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



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Laukenmann, M., Bleicher, M., Fuß, S., Glaeser-Zikuda, M., Mayring, P., Rhoeneck, C.v. (2000). Eine Untersuchung zum Einfluss emotionaler Faktoren auf das Lernen im Physikunterricht. Zeitschrift fuer Didaktik der Naturwissenschaften, 6, 139-155 // g7, P, E, AFF.

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Laukenmann, M., Bleicher, M., Fuß, S., Glaeser-Zikuda, M., Mayring, P., Rhoeneck, C. v. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507 // g7, P, AFF.

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Lawson, A. E., Worsnop, W. A. (1992). Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief and religious commitment. Journal of Research in Science Teaching, 29(2), 143-166 // g6,B.

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Lawson, A. E., Baker, W. P. , DiDonato, L. , Verdi, M. P. , Johnson, M. A. (1993). The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30(9), 1073-1085 // g6,ANA.

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Lawson, A. E., Lewis jr. , C. M. , Birk, J. P. (2000). Why do students 'cook' data? Journal of College Science Teaching(3), 191-198 // g7,LAB.

Lawson, A. E. (2002). Sound and fauly arguments generated by preservice biology teachers when testing hypothesis involving unobservable entities. Journal of Research in Science Teaching, 39(3), 237-252 // g6,g8,gC.

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Layton, D. (1991). Science Education and praxis: the relationship of school science to practical action. Studies in Science Education, 19, 43-79 // g1.

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