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



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Nay, U. (1990). Beispiele fuer Alltagsvorstellungen, die das naturwissenschaftliche Denken behindern. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Kassel, September 1989 (pp. 275-277). Alsbach: Leuchtturm // g6,C.

Nay, U. (1990). Kinder deuten naturwissenschaftliche Versuche. Chemie in der Schule, 37(12), 458-463 // g6,C.

Nay, U. (1991). Lernpsychologische Gedanken zu einer Untersuchung des Lernerfolges. Chemie in der Schule, 38(11), 410-414 // g1.

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Nelson, M. (2001). A case of preservice elementary teachers exploring, retelling and reframing. Research in Science Education, 30(4), 417-434 // g8,CTL.

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Nemirovsky, R. (1993). Students making sense of chaotic behaviour. Interactive Learning Environments, 3(3), 151-175 // g6,P,CHAOS.

Nemirovsky, R., & Galvis, A. (2004). Facilitating grounded online interactions in video-case-based teacher professional development. Journal of Science Education and Technology, 13(1), 67-80 // g8, CTL, VIDEO, MMEDIA.

Nersessian, N. (1995). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4(3), 203-226 // g1,CC,COSC,EXNO.

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Neugebauer, C., Reinhold, P., & Friege, G. (2005). Empirische Ergebnisse zum Projekt ,,Lernen mit Simulationen''. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 199-201). Münster: LIT Verlag // g7, P, PROSOL, MMEDIA.

Neugebauer, C., Reinhold, P., & Friege, G. (2006). Lernen mit Simulationen und der Einfluss auf das Problemlösen. Grundlagen und Ergebnisse zum Lernen mit Simulationen. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 42-44). Münster: LIT Verlag // g7, P, MMEDIA, PROSOL.

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Neuroth, J., & Sumfleth, E. (2005). Chemielernen unterstützt durch Mapping als Visualisierungsstrategie. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 381-383). Münster: LIT Verlag // g7, C, MMEDIA.

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Newman, B., Cosgrove, M. , Forret, M. (1988). Being cool in the cool unit or evaluating the learning of refrigeration from scratch. Research in Science Education, 18, 220-226 // g6,P.

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Newton, D. P., Newton, L. D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14(3), 331-348 // g6,CSC.

Newton, L. D., Newton, D. P. (1998). Primary childrens´ conceptions of science and the scientist: Is the impact of a national curriculum breaking down the stereotype? International Journal of Science Education, 20(8), 1137-1149 // g6,CSC,GEN.

Newton, P., Driver, R. , Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576 // g1,DISCOURSE,g8,CTL.

Niaz, M. (1991). Role of the epistemic subject in Piaget's genetic epistemology and its importance for science education. Journal of Research in Science Teaching, 28(7), 569-580 // g1.

Niaz, M. (1993). "Progressive problemshifts" between different research programs in science education: A Lakatosian perspective. Journal of Research in Science Teaching, 30(7), 757-765 // g1.

Niaz, M. (1994). From quantitative to qualitative: A better understanding of the behaviour of gases? School Science Review, 76(274), 87-88 // g6,C.

Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective. Journal of Research in Science Teaching, 32(9), 959-970 // g1,g7,C.

Niaz, M. (1995). A Lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g7,C.

Niaz, M. (1995). Progressive transitions from algorithmic to conceptional understanding in student ability to solve chemistry problems: A lakatosian interpretation. Science Education, 79(1), 19-36 // g1,g3,g6,C.

Niaz, M. (1995). Relationship between student performance on conceptional and computational problems of chemical equilibrium. International Journal of Science Education, 17(3), 343-355 // g6,C.

Niaz, M. (1996). Reasoning strategies of students in solving chemistry problems as a function of developmental level, functional M-capacity and disembedding ability. International Journal of Science Education, 18(5), 525-541 // g6,C.

Niaz, M. (1997). Can we integrate qualitative and quantitative research in science education? Science & Education, 6(3), 291-300 // g5.

Niaz, M. (1998). A Lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium. Science & Education, 7(2), 107-127 // g7,C.

Niaz, M., Aguilera, D., Maza, A., Liendo, G. (2001). Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure. Science Education, 86(4), 505-525 // g3,g7,C,AT.

Niaz, M. (2001). A rational reconstruction of the origin of the covalent bond and its implications for general chemistry textbooks. International Journal of Science Education, 23(6), 623-642 // g6,C.

Niaz, M. (2001). Response to contradiction: Conflict resolution strategies used by students in solving problems of chemical equilibrium. Journal of Science Education and Technology, 10(2), 205-211 // g7, C.

Niaz, M. (2001). Understanding nature of science as progressive transitions in heuristic principles. Science Education, 85(6), 684-690 // g1, CSC.

Niaz, M., Abd-El-Khalick, F., Bennarroch, A., Cardellini, L., Laburu, C. E., Marín, N., Montes, L. A., Nola, R., Orlik, Y., Scharmann, L. C., Tsai, C.-C., Tsaparlis, G. (2003). Constructivism: Defense or a continual critical appraisal - A response to Gil-Pérez et al. Science & Education, 12(8), 787-797 // g1, CON.

Niaz, M., & Chacón, E. (2003). A conceptual change teaching strategy to facilitate high school students' understanding of electrochemistry. Journal of Science Education and Technology, 12(2), 129-134 // g7, C.

Niaz, M., & Fernández, R. (2008). Understanding quantum numbers in general chemistry textbooks. International Journal of Science Education, 30(7), 869-902 // g1, C, Q, TXT.

Nicholls, G., Ogborn, J. (1993). Dimensions of children's conceptions of energy. International Journal of Science Education, 15(1), 73-81 // g6,P,EN.

Nichols, K. (1993). Student beliefs concerning inheritance and natural selection. Paper presented at the annual meeting of the National Associationfor Research in Science Teaching, Atlanta, Georgia, April 17 // g6,B,.

Nichols, M. S., Wandersee, J. H. (1993). A cross-age study about insect metamorphosis: Escaping rote biology. 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,B.

Nichols, S. E., Sullivan, B. (1992). Learning in professional practice schools: Beyond clinical experiences and teacher workshops. Research in Science Education, 22, 315-322 // g9.

Nicholson, J. R., Phinios, D. (1981). Matter and models of matter: A pilot study into pupils confusion. In A. Kornhauser, Kholodilin, A. N. (Ed.), Natural sciences - social sciences interface. Educational aspects (pp. 315-325). Ljubljana: University of Ljubljana // g6,P,AT.

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Nicoll, G., Francisco, J. , Nakhleh, M. (2001). An investigation of the value of using concept maps in general chemistry. Journal of Chemical Education, 78(8), 1111-1117 // g7,C.

Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23(7), 707-730 // g6,C.

Nicoll, G., Francisco, J. , Nakhleh, M. (2001). A three-tier system for assessing concept map links: A methological study. International Journal of Science Education, 23(8), 863-875 // g5,g6,C.

Niedderer, H. (1973). Sachstruktur und Schuelerfaehigkeiten beim einfachen elektrischen Stromkreis. Kiel: IPN - Arbeitsberichte // g6,P,E.

Niedderer, H. (1982). Probleme der Lebenswelt/Vorverstaendnis der Schueler und Wissenschaftstheorie der Physik als Determinante fuer den Physikunterricht. In H. Fischler (Ed.), Lehren und Lernen im Physikunterricht (pp. 105-132). Koeln: Aulis // g1.

Niedderer, H. (1987). Alternative frameworks of students in mechanics and atomic physics. Methods of research and results. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 335-348). Ithaca: Cornell University // g6,g7,P,M,Q,CSC.

Niedderer, H. (1987). Schuelerzentrierter Physikunterricht in der Sekundarstufe II - Methodisches Konzept, empirisches Forschungsprogramm und Erfahrungen aus dem Unterricht. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege der Physikertagung 1987 in Berlin (pp. 455-468). Giessen: DPG Fachausschuss Didaktik der Physik // g1.

Niedderer, H. (1987). A teaching strategy based on students' alternative frameworks-theoretical concepts and examples. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 360-367). Ithaca: Cornell University // g1,g7,P,M.

Niedderer, H. (1988). Schuelervorverstaendnis und historisch-genetisches Lernen mit Beispielen aus dem Physikunterricht. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung f. Didaktik d. Physik/Chemie, September 1987 (pp. 76-107). Nuernberg: Leuchtturm-Verlag, Alsbach // g1,g7.

Niedderer, H., Schecker, H. , Bethge, T. (1989). Computer-based modelling, student-centered teaching strategy and the development of physics concepts. Paper based upon the research and development project "Computers in Physics Education", University of Bremen, Federal Republic of Germany // g7,P.

Niedderer, H. (1989). Qualitative and quantitative methods of investigating alternative frameworks of students - With results from atomic physics and other subject areas. Paper presented to the annual meeting of the American Association of Physics Teachers. American Association for the Advancement of Science // g5,g6,P,Q,CSC.

Niedderer, H., Bethge, T. , Cassens, H. (1990). A simplified quantum model: a teaching approach and evaluation of understanding. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 67-80). Utrecht: CD-ß Press // g6,g7,P,Q.

Niedderer, H. (1991). Eine Unterrichtsfallstudie zur Atomphysik. In H. Wiesner (Ed.), Aufsaetze zur Didaktik der Physik II. Festschrift zum 65. Geburtstag von Walter Jung (pp. 173-188). Bad Salzdetfurth: Franzbecker // g7,P,Q,.

Niedderer, H. (1992). Eine Studie ueber Denken und Lernen am elektrischen Stromkreis - mit einem Elektronengasdruck Modell (Computer). In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Hamburg, September 1991 (pp. 163-165). Alsbach: Leuchtturm // g5,g6,P,E.

Niedderer, H., Bethge, T. , Meyling, H. , Schecker, H. . (1992). Epistemological beliefs of students in high school physics. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Boston 1992 // g6,g7,P,Q,.

Niedderer, H., Schecker, H. (1992). Foerderung der Kreativitaet durch einen am Schuelerverstaendnis orientierten Physikunterricht. Physik in der Schule, 30(1), 14-18 // g7,P,M,.

Niedderer, H. (1992). Science philosophy, science history and the teaching of physics. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 201-214). Kingston, Ontario: The Faculty of Education, Queens University // g1,g6,P,Q,M,CSC.

Niedderer, H., Goldberg, F. M. (1992). A study of thinking and learning in electric circuits. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, 1-20 // g6,g7,P,E,.

Niedderer, H., Schecker, H. (1992). Towards an explicit description of cognitive systems for research in physics learning. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 74-98). Kiel: IPN // g1,g6,g7,P,M,CSC.

Niedderer, H., Goldberg, F. M. , Duit, R. (1992). Towards learning process studies: A review of the workshop on research in physics learning. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 10-28). Kiel: IPN // g1,g5.

Niedderer, H. (1992). What research can contribute to the improvement of classroom teaching. In D. K. Nachtigall, Bartsch, H. , Scholz, C. (Ed.), International Conference on Physics Teachers' Education. Proceedings (pp. 120-157). Dortmund: University of Dortmund // g1,g7,P.

Niedderer, H. (1992). What research can contribute to the improvement of classroom teaching. Occasional paper, University of Bremen, Institute for Physics Education, 1-33 // g1.

Niedderer, H. (1993). Die Veraenderung von Schuelervorstellungen im Physikunterricht - eine Lernprozessstudie zum elektrischen Stromkreis. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Kiel, September 1993 (pp. 304-306). Kiel: Leuchtturm-Verlag // g6,P,E.

Niedderer, H., Goldberg, F. M. (1993). Qualitative interpretation of a learning process in electric circuits. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Atlanta, 1-31 // g5,g6,g7,P,E,.

Niedderer, H., Petri, J. (1993). Student learning processes in a computer based teaching approach of quantum physics. Paper presented at the International Conference 'Science Education in Developing Countries: From Theory to Practise', Jerusalem, 1993 // g6,g7,P,Q,.

Niedderer, H., Goldberg, F. (1994). An individual students' learning process in electric circuits. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Anaheim, CA, 1994 // g6,g7,P,E,.

Niedderer, H., Goldberg, F. (1995). Learning pathway and knowledge construction in electric circuits. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g7,P,E,.

Niedderer, H., Goldberg, F. (1995). Lernprozesse beim elektrischen Stromkreis. Zeitschrift fuer Didaktik der Naturwissenschaften, 1(1), 73-86 // g6,P,E,.

Niedderer, H. (1995). A multidimensional approach to characterise a conceptual 'state' in students: The role played by questions (L. Viennot). In D. Psillos (Ed.), European Research in Science Education II (pp. 188-190). Thessaloniki: Art of Text S. A. // g5.

Niedderer, H., Goldberg, F. (1996). Learning processes in electric circuits. Paper presented at 1996 NARST annual meeting in St.Louis, Missouri, 1-19 // g6,P,E,LPRO.

Niedderer, H. (1996). Ueberblick ueber Lernprozessstudien in Physik. In R. Duit, Rhoeneck, C. von (Ed.), Lernen in den Naturwissenschaften (pp. 119-144). Kiel: IPN, Kiel // g1,LPRO.

Niedderer, H. (1996). Was kann man von fachdidaktischer Lernprozessforschung erwarten? In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 248-250). Alsbach/Bergstrasse: Leuchtturm-Verlag // g1,CON,LPRO.

Niedderer, H., Petri, J. (1997). Kognitive Modellierung von physikalischem Wissen am Beispiel der Atomphysik. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 319-321). Alsbach: Leuchtturm-Verlag // g7,P,Q,LPRO,.

Niedderer, H., Deylitz, S. (1999). Evaluation of a new approach in quantum atomic physics in high school. In D. Zollman (Ed.), Research on teaching and learning quantum mechanics (pp. 23-27): National Association for Research in Science Teaching // g7, P, Q.

Niedderer, H. (1999). Physiklernen als kognitive Entwicklung. In M. Laukenmann (Ed.), Didaktik der Physik: Vorträge - Physikertagung 1999 - Ludwigsburg (pp. 33-48). Bad Honnef: Deutsche Physikalische Gesellschaft // g1.

Niedderer, H., Petri, J. (1999). Relations between teaching and learning in a quantum atomic physics course. 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. 177-180). Kiel: IPN Kiel // g7,P,Q.

Niedderer, H. (2001). Analyse von Lehr-Lern-Prozessen beim elektrischen Stromkreis aus Videodaten. In S. v. Aufschnaiter, Welzel, M. (Ed.), Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen (pp. 89-100). Muenster: Waxmann // g7,P,E,CRIC,LPRO,VIDEO.

Niedderer, H., Hucke, L. , Sander, F. , Fischer, H. (2001). The effectiveness of computer-based modelling integrated into labwork with respect to students' linking of theory and experiment. 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. 35-37). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,LAB,MMEDIA.

Niedderer, H. (2001). Physics learning as cognitive development. In R. H. Evans, Andersen, A. M., Soerensen, H. (Ed.), Bridging research methodology and research aims (pp. 397-414). Gilleleje, Denmark: The Danish University of Education // g1.

Niedderer, H., Jorde, D. , Jimenez Aleixandre, M. P. (2001). Research about the use of information technology in science education. 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. 27-28). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,MMEDIA.

Niedderer, H., Buty, C., Haller, K., Hucke, L., Sander, F. Fischer, H. E., v. Aufschnaiter, S., Tiberghien, A. (2002). Talking physics in labwork contexts - A category based analysis of videotapes. In D. Psillos, Niedderer, H. (Ed.), Teaching and learning in the science laboratory (pp. 31-40). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, LAB.

Niedderer, H., Sander, F., Goldberg, F., Otero, V., Jorde, D., Slotta, J., Stroemme, A., Fischer, H. E., Hucke, L., Tiberghien, A. Vince, J. (2003). Research about the use of information technology in science education. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education in the knowledge-based society (pp. 137-144): Kluwer Academic Publishers // g7, MMEDIA.

Niedderer, H., Fischer, H., Goldberg, F., Jorde, D., Hucke, L., Valerie, O., Sander, F., Slotta, J., Stromme, A., Tiberghien, A., Vince, J. (2003). Symposium; - Research about the use of information technology in science education. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 309-321). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, MMEDIA.



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