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



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Guisasola, J., Almundi, J. M. , Ceberio, M. (2001). Students' mental represenations and the choice of teaching goals in magnetostatics. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 229-232). Paris: Elsevier // g6,P,MAG,FLD.

Guisasola, J., Almudí, J. M., & Furió, C. (2005). The nature of science and its implications for physics textbooks. Science & Education, 14(3-5), 321-338 // g6, P, TXT, MAG, FLD.

Guisasola, J., Almudí, J. M., & Zubimendi, J. L. (2004). Difficulties in learning the introductory magnetic field theory in the first years of university. Science Education, 88(3), 443-464 // g7, P, MAG, FLD.

Guisasola, J., Ceberio, M., & Zubimendi, J. L. (2006). University students' strategies for constructing hypothesis when tackling paper-and-pencil tasks in physics. Research in Science Education, 36(3), 163-186 // g6, P, PROSOL, GC.

Gunckel, K. (2004). The nature of science in curriculum materials and possible implications for achieving scientific literacy. Paper presented at the NARST Conference 2004, VANCOUVER // g6, CSC, TXT.

Gunel, M., Hand, B., & Gunduz, S. (2006). Comparing student understanding of quantum physics when embedding multimodal representations into two different writing formats: Presentation format versus summary report format. Science Education, 90(6), 1092-1112 // g7, P, Q.

Gunel, M., Hand, B., & Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal of Science and Mathematics Education, 5(4), 615-637 // g7, WRITING.

Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056 // g7, P, AFF.

Gunston, R. F. (1988). A survey of students' conceptions in mechanics in seven Asian countries. A preliminary report of APPTEA co-research project. In S. Pak (Ed.), Proceedings of the workshop on research for students' conceptual structures and changes in learning physics (pp. 35-60). Seoul: National University // g6,P,M,GEN.

Gunstone, R., Mitchell, I. (1998). Metacognition and conceptual change. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 133-163). San Diego: Academic Press // g1,CC,METACOG,g5,g7.

Gunstone, R. (1999). Content knowldege, reflection, and their intertwining: A response to the paper set. Science Education, 83(3), 393-396 // g1,CC,g9.

Gunstone, R., McKittrick, B. , Mulhall, P. (1999). Structured cognitive discussions in senior High School physics: Student and teacher perceptions. Research in Science Education, 29(4), 527-546 // g7,g8,P,M,CTL.

Gunstone, R., White, R. (2000). Goals, methods and achievments of research in science education. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 293-307). Buckingham: Open University Press // g1.

Gunstone, R. (2001). The education of teachers of physics: Contents plus pedagogy plus reflective practice. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 27-33). Paris: Elsevier // g9.

Gunstone, R., McKittrick, B., & Mulhall, P. (2005). Textbooks and their authors: Another perspective on the difficulties of teaching and learning electricity. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 435-445). Dordrecht: Springer // g1, TXT, g8, P, E, ANA.

Gunstone, R. F., White, R. T. (1980). A matter of gravity. Research in Science Education, 10, 35-44 // g6,P,M.

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Gunstone, R. F. (1984). Circular motion: Some pre-instruction alternative frameworks. Research in Science Education, 14, 125-136 // g6,P,M,.

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Gunstone, R. F., White, R. T. (1986). Assessing understanding by means of venn diagrams. Science Education, 70(2), 151-158 // g5,g7.

Gunstone, R. F., Northfield, J. R. (1986). Learners - teachers - researchers: Consistency in implementing conceptual change. Paper presented at the annual meeting of the American Educational Research Association, San Francisco // g1,g7.

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Gunstone, R. F. (1987). Student understanding in mechanics: A large population survey. American Journal of Physics, 55(8), 691-696 // g6,P,M.

Gunstone, R. F., White, R. T. , Fensham, P. J. (1988). Developments in style and purpose of research on the learning of science. Journal of Research in Science Teaching, 25(7), 513-529 // g1.

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Gunstone, R. F., Baird, J. R. (1988). An integrative perspective on metacognition. Australian Journal of Reading, 11(4), 238-245 // g1.

Gunstone, R. F. (1988). Learners in Science Education. In P. Fensham (Ed.), Development and dilemmas in Science Education (pp. 73-95). London, New York, Philadelphia: The Falmer Press // g1,g6,g7.

Gunstone, R. F. (1988). Some long-term effects of uniformed conceptual change. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1-27 // g7,P,M,CTL.

Gunstone, R. F. (1989). A comment on "The problem of terminology in the study of student conceptions in science". Science Education, 73(6), 643-646 // g1.

Gunstone, R. F., Slattery, M. , Baird, J. R. (1989). Learning about learning to teach: A case study of pre-service teacher education. Paper presented at the annual meeting of the American Educational Resaerch Association, San Francisco, 1-40 // g9.

Gunstone, R. F. (1990). 'Children's science': A decade of developments in constructivist views of science teaching and learning. The Australian Science Teachers Journal, 36(4), 9-19 // g1,g6,CTL.

Gunstone, R. F. (1991). Implications for classroom teaching and learning. In J. Northfield, Symington, D. (Ed.), Learning in science viewed as personal construction (pp. 25-33). Perth, Australia: Key Centre for School Science and Mathematics // g1,g7,g8.

Gunstone, R. F. (1992). Constructivism and metacognition: Theoretical issues and classroom studies. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 129-140). Kiel: IPN // g1,g7,ANA.

Gunstone, R. F. (1992). Integrating physics, pedagogy and psychology in the education of physics teachers. In D. K. Nachtigall, Bartsch, H. , Scholz, C. (Ed.), International Conference on Physics Teachers' Education. Proceedings (pp. 94-99). Dortmund: University of Dortmund // g1.

Gunstone, R. F. (1992). Metacognition and the importance of specific science content. In D. K. Nachtigall, Bartsch, H. , Scholz, C. (Ed.), International Conference on Physics Teachers' Education. Proceedings (pp. 100-119). Dortmund: University of Dortmund // g1,g7,P.

Gunstone, R. F., Gray, R. , Searle, P. (1992). Some long-term effects of uniformed conceptual change. Science Education, 76(2), 157-197 // g6,g7,P,M,CTL,.

Gunstone, R. F., Slattery, M. , Baird, J. R. , Northfield, J. R. (1993). A case study exploration of development in preservice science teachers. Science Education, 77(1), 47-73 // g8,g9,CTL.

Gunstone, R. F. (1994). The importance of specific science content in the enhancement of metacognition. In P. Fensham, Gunstone, R. , White, R. (Ed.), The content of science (pp. 131-146). London: The Falmer Press // g1,g7,P,M,E,CTL.

Gunstone, R. F., Northfield, J. (1994). Metacognition and learning to teach. International Journal of Science Education, 16(5), 523-537 // g6,g9,CTL.

Gunstone, R. F. (2000). Construcivism and learning research in science education. In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 254-280). Chicago, IL: The National Society for the Study of Education // g1,CON.

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