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



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Falcao, D., Gouvea, G. , Cazelli, S. , Valente, M. E. , Queiroz, G. , Colinvaux, D. , Krapas, S. , Alves, F. (1999). Models and learning in science and technology museums. 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. 644-646). Kiel: IPN Kiel // g7,P,AS.

Falcao, D., Colinvaux, D., Krapas, S., Querioz, G., Alves, F., Cazelli, S., Valente, M. E., Gouvea, G. (2004). A model-based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum. International Journal of Science Education, 26(8), 951-978 // g7, P, AS, MODEL.

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Fassoulopoulos, G., Kariotoglou, P. , Koumaras, P. (1999). Pupils' conceptions on the relations between intensive variables and the amount of the system. 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. 137-139). Kiel: IPN Kiel // g6.

Fassoulopoulos, G., Kariotoglou, P., & Koumaras, P. (2003). Consistent and inconsistent pupils' reasoning about intensive quantities: The case of density and pressure. Research in Science Education, 33(1), 71-88 // g6, P, M, DENSITY, PRESSURE, GC.

Faucher, G. (1983). Advanced physics cources do not provide students with conceptual change. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 322-325). Ithaca, N. Y.: Cornell University // g6,P,E,M,MAG.

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Fedra, R. D. (1989). Schuelervorstellungen zum Energieverbrauch und ihre Aufarbeitung im Physikunterricht der Sekundarstufe II. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1989 in Bonn (pp. 298-306). Giessen: Deutsche Physikalische Gesellschaft, Fachausschuss Didaktik der Physik // g6,P,T,EN,.

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Feher, E., Meyer, K. R. (1992). Children's conceptions of color. Journal of Research in Science Teaching, 29(5), 505-520 // g6,P,O,.

Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of Research in Science Teaching, 33(5), 513-540 // g1,g5,g8,SCON,CTL,.

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Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39(10), 1032-1055 // g8, CTL.

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Fellows, N. J. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31(9), 985-1001 // g5,g7,P,AT,.

Feltham, N. F., Downs, C T. (2002). Three form of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine term. International Journal of Science Education, 24(2), 157-184 // g6,B.

Feltovich, P. J., Spiro, R. J., Coulson, R. L. (1989). The nature of conceptual understanding in biomedicine: The deep structure of complex ideas and the development of misconceptions. In D. A. Evans, Patel, V. L. (Ed.), Cognitive science in medicine: Biomedical modeling (pp. 113-172). Cambridge: MA: MIT Press // g6, B.

Feng, S.-L., & Tuan, H.-L. (2005). Using arcs models to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3(3), 463-484 // g7, C.

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Fensham, P. J., Garrard, J. E. , West, L. (1982). A comparative critique of several methods of collecting data for cognitive mapping. Research in Science Education, 12, 9-16 // g5.

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Fensham, P. J. (1984). Conceptions, misconceptions, and alternative frameworks in chemical education. Chemical Society Reviews, 13(2), 199-217 // g1.

Fensham, P. J. (1987). Describtion and frameworks of solution and reactions in solutions. Research in Science Education, 17, 139-148 // g6,C.

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Fensham, P. J. (1989). Theory in practice: How to assist science teachers to teach constructively. In P. Adey (Ed.), Adolescent development and school science (pp. 61-77). London: Falmer Press // g1.

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