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



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Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835-868 // g8, CTL, CSC.

Bryan, L. A., & Tippins, D. J. (2005). The Monets, Van Goghs, and Renoirs of science education: Writing impressionist tales as a strategy for facilitating prospective teachers' reflections on science experiences. Journal of Science Teacher Education, 16(3), 227-239 // g8, CTL.

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Bryce, T., Mac Millan, K. (2005). Encouraging conceptual change: The use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics. International Journal of Science Education, 27(6), 737-763 // g7, P, M, FORCE, ANA.

Bryce, T., & Blown, E. (2007). Gender effects in children's development and education. International Journal of Science Education, 29(13), 1655 -1678 // g1, g6 ,GEN, AFF.

Bryce, T. G. K., & Blown, E. J. (2006). Cultural mediation of children's cosmologies: A longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education, 28(10), 1113-1160 // g5, g6, P, AS.

Buchweitz, B., Moreira, M. A. (1987). Misconceptions in physics: research findings among Brazilian students. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 54-59). Ithaca: Cornell University // g6,P,E.

Buck, G., Mast, C., Ehlers, N., & Franklin, E. (2005). Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project. Journal of Research in Science Teaching, 42(9), 1013-1031 // g8, CTL, g9.

Buck, G., A., Plano Clark, V., L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688-707 // g7, CTL, CSC, GEN.

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Buck, P. (1985). "Astronomische" Methoden bei Begriffsbildungsuntersuchungen. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Physik/Chemie 1984 (pp. 254-256). Alsbach: Leuchtturm // g5.

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Buck, P. (1990). Alltagsvorstellungen und naturwissenschaftliches Denken. 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. 14-47). Alsbach: Leuchtturm // g1.

Buck, P. (1990). Jumping to the atoms: The introduction of atoms via nesting systems. 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. 212-219). Utrecht: CD-ß Press // g7,P,AT.

Buck, P., Stavy, R. , Tirosh, D. (1995). Die Teilbarkeit eines Gegenstandes und einer Strecke - eine Untersuchung ueber die Konsistenz von Schuelerantworten. Chimica Didactica, 21(3), 215-227 // g6,C,AT.

Buck, P., Johnson, P. , Fischler, H. , Peuckert, J. , Seifert, S. (2001). The need for and the role of metacognition in teaching and learning the particle model. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 225-234). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,C,AT,CTL.

Buck, P., Goedhart, M., Gräber, W., Kaper, W., Koballa, T., Linder, C., Marton, F., Schwedes, H., Spiliotopoulou, V., Tsagliotis, N., Vogelezang, M. (2003). On the methodology of "phenomenography" as a science education research tool. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 31-41). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, PHEN.

Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895-936 // g1,MM,MODEL,g7,B,HUMAN,MMEDIA.

Buckley, B. C., Gobert, J. D., Kindfield, A. C. H., Horwitz, P., Tinker, R. F., Gerlits, B., et al. (2004). Model-based teaching with BioLogica: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 23-42 // g7, B, GENETICS, MODEL, MMEDIA.

Budde, M., Niedderer, H. (2001). Der Einfluss der Lernumgebung auf individuelle Lernprozesse im Bereich Quanten-Atom-Physik. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 285-287). Alsbach: Leuchtturm-Verlag // g7,P,Q,LPRO,ANA.

Budde, M., Niedderer, H., Scott, P., Leach, J. (2002). 'Electronium': A quantum atomic teaching model. Physics Education, 37(3), 197-203 // g7, P, Q.

Budde, M., Niedderer, H., Scott, P., Leach, J. (2002). The quantum atomic model 'Electronium': A succesful teaching tool. Physics Education, 37(3), 204-210 // g7, P, Q.

Budde, M. (2005). Lernwirkungen in der Quanten-Atom-Physik. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 64-75). Münster: LIT Verlag // g7, P, Q.

Buddingh, J. (1993). Students' personal knowledge of regulation and homeostasis: Pioneering in biology classrooms. 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,g7,B.

Buecker, N., Komorek, M. , Duit, R. (1999). Experimente, Elemtarisierungen und Schuelervorstellungen im Bereich Fraktales Wachstum. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Essen, Sept. 1998 (pp. 229-231). Alsbach: Leuchtturm-Verlag // g6,g7,FRACTAL,NONLIN.

Buell, R. R., Bradley, G. (1972). Piagetian studies in science: Chemical equilibrium understanding from study of solubility: A preliminary report from secondary school chemistry. Science Education, 56(1), 23-29 // g6,C.

Buffler, A., Allie, S. , Lubben, F. , Campbell, B. (2001). The development of first year physics students' ideas about measurement in terms of point and set paradigms. International Journal of Science Education, 23(11), 1137-1156 // g7,P,GC,LAB.

Buffler, A., Allie, S. , Lubben, F. , Campbell, B. (2001). The point and set paradigms: Towards effective teaching and laerning in the first year physics laboratory. 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. 319-321). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,CSC,LAB.

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Bunce, D. M., Gabel, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in Science Teaching, 39(10), 911-927 // g6, g7, C, AT, GEN.

Buncick, M. C., Betts, P. G. , Horgan, D. D. (2001). Using demonstratins as a contextual road map: Enhancing course continuity and promoting active engagement in introductory college physics. International Journal of Science Education, 23(12), 1237-1256 // g7,P.

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Buning, J. B., Thijs, G. D. (2001). Comparing teaching assistans guiding students in physics undergraduate laboratories. 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. 325-327). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,CSC,LAB,g8.

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Burbules, N. C., Linn, M. C. (1991). Science Education and philosophy of science: congruence or contradiction? International Journal of Science Education, 13(3), 227-241 // g1.

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