2), 195-214 // g7, B, GENETICS, LAB, INQUIRY.

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Chi, M. T. H., Feltovich, P. J. , Glaser, R. (1980). Representation of physics knowledge by experts and novices. University of Pittsburgh, Learning Research and Development Center, Technical Report No.2 // g1.

Chi, M. T. H., Slotta, J. D. , de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43 // g1.

Chi, M. T. H. (2005). Commonsense conceptions of emergent process: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2), 161-199 // g1, g6, B, HUMAN, P, DIFFUSION, g7.

Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge // g1, CC, COSC, MM.

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Childs, A., & McNicholl, J. (2007). Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourses. International Journal of Science Education, 29(13), 1629-1653 // g8, CTL.

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Chin, C., Hogan, K. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138 // g1,PHEN,g7,C,LPRO.

Chin, C., Brown, D. E. , Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549 // g1,QUESTION,g7,C,LPRO.

Chin, C. (2003). Students' approaches to learning science: Responding to learners' needs. School Science Review, 85(310), 97-105 // g7, ASSESSMENT.

Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315-1346 // g7, DISCOURSE, VIDEO.

Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843 // gp, DISCOURSE, g8, CTL, VIDEO.

Chin, C., & Chia, L.-G. (2004). Implementing project work in biology through problem-based learning. Journal of Biological Education, 38(2), 69-75 // g7, B, PHYSIO, PROSOL.

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Chin, C., & Chia, L.-G. (2006). Problem-based learning: Using ill-structured problems in biology project work. Science Education, 90(1), 44-67 // g7, B, PROSOL, INQUIRY.

Chin, C., & Kayalvizhi, G. (2005). What do pupils think of open science investigations? A study of Singaporean primary 6 pupils. Educational Research, 47(1), 107-126 //.

Chin, C.-C. (2004). Museum experience - A resource for science teacher education. International Journal of Science and Mathematics Education, 2(1), 63-90 // g8, CTL, INFORMAL.

Chin, C.-C. (2005). First-year pre-service teachers in Taiwan - Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science? International Journal of Science Education, 27(13), 1549-1570 // g8, B, C, CSC, GEN.

Chin, Y. K. (1992). Meaningful understanding of direct proportionality and consistency across different tasks among preservice science teachers. International Journal of Science Education, 14(3), 237-247 // g6.

Chinn, C., Hmelo-Silver, C.E. (2001). Authentic inquiry: Introduction to the special section. Science Education, 86(2), 171-174 // g1,LAB,INQUIRY,EXNO.

Chinn, C., Malhotra, B.A. (2001). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218 // g1,LAB,INQUIRY,MMEDIA.

Chinn, C. A., Brewer, W. F. (1992). Psychological responses to anomalous data. In Proceedings of the fourteenth annual conference of the Cognitive Science Society (pp. 165-170). Hillsdale, New Jersey: Lawrence Erlbaum // g1.

Chinn, C. A., Brewer, W. F. (1993). Factors that influence how people respond to anomalous data. In U. o. C.-B. Institute of Cognitive Science (Ed.), Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 318-323). Hillsdale, New Jersey: Lawrence Erlbaum Associates // g1.

Chinn, C. A., Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49 // g1.

Chinn, C. A. (1993). The role of anomalous data in theory change. 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,g6.

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Chinn, C. A., Brewer, W. F. (1998). Theories of knowledge aquisition. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 97-113). Dordrecht, Netherlands: Kluwer Academic Press // g1,COSC,CON,CC.

Chinn, C. A., Brewer, W. (1999). An empirical test of a taxonomy of response to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654 // g1,CC,g6.

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