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



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Jung, W., Schwedes, H. . (1975). Lernschwierigkeiten im Physikunterricht. In H. Dahncke (Ed.), Zur Didaktik der Physik und Chemie (pp. 82-90). Hannover: Schroedel // g1,g6,P,M.

Jung, W. (1975). Was heisst Physik lernen ? Didaktik der Physik zwischen Physik und Wissenschaftstheorie. In M. Ewers (Ed.), Naturwissenschaftliche Didaktik zwischen Kritik und Konstruktion (pp. 133-158). Weinheim: Beltz // g1.

Jung, W., Callsen, H. . (1976). Newtonsche Mechanik. Versuch eines neuen Zugangs fuer den Unterricht. Naturwissenschaften im Unterricht - Physik/Chemie, 24, 231-236 // g7,P,M.

Jung, W., Maichle, U. , Weber, E. , Wiesner, H. . (1977). Probleme der Einfuehrung elektrischer Grundbegriffe in der Sekundarstufe I. In H. Dahncke (Ed.), Zur Didaktik der Physik und Chemie (pp. 80-82). Hannover: Schroedel // g7,P,E.

Jung, W., Schwedes, H. . (1977). Rechtzeitig lernen - Einfuehrung in die Newtonsche Mechanik im 3. - 6. Schuljahr. Naturwissenschaften im Unterricht - Physik/Chemie, 25, 225-234 // g7,P,M.

Jung, W., Reul, H. , Schwedes, H. . (1977). Untersuchungen zur Einfuehrung in die Mechanik in den Klassen 3-6. Frankfurt/Main: Diesterweg // g1,g6,g7,P,M.

Jung, W. (1977). Wege in die Mechanik. physica didactica, 4, 219-229 // g7,P,M.

Jung, W. (1977). Zur Einfuehrung des Kraftbegriffs. physica didactica, 4, 171-187 // g7,P,M.

Jung, W., Weber, E. , Wiesner, H. . (1978). Ein Versuch zur Einfuehrung des Energiebegriffs. Der Physikunterricht, 12(2), 22-41 // g7,P,M,EN.

Jung, W., Maichle, U. , Weber, E. , Wiesner, H. . (1978). Probleme der Einfuehrung elektrischer Grundbegriffe in der Sekundarstufe I. Naturwissenschaften im Unterricht - Physik/Chemie, 26, 137-145 // g7,P,E.

Jung, W. (1978). Zum Problem der "Schuelervorstellungen" (1.Teil). physica didactica, 5(3), 125-146 // g1,g5,g6,P,M,EN,.

Jung, W. (1978). Zum Problem der "Schuelervorstellungen" (2.Teil). physica didactica, 5(4), 231-248 // g1,g5,g6,P,M,EN,.

Jung, W. (1979). Aufsaetze zur Didaktik der Physik und Wissenschaftstheorie. Frankfurt/Main: Diesterweg // g1.

Jung, W. (1979). Fachdidaktische Aspekte des Kategorienproblems. In W. Jung (Ed.), Aufsaetze zur Didaktik der Physik und Wissenschaftstheorie (pp. 94-120). Frankfurt/Main: Diesterweg // g4.

Jung, W. (1979). Schuelervorstellungen in Mechanik. In H. Haertel (Ed.), Zur Didaktik der Physik und Chemie (pp. 74-76). Hannover: Schroedel // g1,g6,P,M.

Jung, W. (1979). Schuelervorstellungen in Physik. Einige Ergebnisse, Deutungen und Schlussfolgerungen. Naturwissenschaften im Unterricht - Physik/Chemie, 27(2), 80, 39-46 // g6,P,M.

Jung, W., Wiesner, H. . (1979). Zur Definition fachdidaktischer Probleme am Beispiel der Mechanik. physica didactica, 6, 203-216 // g6,g7,P,M.

Jung, W. (1980). Piaget und Physikdidaktik. physica didactica (Sonderheft), 7 // g1.

Jung, W. (1980). Vorstellungen der Schueler zu physikalischen Begriffen. Langfassung eines Vortrages am 3.12.1980 an der FU-Berlin // g1.

Jung, W. (1980). Vorstellungen von Schuelern ueber Sehen und Licht. Ergebnisse von Untersuchungen an Schuelern in 6. bis 10. Klassen. Frankfurt/Main: Universitaet Frankfurt, Institut fuer Didaktik der Physik // g6,P,O.

Jung, W., Wiesner, H. . (1980). Wie wenden Schueler Physik an zur Erklaerung alltaeglicher Erscheinungen ? Untersuchungen am Beispiel der klassischen Mechanik. physica didactica, 7, 147-164 // g6,P,M.

Jung, W. (1981). Assoziationstests und verwandte Verfahren. In R. Duit, Jung, W. , Pfundt, H. (Ed.), Alltagsvorstellungen und naturwissenschaftlicher Unterricht (pp. 196-222). Koeln: Aulis // g5.

Jung, W. (1981). Conceptual frameworks in elementary optics. In W. Jung, Pfundt, H. , Rhoeneck, C. von (Ed.), Proceedings of the international workshop on "Problems Concerning Students' Representation of Physics and Chemistry Knowledge" (pp. 441-448). Ludwigsburg: Paedagogische Hochschule // g6,P,O.

Jung, W. (1981). Ergebnisse einer Optik-Erhebung. physica didactica, 8(1), 19-34 // g6,P,O.

Jung, W. (1981). Erhebungen zu Schuelervorstellungen in Optik (Sekundarstufe I). physica didactica, 8, 137-153 // g6,P,O.

Jung, W. (1981). Introduction to the conference - toward a synthesis of research efforts. In W. Jung, Pfundt, H. , Rhoeneck, C. von (Ed.), Proceedings of the international workshop on "Problems Concerning Students' Representation of Physics and Chemistry Knowledge" (pp. 1-11). Ludwigsburg: Paedagogische Hochschule // g1.

Jung, W. (1981). Lebensweltliche und wissenschaftliche Vorstellungen. In R. Duit, Jung, W. , Pfundt, H. (Ed.), Alltagsvorstellungen und naturwissenschaftlicher Unterricht (pp. 64-84). Koeln: Aulis // g2.

Jung, W., Pfundt, H. , Rhoeneck, C. von. (1981). Problems concerning students' representations of physics and chemistry knowledge. Ludwigsburg: Paedagogische Hochschule // g1.

Jung, W. (1981). Some methods of inquiry into knowledge structures in mechanics. In W. Jung, Pfundt, H. , Rhoeneck, C. von (Ed.), Proceedings of the international workshop on "Problems Concerning Students' Representation of Physics and Chemistry Knowledge" (pp. 254-267). Ludwigsburg: Paedagogische Hochschule // g5.

Jung, W., Wiesner, H. . (1981). Verstaendnisschwierigkeiten beim physikalischen Kraftbegriff. Eine Untersuchung zum Kraftbegriff bei Physikstudenten. Physik und Didaktik, 9(2), 111-122 // g6,P,M.

Jung, W., Wiesner, H. , Engelhardt, P. (1981). Vorstellungen von Schuelern ueber Begriffe der Newtonschen Mechanik. Bad Salzdethfurt: Didaktischer Dienst Franzbecker // g1,g6,P,M.

Jung, W. (1981). Zum Anfangsunterricht in Optik: Untersuchungen und didaktische Konsequenzen. In D.-F. D. d. Physik (Ed.), Vortraege der Fruehjahrstagung 1981 (pp. 433-439). Giessen: 1. Physikalisches Institut // g1,g6,P,O.

Jung, W. (1981). Zur Bedeutung der Schuelervorstellungen fuer den Unterricht. In R. Duit, Jung, W. , Pfundt, H. (Ed.), Alltagsvorstellungen und naturwissenschaftlicher Unterricht (pp. 1-23). Koeln: Aulis // g1.

Jung, W. (1982). Fallstudien zur Optik. physica didactica, 9, 199-220 // g6,P,O.

Jung, W. (1982). Ueber die Schwierigkeiten, Physik zu lernen. physica didactica, 9, 135-157 // g1.

Jung, W., Wiesner, H. , Kiowski, I. , Weber, E. (1982). Zum Anfangsunterricht in der Elektrizitaetslehre. physica didactica, 9, 257-272 // g6,g7,P,E.

Jung, W. (1983). Sprache und Physiklernen. Zur Beschreibung von Bewegung. Naturwissenschaften im Unterricht - Physik/Chemie, 31(10), 335-339 // g5,g6,P,M.

Jung, W. (1984). Elementary electricity: An epistemological look at some empirical results. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Understanding electricity - Proceedings of a workshop. Ludwigsburg: Paedagogische Hochschule Ludwigsburg // g1,g7,P,E.

Jung, W. (1984). Erhebung zur Elektrizitaetslehre (Kontrolluntersuchung). Frankfurt/Main: Universitaet Frankfurt, Institut fuer Didaktik der Physik // g6,P,E.

Jung, W. (1984). Untersuchungen zur elementaren Optik. Schriftliche Erhebungen und Interviews. Frankfurt/Main: Universitaet Frankfurt, Institut fuer Didaktik der Physik // g6,P,O.

Jung, W. (1984). Versuche mit der Methode des "Lauten Denkens" bei physikalischen Problemen. Frankfurt/Main: Universitaet Frankfurt, Institut fuer Didaktik der Physik // g5,g6,P,O,E.

Jung, W. (1985). Category questionnaire - the technique and some results. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 197-204). Kiel: Schmidt & Klaunig // g5,g6,P,E.

Jung, W. (1985). Die Methode des lauten Denkens. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Physik/Chemie 1984 (pp. 257-259). Alsbach: Leuchtturm // g5.

Jung, W. (1985). An example of the speaking - aloud technique in the domain of electricity. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 185-195). Kiel: Schmidt & Klaunig // g5,g6,P,E.

Jung, W. (1985). Schuelervorstellungen im Physikunterricht - ein didaktisches Problem. physica didactica, 12(4), 11-22 // g1.

Jung, W. (1985). Uses of cognitive science to science education. Paper presented to the ATEE Symposium on the Implications of Cognitive Science for the Education of Science Teachers, Kiel // g1.

Jung, W. (1986). Alltagsvorstellungen und das Lernen von Physik und Chemie. Naturwissenschaften im Unterricht - Physik/Chemie, 34(13), 2-6 // g1,g7.

Jung, W. (1986). Cognitive science and history of science. Paper presented at the Munich Conference // g1,g3.

Jung, W., Voss, H. P. (1986). Zum Verstaendnis der elementaren Elektrizitaetslehre. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1986 in Giessen (pp. 257-263). Giessen: DPG-Fachausschuss Didaktik der Physik // g6,P,E.

Jung, W. (1987). Licht, Strahlung, Spiegelbild. Ergebnisse einer schriftlichen Erhebung. physica didactica, 1987(14), 19-33 // g6,P,O.

Jung, W. (1987). Understanding students' understanding: the case of elemantary optics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 268-277). Ithaca: Cornell University // g5,g6,P,O.

Jung, W. (1987). Verstaendnisse und Missverstaendnisse. physica didactica, 14(1/2), 23-30 // g1,g5,g6,P,O.

Jung, W. (1989). Phaenomenologisches vs physikalisches optisches Schema als Interpretationsinstrumente bei Interviews. physica didactica, 16(4), 35-46 // g1,g5,g6,P,O.

Jung, W. (1989). Philosophy of Science and Education. Paper of the Institute of Physics Education University of Frankturt // g1.

Jung, W. (1989). Und er bewegt sich doch - oder doch nicht ? In P. Kriesel, Lichtfeld, M. (Ed.), Physikunterricht im Spannungsfeld zwischen Natur- und Erziehungswissenschaften (pp. 50-56). Berlin: Freie Universitaet. Zentralinstitut fuer Fachdidaktiken // g6,P,M,.

Jung, W., Wiesner, H. . (1990). Ergebnisse von Akzeptanzbefragungen zu den Bereichen "Sehen" und "Farben" der elementaren Optik. 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. 278-280). Alsbach: Leuchtturm // g6,P,O.

Jung, W. (1991). Schuelervorstellungen in Optik. Vortrag im Physikzentrum Bad Honnef, 1-20 // g6,P,O,.

Jung, W. (1992). Probing acceptance, a technique for investigating learning difficulties. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 278-295). Kiel: IPN // g5,g6,P,O,ANA.

Jung, W. (1993). Uses of cognitive science to science education. Science & Education, 2(1), 31-56 // g1.

Jung, W. (1994). Toward preparing students for change: A critical discussion of the contribution of the history of physics in physics teaching. Science & Education, 3, 99-130 // g1.

Jung, W. (1997). Konstruktivismus, Physikalismus und Phänomenologie. Zeitschrift für Didaktik der Naturwissenschaften, 2(3), 3-14 // g1, CON.

Jung, W. (1998). Physikspezifische entwicklungspsychologische Konzepte. Zeitschrift fuer Didaktik der Naturwissenschaften, 4(1), 45-49 // g1,PIAGET,g6,P,M,FORCE.

Jungblut, H.-J. (1999). Vom Nutzen lernbiographischer Forschung fuer die Chemiedidaktik. 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. 199-201). Alsbach: Leuchtturm-Verlag // g5.

Jungwirth, E. (1971). A comparison of the acquisition of taxonomic concepts by BSCS and BSCS pupils. Australian Science Teachers Journal, 17(4), 80-82 // g6,B.

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Jungwirth, E. (1985). Science teaching and pupil-avoidance of logical fallacies. South African Journal of Education, 5(2), 55-60 // g6.

Jungwirth, E. (1986). Definitons and the ability to define. South African Journal of Education, 6(4), 222-225 // g6.

Jungwirth, E. (1986). Determining the Intra-personal meaning of 'regulation' and 'equilibrium' by means of analyses of subjects' associate fields. Research in Science and Technological Education, 4(2), 117-126 // g6,B.

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Jungwirth, E. (1987). Improper attribution of causality - a potential stumbling block for STS education. In K. Riquarts (Ed.), Science and technology education and the qualilty of life (pp. 694-699). Kiel: IPN-Materialien // g6.

Jungwirth, E. (1988). The associate field as a diagnostic instrument in assessing the breadth of multi-contextual concepts: the concept "development". International Journal of Science Education, 10(5), 571-579 // g5,g6,g8,B.

Jungwirth, E. (1989). The intellectual skill of suspending judgement -- do pupils possess it? Gifted Education International, 6, 71-77 // g6.

Jungwirth, E. (1989). Secondary school pupils' and biology (student) teachers' attributions of cause-and-effect relationships in situations requiring suspension of judgement. In P. Adey (Ed.), Adolescent development and school science (pp. 285-294). London: Falmer Press // g6.

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Jungwirth, E. (1990). Science teachers' spontaneous, latent or non-attendance to the validity of conclusions in reported situations. Research in Science and Technological Education, 8(2), 103-115 // g6,CSC.

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