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



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Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13(3), 401-430 // g5,g6,P,M.

Hammer, D. (1996). Misconceptions or p-prims. How might alternative perspectives of cognitive structure influence instructional perceptions and intentions. Journal of the Learning Sciences, 5(2), 97-127 // g1,CON,P-PRIMS,g7,P,M,FORCE,LPRO,DISCOURSE.

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Hammer, D., Schifter, D. (2001). Practices of inquiry in teaching and research. Cognition and Instruction, 19(4), 441-478 // g8, CTL, INQUIRY.

Hammer, H. D. (1990). Hinfuehrung zur Gibbs-Helmholtz-Beziehung aus Alltagserfahrungen und Alltagsvorstellungen zum Verstaendnis der Richtung von Prozessen. 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. 302-304). Alsbach: Leuchtturm // g7,C.

Hammond, L., & Brandt, C. (2004). Science and cultural process: Defining an anthropological approach to science education. Studies in Science Education, 40, 1-47 // g1, SCON, CSC.

Hamne, P., Bernhard, J. (2001). Educating pre-service teachers using hands-on and microcomputer based labs as tools for concept subtitutions. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 663-666). Paris: Elsevier // g6,P,M,MMEDIA.

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Hand, B., Vaughan, P. (1997). A model to guide writing for learning in science. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 201-227). Reading, UK: The University of Reading, Faculty of Education and Community Science // g7,g8,CTL.

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