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



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Nott, M. (1992). Teaching and learning about the nature of science: An english perspective. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 229-239). Kingston, Ontario: The Faculty of Education, Queens University // g7,CSC.

Nott, M., Wellington, J. (1996). Probing teachers' views of the nature of science: How should we do it and where should we be looking? In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 283-293). London: The Falmer Press // g8,CSC.

Nott, M., Wellington, J. (1999). Students' views of scientific investigations. 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. 306-308). Kiel: IPN Kiel // g6,CSC,LAB.

Nottis, K. E. K. (2001). A comparative analysis of pre-service teacher analogies generated for process and structure concepts. Electronic Journal of Science Education, 5(4) // g8,ES,T,ANA.

Novak, J., Iuli, R. (1995). Meaningful learning as the foundation for constructivist epistemology. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 873-895). Minneapolis: University of Minnesota // g1,CON,AUSUBEL.

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Novak, J. D. (1977). An alternative to piagetian psychology for science and mathematics education. Science Education, 61, 453-477 // g1.

Novak, J. D. (1977). Epicycles and the homocentric earth: Or what is wrong with stages of cognitive development? Science Education, 61, 393-395 // g1.

Novak, J. D. (1977). A theory of education. Ithaca, N. Y.: Cornell University Press // g1.

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Novak, J. D. (1978). Editorial comment on "Implications of Piagetian research for high school science teaching: A review of the literatur". Science Education, 62(4), 591-592 // g1.

Novak, J. D. (1979). Editorial comments on "Development of Earth and Gravity Concepts Among Nepali Children". Science Education, 63(5), 719-720 // g6,P,M,AS.

Novak, J. D. (1979). Methodological issues in investigating learning. Paper represented at the "Cognitive Development Research Seminar, Science and Mathematics Education", Leeds // g1.

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Novak, J. D. (1981). Applying learning psychology and philosophy of science to biology teaching. The American Biology Teacher, 43(1), 12-20 // g1.

Novak, J. D., Symington, D. (1982). Concept mapping for curriculum development. V. I. E. R. Bulletin, 48, 3-11 // g1,g7.

Novak, J. D. (1982). Psychological and epistemological alternatives to Piagetian developmental psychology with support from empirical studies in science education. In S. Mogdil, Mogdil, C. (Ed.), Consensus and controversy (pp. 331-349). London: Holt, Rinehart and Wineton // g1.

Novak, J. D. (1983). Can metalearning and metaknowledge strategies to help students learn how to learn serve as a basis for overcoming misconceptions ? In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 100-111). Ithaca, N. Y.: Cornell University // g1.

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Novak, J. D. (1987). Human constructivism: Toward a unity of psychological and epistemological meaning making. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 349-360). Ithaca: Cornell University // g1.

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Novak, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 32-43). New York: Teachers College Press // g5.

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