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



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Greensfeld, H., & Elkad-Lehman, I. (2007). An analysis of the processes of change in two science teacher educators' thinking. Journal of Research in Science Teaching, 44(8), 1219-1245 // g8, CTL.

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Griffard, P. B. (2001). The two-tier instrument on photosynthesis. What does it diagnose? International Journal od Science Education, 23(10), 1039-1052 // g7,g6,B,PHYSIIO.

Griffiths, A. K., Grant, B. A. (1985). High school student's understanding of food webs: identification of a learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22(5), 421-436 // g6,B.

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Griffiths, A. K., Thomey, K. , Cooke, B. , Normore, G. (1988). Remediation of student-specific misconceptions relating to three science concepts. Journal of Research in Science Teaching, 25(9), 709-719 // g7,P,EN,C,B.

Griffiths, A. K., Barry, M. (1991). Secondary school students' understanding of the nature of science. Research in Science Education, 21, 141-150 // g6,CSC.

Griffiths, A. K., Preston, K. R. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628 // g6,P,AT,C.

Griffiths, A. K., Barman, C. R. (1993). Australian secondary school students' concepts regarding the nature of science. The Australian Science Teachers Journal, 39(1), 69-71 // g6,CSC.

Griffiths, A. K. (1993). High school students' views about the nature of science. School Science and Mathematics, 93(1), 35-37 // g6,CSC.

Griffiths, A. K. (1994). A critical analysis and synthesis of research on students' chemistry misconceptions. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 70-99). Hong Kong: International Council of Associations for Science Education // g6,C.

Griffiths, A. K., Barman, C. R. (1995). High school students' views about the nature of science: Results from three countries. School Science and Mathematics, 95(5), 248-255 // g6,CSC.

Griffiths, K. M. (1977). An investigation into the development of concepts of animism in selected primary school children. Birmingham: University of Birmingham // g6,B.

Griffiths, K. M. (1979). An investigation into the development of concepts. Paper presented at the "Cognitive Development Research Seminar, Science and Mathematics Education", Leeds // g6.

Grimellini Tomasini, N., Pecori Balandi, B. (1995). A study on preservice teacher education in physics. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g8,g9,CSC,CTL,.

Grimellini-Tomasini, N., Pecori Balandi, B. (1983). Pupils' conceptions: Some implications for teachers training. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 479-488 // g7.

Grimellini-Tomasini, N., Pecori Balanda, B. (1987). Teaching strategies and children's science: an experiment on teaching about hot and cold. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 158-171). Ithaca: Cornell University // g6,g7,P,T.

Grimellini-Tomasini, N., Pecori Balandi, B. , Villani, A. , Casadio, C. , Pacca, J. L. A. (1989). Teaching strategies and conceptual change: the case of collisions in mechanics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California // g6,g7,P,M.

Grimellini-Tomasini, N., Gandolfi, E. , Pecori Balandi, B. (1990). Teaching strategies and conceptual change: Sinking and floating at elementary school level. Paper presented at the annual meeting of the American Educational Research Association, Boston // g6,g7,P,M,.

Grimellini-Tomasini, N., Pecori-Balandi, B. (1993). Understanding conservation laws in mechanics: students' conceptual change in learning about collisions. Science Education, 77(2), 169-189 // g6,g7,P,M,EN.

Grimellini-Tomasini, N., Levrini, O. (2001). Images of physics and pre-service teacher education. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 355-358). Paris: Elsevier // g8,P,SPACE,CSC.

Grindstaff, K., & Richmond, G. (2008). Learners' perceptions of the role of peers in a reserach experience: Implications for the apprenticeship process, scienctific inquiry, and collaborative work. Journal of Research in Science Teaching, 45(2), 251-271 // g7, CTL, INQUIRY.

Grob, K., Rhoeneck, C. von, Pollak, V. (1990). Analyse von Informationsverarbeitungsprozessen in der Elektrizitaetslehre mit Hilfe eines Expertensystems. 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. 254-256). Alsbach: Leuchtturm // g6,P,E.

Grob, K., Pollak, V. (1990). Analyses von Informationsverarbeitungsprozessen in der Elektrizitaetslehre mit Hilfe eines Expertensystems. In W. Kuhn (Ed.), Vortraege auf der Physikertagung 1990 (pp. 412-427). Giessen: DPG Fachausschuss Didaktik der Physik // g5,g6,P,E.

Grob, K., Rhoeneck, C. von. (1991). Das Einueben von Begriffen und Regeln aus der Elektrizitaetslehre mit dem Computer. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Didaktik der Physik und Chemie in Weingarten (pp. 153-155). Alsbach: Leuchtturm // g7,P,E.

Grob, K., Pollak, V. L. , Rhoeneck, C. von. (1992). Computerized analysis of students' ability to process information in the area of basic electricity. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 296-309). Kiel: IPN // g5,g6,P,E.

Grob, K., Rhoeneck, C. von , Voelker, B. (1993). Cognitive abilities, psychological motives and social interactions as components of long term learning in basic electricity. 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,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Die Entwicklung von Verstehensstrukturen im Anfangsunterricht der Elektrizitaetslehre. Naturwissenschaften im Unterricht Physik, 4(16), 24-29 // g7,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Lernen am Computer in der Elektrizitaetslehre. Naturwissenschaften im Unterricht Physik, 4(16), 30-33 // g7,P,E.

Grob, K., Rhoeneck, C. von. (1993). Lernen in der Elektrizitaetslehre durch strukturierte Information mit Hilfe eines Computers. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 283-285). Alsbach: Leuchtturm // g7,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Soziales Umfeld, psychologische Motive und kognitive Faehigkeiten als Bedingung des Langzeitlernens in der Elektrizitaetslehre. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 280-282). Alsbach: Leuchtturm // g6,P,E.

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Grob, K., Lompscher, J. , Rhoeneck, C. von, Schnaitmann, G. W. , Voelker, B. (1994). Cognitive abilities, motives, learning strategies, and social interactions as components of long-term learning in basic electricity. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 174-184). Hong Kong: International Council of Associations for Science Education // g6,E.

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