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



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Markic, S., Eilks, I., & Valanides, N. (2008). Developing a tool to evaluate differences in beliefs about science teaching and learning among freshman science student teachers from different science teaching domains: A case study. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 109-120 // g8, CTL.

Markic, S., Valanides, N., & Eilks, I. (2006). Unterrichtsbezogene Vorstellungen von Lehramtsstudierenden in den Naturwissenschaften an der Universität Bremen - eine Grounded-Theory-Studie mit einer Modifikation von DASTT-C. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 138-140). Münster: LIT Verlag // g6, CTL.

Markle, G., Meichtry, Y. J. , Ivins, J. (1993). The nature of scientific knowledge: A two-year study of middle school student beliefs and the influence of science curricula. Paper presented at the 1993 Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA // g6,CSC,GEN.

Markow, P. G., Lonning, R. A. (1999). Usefulness of concept maps in college chemistry laboratories: Students´ perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1030 // g7,C,LAB.

Marks, R., & Eilks, I. (2006). Die Unterrichtseinheit Kartoffelchips in einem gesellschaftskritisch problemorientierten Chemieunterricht. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 355-357). Münster: LIT Verlag // g7, C.

Marks, R., & Eilks, I. (2008). Kommunikations- und Bewertungskompetenz entwickeln in einem gesellschaftskritisch-problemorientierten Chemieunterricht über Alcopops. Chimica et ceterae artes rerum naturae didacticae, 34(101), 43-71 // g7, C, STS.

Marks, R., Siol, A., & Eilks, I. (2006). Experimentelle Untersuchungen zu Alcopops. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 358-360). Münster: LIT Verlag // g7, C, STS.

Marmaroti, P., & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403 // g6, B, PHYSIO.

Marohn, A., Schmidt, H.-J. (2004). "Was bewegt sich hier?" - Schuelervorstellungen zum Ladungstransport in elektrochemischen Zellen. Der mathematische und naturwissenschftliche Unterricht, 57(2), 86-91 // g6, P, C, E.

Marohn, A. (2008). "Choice2learn" - eine Konzeption zur Exploration und Veränderung von Lernvorstellungen im Naturwissenschaftlichen Unterricht. Zeitschrift für Didaktik der Naturwissenschaften, 14, 57-83 // g7.

Marohn, A., & Harrison, A. G. (2007). Factors that prevent learning in electrochemistry. Journal of Research in Science Teaching, 44(2), 258-283 // g6, C.

Marohn, A., & Schmidt, H.-J. (2003). Mehrfachwahlaufgaben als Instrument zur Erforschung von Schülervorstellungen. chimica didactica, 29(1/2), 38-51 // g5, g6, C.

Maroto, B., Camusso, B. , Cividini, M. (1997). Evaluation of learning processes in an organic chemistry course. Journal of Chemical Education, 74(10), 1233-1134 // g7,C.

Márquez, C., Izquierdo, M., & Espinet, M. (2006). Multimodal science teachers' discourse in modeling the water cycle. Science Education, 90(2), 202-226 // g1, LING, DISCOURSE, MODEL, g8, CTL.

Marshall, C., Blalock, C., Liu, Y., Pruski, L., Toepperwein, M., Owen, S., et al. (2007). Psychometric re-evaluation of the image of science and scientists scale (ISSS). School Science and Mathematics, 107(4), 149-160 // g6, CSC, g5.

Marshall, D., & Linder, C. (2005). Students' expectations of teaching in undergraduate physics. International Journal of Science Education, 27(10), 1255-1268 // g6, P, CTL.

Marshall, J. (2004). Effects of simulation technology on development of theories-in-action. Paper presented at the NARST Conference 2004, VANCOUVER // g7, P, M, MMEDIA.

Marshall, J. (2008). Students' creation and interpretation of circuit diagramms. Electronic Journal of Science Education, 12(2), 7-14 // g7, P, E, CIRC.

Marshall, J., & Carrejo, D. (2008). Students' mathematical modelling of motion. Journal of Research in Science Teaching, 45(2), 153-173 // g7, P, M, INQUIRY, VIDEO.

Marshall, J. A., & Young, E. S. (2006). Preservice teachers' theory development in physical and simulated environments. Journal of Research in Science Teaching, 43(9), 907-937 // g8, P, M, LAB, CTL.

Marshall, J. E. (1993). Teachers' initial perceptions of a constructivist model of instruction. Paper presented at the 1993 Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA // g8,g9,CTL.

Marshall, S., Gilmour, M. (1990). Problematical words and concepts in physics education: A study of Papua New Guinean students' comprehension of non-technical words used in science. Physics Education, 25, 330-337 // g4,g6,P.

Martin, B., Brouwer, W. (1993). Exploring personal science. Science Education, 77(4), 441-459 // g1.

Martin del Pozo, R., Porlan, R. (2001). Spanish prospective teachers' initial ideas about teaching chemical change. Chemistry Education: Research and practice in Europe, 2(3), 265-283 // g8,C,CTL,g9.

Martin, F. L. (1979). The development of an instrument for determining botanically related misconceptins of beginning college botany students. Unpublished doctoral thesis, University of Southern Mississippi // g6,B.

Martin, H. (1993). Entdecken oder erfinden. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 102-104). Alsbach: Leuchtturm Verlag // g1.

Martin, J., Sugarman, J. (1993). Beyond Methodolatry: Two conceptions of relations between theory and research in research on teaching. Educational Researcher, 22(8), 17-24 // g5.

Martin, L. M. W. (2004). An emerging research framework for studying informal learning and schools. Science Education, 88(supplement), S71-S82 // g1, INFORMAL.

Martinand, J. L. (1988). Recherches et innovations pour l'education scientifique formelle. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Dixiemes Journees Internationales sur l'Education Scientifique (pp. 51-61). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g1.

Martinand, J. L., Giordan, A. (1989). French research in Science Education. Studies in Science Education, 16, 209-217 // g1.

Martín-Díaz, M. J. (2006). Educational background, teaching experience and teachers' view on the inclusion of nature of science in the science curriculum. International Journal of Science Education, 28(10), 1161-1180 // g8, CSC, STS.

Martinez, M. A., Sauleda, N. (1999). The interdependence between conceptions about learning and the mind and its constrictive effect on a collaborative inclusive perspective in Science Education. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.2 (pp. 540-542). Kiel: IPN Kiel // g6,g8,CTL,CSC.

Martinez, M. A., Sauleda, N. (2001). Mind, science and learning students' emphatics situated within a scientific education sensitive to the epistemic circumstances of the network society. 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. 542-544). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,B,HUMAN.

Martinez, N. M., Solano, I. , Gomez, E. J. (2001). Characteristics of the methodology used to describe students' conceptions. International Journal of Science Education, 23(7), 663-690 // g6,g7,P,M,FORCE.

Martinez Oroz, C., Gagliardi, R. (1988). Les modeles sur la croissance et leur utilisation dans l'enseignement. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Dixiemes Journees Internationales sur l'Education Scientifique (pp. 215-219). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g7,B.

Martinez-Delgado, A. (2002). Radical constructivism: Between realism and solipsism. Science Education, 86(6), 840-855 // g1, CON, RCON.

Martínez-Gracia, M. V., Gil-Quílez, M. J., & Osada, J. (2006). Analysis of molecular genetics content in Spanish secondary school textbooks. Journal of Biological Education, 40(2), 53-62 // g1, TXT, B, GENETICS.

Martinez-Jimenez, P., Pontes, E. C. y A. (2001). Electrods: Development of an educational software for simulations in electrostatics. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 677-679). Paris: Elsevier // g6,P,ESTAT,MMEDIA.

Martins, I., Ogborn, J. (1997). Metaphorical reasoning about genetics. International Journal of Science Education, 19(1), 47-63 // g6,B,ANA.

Martins, I. (2001). Data as dialogue: From classroom talk to school science discourse. 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. 1 (pp. 128-130). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,SCON,g7,C,DISCOURSE,VIDEO.

Martins, I., Mortimer, E. , Osborne, J. , Tsatsarelis, C. , Jimenez Aleixandre, M. P. (2001). Rhetoric and science education. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 189-198). Dordrecht,The Netherlands: Kluwer Academic Publishers // g1,DISCOURSE,RHETORIC.

Martins, I. P., Cachapuz, A. F. (1990). How do pupils perceive the concept of energy in chemical situations? School Science Review, 71(257), 83-85 // g6,P,T,EN,AT,C.

Martins, I. P., Cachapuz, A. F. (1993). Making the invisible visible: A constructivist approach to the experimental teaching of energy changes in chemical systems. 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) // g6,C.

Martins, I. P. (1993). Preconceptions in action in the construction of semantic networks. 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) // g5,g6,P.

Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10, 177-200 // g1,g5.

Marton, F., Neuman, D. (1989). Constructivism and constitutionalism. Some implications for elementary mathematics education. Scandinavian Journal of Educational Research, 33(1), 35-46 // g1.

Marton, F., & Pang, M. F. (2008). The idea of phenomenography and the pedagogy of conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 533-559). New York: Routledge // g1, CC, PHEN.

Marx, R. W., Freeman, J. G. , Krajcik, J. S. , Blumenfeld, P. C. (1998). Professional development of science teachers. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 667-680). Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Mas, C. J. F., Gil-Perez, D. (1987). Parallels between adolescents' conception of gases and the history of chemistry. Journal of Chemical Education, 64(7), 616-618 // g3,g6,P,M,C.

Mashhadi, A. (1993). What is the nature of the understanding of the concept of 'wave-particle duality' among pre university physics students? 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) // g6,P,Q.

Mashhadi, A. (1995). Students' conceptions of quantum physics. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 313-328). New York: Plenum Press // g6,P,Q.

Mashhadi, A., Woolnough, B. (1996). Cognitive mapping of a advanced level physics students' conceptions of quantum physics. Paper presented at the on Educational Research, Singapore, 25.-29. November 1996 // g6,P,Q.

Mashhadi, A. (1996). Students' conceptions of quantum physics. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 254-265). London: The Falmer Press // g6,P,Q.

Maskiewicz, A. (2004). Teachers' understanding of their role as learning facilitators in "making sense" discussions. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CTL.

Maskill, R., Pereira, D. (1980). Cognitive structure from digraph analysis of language. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 349-358). Leeds: University of Leeds // g5.

Maskill, R., Cachapuz, A. F. (1989). Learning about the chemistry topic of equilibrium: The use of word association tests to detect developing conceptualizations. International Journal of Science Education, 11(1), 57-69 // g5,g6,C.

Maskill, R., Selles, S. (1995). The preparation and support of science students' teaching practise: students', teachers' and tutors' perceptions of what is required. International Journal of Science Education, 17(5), 607-619 // g9.

Maskill, R., Escovedo Selles, S. (1995). The preparationand support of science students' teaching practice: Students', teachers' and tutors' perceptions of what is required. International Journal of Science Education, 17(5), 607-619 // g8,g9,CTL.

Maskill, R., de Jesus, H. . (1997). Pupils' questions, alternative frameworks and the design of science teaching. International Journal of Science Education, 19(7), 781-799 // g5,g6,P,T,EN,AT.

Maskill, R., Cachapuz, A. , Koulaidis, V. (1997). Young pupils' ideas about the microscopic nature of matter in three different European countries. International Journal of Science Education, 19(6), 631-645 // g6,P,AT.

Mason, C. L., Butler Kahle, J. , Gardner, A. L. (1991). Draw-a-scientist test: Future implications. School Science and Mathematics, 91(5), 193-198 // g6,CSC,GEN.

Mason, C. L. (1992). Concept mapping: A tool to develop reflective science instruction. Science Education, 76(1), 51-63 // g9.

Mason, C. L. (1999). The TRIAD approach: A consensus for science teaching and learning. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 277-292). Dordrecht, The Netherlands: Kluwer Academic Press // g9.

Mason, D., Shell, D. , Crawley, F. (1997). Differences in problem solving by nonscience majors in introductory chemistry on paired algorithmic-conceptual problems. Journal of Research in Science Teaching, 34(9), 905-923 // g6,C.

Mason, L. (2001). Introducing talk and writing for conceptual change: A classroom study. Learning and Instruction, 11(4-5), 305-329 // g1,CC,g7,DISCOURSE.

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Mason, L. (2001). Responses to anomalous data on controversal topics and theory change. Learning and Instruction, 11(6), 453-484 // g1,CC,g7.

Mason, L. (2002). Developing epistomological thinking to foster conceptual change in different domains. In M. Limon, Mason, L. (Ed.), Reconsidering conceptual change. Issues in theory and practice. (pp. 301-335). Dordrecht, Netherlands: Kluwer Academic Publishers // g1,CC.

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Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54 // g1,CON,COSC,ANA,IMAGERY.

Matthews, G. P., Brook, V. G. , Khan-Gandapur, T. H. (1984). Cognitive structure determination as a tool in science teaching. Part 2: The measurement of Piaget-specific levels. European Journal of Science Education, 6, 289-297 // g5.

Matthews, G. P., Brook, V. G. , Khan-Gandapur, T. H. (1984). Cognitive structure determinations as a tool in science teaching. Part 1: A new method of creating concept maps. European Journal of Science Education, 6(2), 169-177 // g5.

Matthews, G. P., Brook, V. G. , Elliot, G. S. , Kahn-Gandapur, T. H. (1985). Cognitive structure determination as a tool in science teaching. Part 3: Results. European Journal of Science Education, 7, 263-279 // g5,g6.

Matthews, G. P. (1989). Cognitive structure mapping as a tool in science teaching. In P. Adey (Ed.), Adolescent development and school science (pp. 351-365). London: Falmer Press // g5.

Matthews, M. (1992). Constructivism and empiricism: An uncomplete divorce. Research in Science Education, 22, 299-307 // g1.

Matthews, M., Davson-Galle, P. (1992). Constructivism and Science Education: some cautions and comments. 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. 135-143). Kingston, Ontario: The Faculty of Education, Queens University // g1.

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Matthews, M. (1995). Two birds with one stone: A comment on the quantitative versus qualitative research method debate in science education. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g5.

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Matthews, M. R. (1990). History, philosophy and science teaching: a rapprochement. Studies in Science Education, 18, 25-51 // g3.

Matthews, M. R. (1992). History, philosophy, and science teaching: The present rapproachement. Science & Education, 1(1), 11-47 // g3.

Matthews, M. R. (1992). Old wine in new bottles: A problem with constructivist epistemology. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Boston, 1-15 // g1.

Matthews, M. R. (1993). Constructivism and Science Education: Some epistemological problems. Journal of Science Education and Technology, 2(1), 359-370 // g1.

Matthews, M. R. (1994). Discontent with constructivism. Studies in Science Education, 24, 165-172 // g1.

Matthews, M. R. (1998). The nature of science and science teaching. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 981-1000). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1,g3,CSC.

Matthews, M. R. (2000). Appraising constructivism in science and mathematics education. In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 161-192). Chicago, IL: The National Society for the Study of Education // g1,CON.

Matthews, M. R. (2000). Editorial, constructivism, epistemology and the learning of science. Science & Education, 9(6), 491-506 // g1,CON,COSC.

Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Education and Technology, 11(2), 121-134 // g1, CON.

Matthews, M. R. (2004). Thomas Kuhn's impact on science education: What lessons can be learned? Science Education, 88(1), 90-118 // g1, CSC.

Matthews, P. (1997). Problems with Piagetian constructivism. Science & Education, 6(1-2), 105-119 // g1,CON,Piaget.

Matthews, P. (2000). Learning science: Some insights from cognitive science. Science & Education, 9(6), 507-535 // g1,COSC.

Matthews, P. S. C., & McKenna, P. J. (2005). Assessment of practical work in Ireland: A critique. International Journal of Science Education, 27(10), 1211-1224 // g1, LAB, g5.

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Maurines, L. (1987). Premieres notions sur la propagation des signaux mecaniques: Analyse des difficultes des etudiants. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 57-62). Chamonix: Centre Jean Franco // g6,P,M.

Maurines, L. (1992). Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279-293 // g3,g6,P,M,.

Maurines, L. (1993). Spontaneous reasoning on the propagation of sound. 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) // g6,P,S.

Maurines, L. (1999). Spontaneous reasoning on light diffraction and coherent illumination optical imaging. 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. 92-94). Kiel: IPN Kiel // g6,P,O,REFLTR,LENSE.

Maurines, L. (2001). Mechanistic reasoning on the concept of wave surface, and on the Huygens principle. 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. 545-547). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,WAVES.

Maurines, L. (2001). Students and the concepts of objects in optical imaging. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 205-208). Paris: Elsevier // g6,P,O.

Maurines, L. (2003). Mechanistic reasoning on the concept of wave surface, and on the Huygens principle. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 127-135). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, P, WAVES.



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