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



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Galili, I. (1995). Mechanics background influences students' conceptions in electromagnetism. International Journal of Science Education, 17(3), 371-387 // g6,P,E.

Galili, I. (1995). A modern understanding the origins of students' difficulties to operate with the weight concept. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 221-235). New York: Plenum Press // g3,g6,P,M,WEIGHT.

Galili, I., Lavrik, V. (1996). From instrumental to conceptual knowledge - An example of change in teaching content and conception. Paper presented at the Second International Conference on Teacher Education: Stability, Evolution and Revolution, June, 1996 // g6,P,O,AS.

Galili, I., Kaplan, D. (1996). Students' operations with the weight concept. Science Education, 80(4), 457-487 // g6,P,M,WEIGHT.

Galili, I., Bar, V. (1997). Children's operational knowledge about weight. International Journal of Science Education, 19(3), 317-340 // g6,P,M,WEIGHT.

Galili, I., Lavrik, V. (1998). Flux concept in learning about light: A critique of the present situation. Science Education, 82(5), 591-613 // g6,g7,P,O,LIGHT,AS.

Galili, I., Hazan, A. (1999). The influence of historically oriented course on the content knowledge of students in optics. 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. 288-290). Kiel: IPN Kiel // g7,P,O.

Galili, I., Hazan,A. (2000). Learners´ knowledge in optics: Interpretations, structure and analysis. International Journal of Science Education, 22(1), 57-88 // g6,P,O.

Galili, I., Hazan, A. (2001). The effect of an experimental HPS-based optics course on students' content knowledge and views about science. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 201-204). Paris: Elsevier // g3,g7,P,O,CSC.

Galili, I., Hazan, A. (2001). The influence of a historically oriented course on the content knowledge of students in optics. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 247-252). Dordrecht,The Netherlands: Kluwer Academic Publishers // g3,g7,P,O.

Galili, I. (2001). Weight versus garvitational force: Historical and educational perspectives. International Journal od Science Education, 23(10), 1073-1093 // g3,g6,P,M,WEIGHT.

Galili, I., Lehavi, Y. (2003). The importance of weightlessness and tides in teaching gravitation. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 231-239). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, g8, P, M, GRAV, TIDES.

Galili, I., Tseitlin, M. (2003). Newton's first law: Text, translations, interpretations and physics education. Science & Education, 12(1), 45-73 // g3, g7, P, M, FORCE.

Galili, I., & Lehavi, Y. (2006). Definitions of physical concepts: A study of physics teachers' knowledge and views. International Journal of Science Education, 28(5), 521-541 // g8, P.

Galili, I., Weizman, A., & Cohen, A. (2004). The sky as a topic in science education. Science Education, 88(4), 574-593 // g6, P, AS.

Galili, I. L., Y. (2001). The importance of synergetic use of weightlessness and Tides in physics instruction. 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. 389-391). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,TXT,g6,g8,P,M,GRAVITY.

Gallagher, J. J. (1987). A summary of research in Science Education - 1985; students' conceptual reasoning. Science Education, 71(3), 307-325 // g1.

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Gallagher, J. J., Jamison, N. , Cline, D. (1990). Using research to improve teaching and learning in science. A training manual for middle and high school science teachers. Washington, D. C.: American Federation of Teachers // g1,g8.

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Gallagher, J. J. (1993). Secondary science teachers and constructivist practice. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 181-191). Washington, DC: AAAS Press // g8,g9,CTL.

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Gallegos, L., Jerezano, M. E. , Flores, F. (1993). Preconceptions in the students' construction of food chains. 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.

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Gallos, M. R., van den Berg, E., & Treagust, D. F. (2005). The effect of integrated course and faculty development: Experiences of a university chemistry department in the Philippines. International Journal of Science Education, 27(8), 985-1006 // g8, CTL, g9.

Galmbacher, M., Heuer, D., Lippitsch, S., Plötzner, R., & Scherrer, S. (2005). Lernen mit dynamisch-ikonischen Repräsentationen in Abhängigkeit von Lernvoraussetzungen beim Schüler. In V. Nordmeier & A. Oberländer (Eds.), Didaktik der Physik - Berlin 2005. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft. Berlin: Lehmanns Media // g7, P, M, MMEDIA.

Galmbacher, M., Heuer, D., Lippitsch, S., Scherrer, S., & Plötzner, R. (2005). Erwerb qualitativ physikalischer Konzepte durch dynamisch-ikonische Repräsentationen von Strukturzusammenhängen. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 375-377). Münster: LIT Verlag // g7, P, M, MMEDIA.

Gamble, R. (1986). Cognitive momentum. Physics Education, 21(g1), 24-27 // g1.

Gamble, R. (1986). Proportionality and quantitative relationships in physics. Physics Education, 21, 354-359 // g6.

Gamble, R. (1989). Force. Physics Education, 24, 79-82 // g6,P,M.

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Ganiel, U., Eylon, B. S. (1987). Electrostatics and electrodynamics - the missing link in students' conceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 168-179). Ithaca: Cornell University // g6,P,E.

Ganiel, U. (2000). Linking electrostatics to electrodynamics, macro to micro: Student understanding of electric circuits. In L. Xingkai, Kaihua, Z (Ed.), Proceedings of the '99 International Conference of Physics Teachers and Educatiors (pp. 69-76). Guilin, China: Guangxi Normal University Press // g6,g7,P,E,CIRC.

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Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence. Research in Science Education, 33(4), 467-481 // g8, CTL, g9.

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Gardner, P. L. (1986). Physics students' comprehension of motion with constant velocity. The Australian Science Teachers Journal, 31(4), 27-32 // g6,P,M.

Garlick, R., & Laugksch, R. C. (2008). Teaching children to ask investigable questions in science. School Science Review, 90(331), 119-127 // g8, CTL, INQUIRY.

Garnett, P., Garnett, P. , Hackling, M. (1995). Students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95 // g6,C.

Garnett, P. J., Tobin, K. , Swingler, D. G. (1985). Reasoning abilities of secondary school students aged 13-16 and implications for the teaching of science. European Journal of Science Education, 7, 387-397 // g6.

Garnett, P. J., Treagust, D. F. (1989). Difficulties experienced by senior high school chemistry students of electrochemistry: Electric circuits and oxidation-reduction equations. Paper presented at the annual meeting of the National Association for Research in Science Teaching // g6,P,E,C,.

Garnett, P. J., Garnett, P. J. , Treagust, D. F. (1990). Implications of research on students' understanding of electrochemistry for improving science curricula and classroom practice. International Journal of Science Education, 12(2), 147-156 // g6,g7,C,.

Garnett, P. J., Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29(2), 121-142 // g6,P,E,C,.

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Garrard, J. E., Brumby, M. N. (1985). Living and learning in a hectic world: Students' perceptions of stress. Research in Science Education, 15, 58-67 // g6,B,.

Garrard, J. E. (1987). Learning in science: Some wider perspectives. Research in Science Education, 17, 11-22 // g1,g5.

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Garrison, J. (1995). An alternative to Von Glaserfeld's subjectivism in science education: Deweyan social constructivism. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 432-440). Minneapolis: University of Minnesota // g1,DEWEY.

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Garrison, J. (1997). An alternative to von Glasersfeld's subjectivism in science education: Deweyan social constructivism. Science & Education, 6(6), 543-554 // g1,CON,DEWEY.

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Garrison, J. (2003). Questioning the cultural function of science education: An endorsement and response to Rudolph. Science Education, 87(1), 80-89 // g1, CTS.

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Gates, L., Jay, B. (1978). Children's understanding of "all" and "some". Science Education, 62(3), 359-363 // g6.

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