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



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Thomas, G. P., McRobbie, C. J. (2001). Using a metaphor for learning to improve students' metacognition in the chemistry classroom. Journal of Research in Science Education, 38(2), 222-2259 // g7,CTL,ANA,VIDEO.

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Thomson, N., & Stewart, J. (2003). Genetics inquiry: Strategies and knowledge geneticists use in solving transmission genetics problems. Science Education, 87(2), 161-180 // g7, B, GENETICS, MMEDIA.

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Tiberghien, A. (1992). Analysis of interfaces from the points of view of epistemology and didactics. In A. Tiberghien, Mandl, H. (Ed.), Intelligent learning environments and knowledge acquisition in physics (pp. 181-203). Berlin, Heidelberg: Springer Verlag // g6,g7,P,E,GC.

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Tiberghien, A. (1994). Modeling as a basis for analyzing teaching-learning situations. Learning and Instruction, 4, 71-87 // g1.

Tiberghien, A., Psillos, D. , Koumaras, P. (1995). Physics instruction from epistemological and didactical basis. Instructional Science, 22, 423-444 // g1,g7,P,E.

Tiberghien, A., Osborne, J. (1995). Studying processes of teaching - learning in laboratory situations. In D. Psillos (Ed.), European Research in Science Education II (pp. 157-170). Thessaloniki: Art of Text S. A. // g5.

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Tiberghien, A. (1999). Labwork activity and learning physics - an approach based on modelling. In J. Leach, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 176-194). Dordrecht, The Netherlands: Kluwer // g1,LAB,MODELLING,g7,P,EN,E.

Tiberghien, A. (2000). Designing teaching situations in the secondary school. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 27-47). Buckingham: Open University Press // g7.

Tiberghien, A., Veillard, L., Marechal, J.-F. l., Buty, C., Millar, R. (2001). An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85(5), 483-508 // g6, g8, LAB.

Tiberghien, A., Buty, C. , Gaidioz, P. , Le Marechal, J.-F. , Vince, J. (2001). Types of tools to design and adapt teaching sequences. 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. 145-148). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CON,g7.

Tiberghien, A. (2008). Students' conceptions: culturing conceptions. Cultural Studies of Science Education, 3(2), 283-295 // g1, CC.

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Tiemann, R., Wlotzka, U., Möllencamp, U., Fischer, H. E., & Daub, T. (2005). Unterrichtsbeispiele aus dem ,,Lab of Tomorrow'' Mechanikunterricht mit ,,SensVest & Co.''. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 372-374). Münster: LIT Verlag // g7, P, M, MMEDIA.

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Tinoca, L. (2004). Non-science major undergraduate students' understanding of nature of science: A comparative study. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CTL.

Tippins, D., Tobin, K. , Nichols, S. (1995). A constructivist approach to change in elementary science teaching and learning. Research in Science Education, 25(2), 135-149 // g1,g9,CON.

Tippins, D. J., Tobin, K. , Hook, K. (1992). Ethical decisions at the heart of science teaching: Reframing assessment dilemmas from a constructivist perspective. 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 II (pp. 513-526). Kingston, Ontario: The Faculty of Education, Queens University // g1,g8,CTL,.

Tippins, D. J., Tobin, K. , Hook, K. (1993). Dealing with dilemmas of laboratory science: Making sense of safety from a constructivist perspective. International Journal of Science Education, 15(1), 45-59 // g8,CTL.

Tippins, D. J., Nichols, S. E. , Dana, T. M. (1999). Exploring novice and experienced elementary teachers´ science teaching and learning referents through videocases. Research in Science Education, 29(3), 331-352 // g6,CTL.

Tirosh, D., Stavy, R. (1992). Students' ability to confine their application of knowledge: The case of mathematics and science. School Science and Mathematics, 92(7), 353-358 // g6,P,AT.

Tirosh, D., Stavy, R. (1996). Intuitive rules in science and mathematics: The case of 'everything can be divided by two'. International Journal of Science Education, 18(6), 669-683 // g6,GC.

Tirosh, D., Stavy, R. , Cohen S. (1998). Cognitive conflict and intuitive rules. International Journal of Science Education, 20(10), 1257-1270 // g6,GC.

Tisher, R. P. (1967). "My father told me...": Children's explanations of some natural phenomena. Australian Journal of Education, 11, 204-212 // g6.

Tobias, S. D. (1987). In class methods for getting at student misconceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 514-516). Ithaca: Cornell University // g5.

Tobin, K., Espinet, M. , Byrd, S. E. , Adams, D. (1988). Alternative perspectives of effective science teaching. Science Education, 72(4), 433-451 // g8,CTL.

Tobin, K. (1989). Metaphor as a basis for conceptualizing teaching roles. Paper presented at the annual meeting of the American Educational Research Association, San Francisco // g9.

Tobin, K. (1990). Social constructivist perspectives on the reform of science education. The Australian Science Teachers Journal, 36(4), 29-35 // g1.

Tobin, K. (1992). Ethical concerns and research in science classrooms: Resolved and unresolved dilemmas. Science Education, 76(1), 105-117 // g5.

Tobin, K. (1993). Applications of qualitative and quantitative data in interpretive research. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g5.

Tobin, K., Tippins, D. J. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 3-21). Washington, DC: AAAS Press // g1,g5.

Tobin, K. (1993). Constructivist perspectives on teacher learning. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 215-226). Washington, DC: AAAS Press // g8,CTL.

Tobin, K. (1993). The practice of constructivism in science education. Washington, DC: American Association for the Advancement of Science Press // g1,g9.

Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Education, 15(3), 241-254 // g8,CTL.

Tobin, K., Tippins, D., Gallard, A.J. (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan Publishing Company // g1,CON,PCK,CC,PIAGET,LAB,g7,g8,CTL.

Tobin, K., Roth, W. (1995). Bridging the great divide: Teaching from the perspective of one who knows and learning from the perspective of one who does not know. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 1204-1216). Minneapolis: University of Minnesota // g8,CTL.

Tobin, K., LaMaster, S. U. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3), 225-242 // g8,CTL.

Tobin, K., Tippins, D. J. , Hook, K. S. (1995). Students' beliefs about epistemology, science, and classroom learning: A question of fit. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 85-108). Mahwah, New Jersey: Lawrence Erlbaum Associates // g6,g8,CSC,CTL,.

Tobin, K., Roth, W. , Brush, S. (1995). Teaching physics to prospective elementary teachers: Bridging gaps or widening chasms. Research in Science Education, 25(3), 267-281 // g8,CTL,CSC,.

Tobin, K. (1996). Analytical and holistic approaches to research on teacher education. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 175-189). New York: Teachers College Press // g9.

Tobin, K., McRobbie, C. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223-241 // g8,CTL,.

Tobin, K., Tippins, D. (1996). Metaphors as seeds for conceptual change and the improvement of science teaching. Science Education, 80(6), 711-730 // g1,CC,ANA,g8,CSC,g9.

Tobin, K. (1997). Alternative perspectives on authentic learning environments in elementary science. International Journal of Educational Research, 27(4), 303-310 // g7,LPRO,DISCOURSE.

Tobin, K., McRobbie, C. , Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507 // g8,CTL.

Tobin, K. (1997). The mediational role of culture of the the enacted science curriculum. Occasional paper; Florida State University // g8,CTL.

Tobin, K. (1998). Issues and trends in the teaching of science. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 129-151). Dordrecht, Netherlands: Kluwer Academic Press // g7.

Tobin, K., Seiler, G. , Smith, M. W. (1999). Educating science teachers for the sociocultural diversity of urban schools. Research in Science Education, 29(1), 69-88 // g8,CTL.

Tobin, K., McRobbie, C. J. (1999). Pedagogical content knowledge and co-participation in science classroomes. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 215-234). Dordrecht, The Netherlands: Kluwer Academic Press // g7,PCK.

Tobin, K., Seiler, G. , Walls, E. (1999). Reproduction of social class in the teaching and learning of science in urban High Schools. Research in Science Education, 29(2), 171-187 // g8,CTL.

Tobin, K. (1999). Teachers as researchers and researchers as teachers. Research in Science Education, 29(1), 1-3 // g8,CTL.

Tobin, K. (1999). The value to Science Education of teachers researching their own praxis. Research in Science Education, 29(2), 159-169 // g8,CTL.

Tobin, K. (2000). Becoming an urban science educator. Research in Science Education, 30(1), 89-106 // g8,CTL.

Tobin, K. (2000). Constructivism in science education: Moving on ... In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 227-253). Chicago, IL: The National Society for the Study of Education // g1,CON.

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Tobin, K. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105(6), 313-322 // g7, DISCOURSE.

Tobin, K. (2006). Why do science teachers teach the way they do and how can they improve practice? In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 155-164). Springer: Dordrecht, The Netherlands // g8, CTL, ANA.

Tobin, K. (2008). In search of new lights: getting the most from competing perspectives. Cultural Studies of Science Education, 3(2), 227-230 // g1, CC.

Tobin, K. G., Tippins, D. J. , Hook, K. (1994). Referents for changing a science curriculum: A case study of one teacher's change in beliefs. Science & Education, 3, 245-264 // g8,CTL.

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Tomanek, D., Talanquer, V., & Novodvorsky, I. (2008). What do science teachers consider when selecting formative assessment tasks? Journal of Research in Science Teaching, 45(10), 1113-1130 // g8, CTL, ASSESSMENT.

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Tomkins, S. P., Tunnicliffe, S. D. (2001). Looking for ideas: Observation, interpretation and hypothesis-making by 12-year-old pupils undertaking science investigations. International Journal of Science Education, 23(8), 791-814 // g6,B,ECOLOGY,LPRO,GC.

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