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

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Ozden, M., & Gultekin, M. (2008). The effects of brain-based learning on academic achievement and retention of knowledge in science course. Electronic Journal of Science Education, 12(1), 3-19 // g7.

Özkan, Ö., Tekkaya, C., & Geban, Ö. (2004). Facilitating conceptual change in students' understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95-106 // g7, B, ECOLOGY.

Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-160 // g6, C.

Öztap, H., Ozay, E., & Öztap, F. (2003). Teaching cell division to secondary school students: An investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15 // g8, B, PHYSIO.

Paatz, R., Schwedes, H. (1999). Bedeutungsbildung durch Analogiebildung. 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. 277-279). Alsbach: Leuchtturm-Verlag // g7,P,E,CIRC,ANA,LPRO.

Paatz, R., Schwedes, H. (2001). Untersuchung von Bedeutungsentwicklungsprozessen in einem analogieorientierten Elektrizitaetslehre-Unterricht mittels Komplexitaetsanalyse. In S. v. Aufschnaiter, Welzel, M. (Ed.), Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen (pp. 157-172). Muenster: Waxmann // g7,P,E,CIRC,LPRO,ANA,VIDEO.

Paatz, R., Schwedes, H. (2001). Zur Struktur analoger Denkprozesse. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 321-323). Alsbach: Leuchtturm-Verlag // g7,P,E,CIRC,ANA,LPRO.

Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor - An emergent epistemological approach to learning. Science & Education, 14(6), 535-557 // g1, COSC, ACTTH, ANA.

Paavola, S., Lipponen, L., & Hakkaraainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576 // g1, CON.

Padiglione, C., Torracca, E. (1990). Logical processes in experimental contexts and chemistry teaching. International Journal of Science Education, 12(2), 187-194 // g6,C.

Padilla, K., Ponce-de-León, A. M., Rembado, F. M., & Garritz, A. (2008). Undergraduate professors' pedagogical content knowledge: The case of "amount of substance". International Journal of Science Education, 30(10), 1389-1404 // g8, PCK, C.

Paik, S.-H., Kim, H.-N., Cho, B.-K., Park, J.-W. (2004). K-8th grade Korean students' conceptions of 'changes of state' and 'conditions for changes of state'. International Journal of Science Education, 26(2), 207-224 // g6, P, T, CHSTATE.

Paik, S.-H., Cho, B.-K., & Go, Y.-M. (2007). Korean 4- to 11-year-old student conceptions of heat and temperature. Journal of Research in Science Teaching, 44(2), 284-302 // g6, P, T, HEATEM.

Palacios, F. J. P., Cazorla, F. N. , Madrid, A. C. (1989). Misconceptions on geometric optics and their association with relevant educational variables. International Journal of Science Education, 11(3), 273-286 // g6,P,O.

Pallant, A., & Tinker, R. F. (2004). Reasoning with atomic-scale molecular dynamic models. Journal of Science Education and Technology, 13(1), 51-66 // g7, P, AT, MODEL, MMEDIA.

Palmer, D. (1996). Students' application of a biological concept: Factors affecting consistency. Research in Science Education, 26(4), 409-419 // g6,B.

Palmer, D. (1997). The effect of context on students' reasoning about forces. International Journal of Science Education, 19(6), 681-696 // g6,P,M,FORCE.

Palmer, D., Flanagan, R. (1997). Readiness to change the conceptions that "motion-implies-force": A comparison of 12-year-old and 16-year-old students. Science Education, 81(3), 317-331 // g6,g7,P,M,FORCE,.

Palmer, D. (1997). Students' application of the concept of interdependance to the issue of preservation of species: Observations on the ability to generalize. Journal of Research in Science Teaching, 34(8), 837-850 // g6,B.

Palmer, D. (2001). Students' alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706 // g6,P,M,GRAV.

Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853-1881 // g1, CC, AFF.

Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671 // g8, CTL.

Palmer, D. (2008). Practices and innovations in Australian science teacher education programs. Research in Science Education, 38(2), 167-188 // g8, g9, CTL.

Palmer, D. H. (1999). Exploring the link between students´ scientific and nonscientific conceptions. Science Education, 83(6), 639-653 // g6,B.

Palmer, D. H. (2003). Investigating the relationship between refutational text and conceptual change. Science Education, 87(5), 663-684 // g7, B, ECOLOGY.

Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353 // g8, AFF.

Palmer, J. A. (1993). From Santa Claus to sustainability: Emergent understanding of concepts and issues in environmental science. International Journal of Science Education, 15(5), 487-495 // g6,STS.

Palmquist, B., Finley, F. (1997). Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34(6), 595-615 // g7,CSC.

Palmquist, S., & Corowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783-804 // g7, B, INFORMAL.

Palomino, C., Prieto, M. J. (1992). La nutrition humaine: Une methodologie pour son apprentissage. In A. Giordan, Martinand, J.-L. , Raichvarg, D. (Ed.), Annees 2000: Enjeux et resssources de la formation et de la culture scientifiques et techniques (pp. 441-443). Chamonix: Centre Jean Franco // g6,B.

Panizzon, D. (2003). Using a cognitive structural model to provide new insights into students' understandings of diffusion. International Journal of Science Education, 25(12), 1427-1450 // g1, COSC, g6, P, M, AT.

Panizzon, D., & Pegg, J. (2008). Assessment practices: Empowering mathematics and science teachers in rural secondary school to enhance students learning. International Journal of Science and Mathematics Education, 6(2), 417-436 // g8, CTL.

Pankratius, W. J. (1991). The constructivist transformation of a preservice teachers views on teaching creationism and evolution. Occasional paper, University of Las Vegas // g8,B,CTL.

Pantidos, P., Patapis, S. (2001). Closed circuits: The "reformed" train analogy. 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. 2 (pp. 835-837). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,CIRCUIT,ANA.

Paoloni, L. (1982). Classical mechanics and quantum mechanics: An elementary approach to the comparison of the two viewpoints. European Journal of Science Education, 4(3), 241-251 // g1.

Papadimitriou, V., Solomonidou, C. , Stavridou, H. . (1993). Acids and bases: Formal knowledge and everyday life. A study of student teachers' conceptions. In A. Bargellini, Todesco, P. E. (Ed.), Proceedings Atti - 2nd European Conference on Research in Chemical Education, 11.-14. September 1993, University of Pisa, Pisa, Italy (pp. 363-368). Pisa: University of Pisa // g8,C.

Papadimitriou, V. (2004). Prospective primary teachers' understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299-308 // g8, STS.

Papadouris, N., Constantinou, C., & Kyratsi, T. (2008). Students' use of the energy model to account for changes in physical systems. Journal of Research in Science Teaching, 45(4), 444-469 // g6, E.

Papageorgiou, G., & Johnson, P. (2005). Do particle ideas help or hinder pupils' understanding of phenomena? International Journal of Science Education, 27(11), 1299-1317 // g7, P, AT.

Papalexopoulos, P. F., Patapis, S. (2001). Teaching new (smart) materials at schools. Children's ideas about materials. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 237-239). Paris: Elsevier // g6,P.

Papenfuß, C. (2002). Vorstellungen ueber die Evolution des Menschen als Lernvoraussetzungen im Biologieunterricht (Vol. 461). Oldenburg: Didaktisches Zentrum // g6, B, EVOLUTION.

Parchmann, I., & Gräsel, C. (2005). Lehrerfortbildung als Anregung und Unterstützung einer kooperativen Weiterentwicklung von Unterricht? In A. Wellensiek, M. Welzel & T. Nohl (Eds.), Didaktik der Naturwissenschaften- Quo Vadis? (pp. 88-102). Berlin: Logos Verlag Berlin // g8, C, CTL, g9.

Parchmann, I., & Gräsel, C. (2006). Projektgruppe ,,CHIK Chemie im Kontext'' - Wege der Verbreitung innovativer Ansätze in der Schule. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 156-158). Münster: LIT Verlag // g8, CTL.

Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., Ralle, B., et al. (2006). ''Chemie im Kontext'': A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062 // g1, C, g8, CTL.

Parchmann, I., Schmidt, S., & Buck, P. (2003). Von sinnlichen Wahrnehmungen zu ersten Teilchenvorstellungen - eine Unterrichtssequenz aus dem Projekt Chemie im Kontext mit Anregungen für eine erweiterte Modelldiskussion. chimica didactica, 29(1/2), 165-180 // g7, C, AT.

Pardhan, H., & Mohammad, R. F. (2005). Teaching science and mathematics for conceptual understanding? A rising issue. Eurasia Journal of Mathematics, Science and Technology Education, 1(1), 1-20 // g8, PCK.

Park, H. J. (2007). components of conceptual ecologies. Research in Science Education, 37(2), 217-237 // g6, CTL, CSC, AFF, CC.

Park, J., Pak, S. J. (1993). Interaction between students' preconceptions and logical reasoning in the evidence evaluation. 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,M.

Park, J., Pak, S. (1997). Students' responses to experimental evidence based on perceptions of causality and availability of evidence. Journal of Research In Science Teaching, 34(1), 57-67 // g6,P,E.

Park, J., Kim, I. , Kim, M. , Lee, M. (2001). Analysis of students' processes of confirmation and falsification of their prior ideas about electrostatics. International Journal of Science Education, 23(12), 1219-1236 // g6,GC,P,E,ESTAT.

Park, J., Han, S. (2002). Using deductive reasoning to promote the change of students' conceptions about force and motion. International Journal of Science Education, 24(6), 593-610 // g7,P,M,FORCE.

Park, J. (2006). Modelling analysis of students' processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469-489 // g6, P, E, INDU, g7.

Park Rogers, M., A., & Abell, S., K. (2008). The design, enactment, and experience of inquiry-based instruction in undergraduate science education: A case study. Science Education, 92(4), 591-607 // g7, INQUIRY, LPRO, g8, CTL.

Park, S., & Oliver, J. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284 // g8, CTL, PCK.

Park, S., & Oliver, J. S. (2008). National board certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK development. Journal of Research in Science Teaching, 45(7), 812-834 // g8, CTL, PCK.

Parker, J., Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20(5), 503-520 // g8,P,AS.

Parker, J., Heywood , D. (1999). Exploring the tension between subject knowledge and pedagogy: A study of primary school teachers and pre-service students learning about forces. 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. 18-21). Kiel: IPN Kiel // g6,g8,P,M,FORCE.

Parker, J., Heywood, D. (2000). Exploring the relationship between subject knowledge and pedagogic content in primary teachers´ learning about forces. International Journal of Science Education, 22(1), 89-112 // g6,g8,P,M,BOY,CTL.

Parker, J. (2006). Exploring the impact of varying degrees of cognitive conflict in the generation of both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Education, 28(13), 1545-1578 // g8, P, O, PCK.

Parker, L. H., Rennie, L. J. (1992). Constructivism and gender-inclusiveness: has assessment kept pace? Paper presented at the National Association of Research in Science Teaching, 1-17 // g1.

Parker, L. H. (1992). Language in science education: Implications for teachers. The Australian Science Teachers Journal, 38(2), 26-32 // g4.

Parsons, E. (1997). Black high schools females' images of the scientist: Expression of culture. Journal of Research in Science Teaching, 34(7), 745-768 // g6,CSC.

Parsons, S. (1991). Preservice secondary science teachers making sense of constructivism. Research in Science Education, 21, 271-280 // g8,g9,CTL.

Parsons, S. (1995). Making sense of students' science: The construction of a model of tinkering. Research in Science Education, 25(2), 203-219 // g1,g6,TINKERING,APPR,P,E,GC.

Parsons-Chatman, S. (1989). The development of a model of tinkering: A study of children' s science. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies. Canadian Society for Studies in Education. Quebec City // g1,g6.

Parsons-Chatman, S. (1990). Making sense of constructivism in preservice: A case study. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, Georgia // g8,CTL,CSC,.

Paschmann, A. (2003). Chemie im Kontext: Die Ozeane - Entwicklung und Erprobung einer experimentellen Konzeption zur Erarbeitung chemischer Grundlagen. Oldenburg: Universität Oldenburg // g1, CON, g7, C, STS.

Pascual-Leone, J., Smith, J. (1969). The encoding and decoding of symbols by children: A new experimental paradigm and a neo-piagetian model. Journal of Experimental Child Psychology, 8, 328-355 // g1.

Pashley, M. (1994). A-level students: Their problems with gene and allele. Journal of Biological Education, 28(2), 120-126 // g6,g7,B.

Passmore, C., Stewart. (2002). A modeling approach to teaching evolutionary biology in High Schools. Journal of Research in Science Teaching, 39(3), 185-204 // g7,B,EVOLUTION.

Pata, K., & Sarapuu, T. (2006). A comparison of reasoning processes in a collaborative modelling environment: Learning about genetics problems using virtual chat. International Journal of Science Education, 28(11), 1347-1368 // g7, GC, B, GENETICS, MODEL.

Patchen, T., & Cox-Petersen, A. (2008). Constructing cultural relevance in science: A case study of two elementary teachers. Science Education, 92(6), 994-1014 // g8, CTL.

Patel, V. L., Kaufman, D. R. , Magder, S. (1991). Causal explanation of complex physiological concepts by medical students. International Journal of Science Education, 13(2), 171-185 // g6,B.

Paton, R. C. (1991). Students' deductive reasoning about state changes in a model biosystem. Journal of Biological Education, 25(2), 129-134 // g6,B.

Paton, R. C. (1993). Understanding biosystem organization Part 1: Verbal relations. International Journal of Science Education, 15(4), 395-410 // g5,g6,B.

Patterson, E. W. (2001). Structuring the composition process in scietific writing. International Journal of Science Education, 23(1), 1-16 // g7,WRITING.

Patton, B., & Roychoudhury, A. (2007). Inquiry-based physics and student learning. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g7, P, INQUIRY.

Pauen, S. (1996). Children's reasoning about the interaction of forces. Child Development, 67(6), 2728-2742 // g6,P,M,FORCE.

Pauen, S. (1999). The development of ontological categories: Stable dimensions and changing concepts. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 15-32). Oxford, UK: Pergamon // g1,CC.

Pauka, S., Treagust, D. F. (2000). Secondary school students' traditional science beliefs in Papua New Guninea. Presented at the annual meeting of the American Educational Research Association // g6.

Pauka, S., Treagust, D. F., & Waldrip, B. (2005). Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea. International Journal of Science and Mathematics Education, 3(2), 213-238 // g2, g6.

Pea, R. D., Sipusic, M. , Allen, S. (1990). Seeing the light on optics: Classroom-based research and development of a learning environment for conceptual change. Paper presented at the 7th Annual Tel Aviv Workshop on Human Development: Development and Learning Enviroments, 1-28 // g7,P,O.

Pea, R. D. (1991). Augmenting the discourse of learning with computer-based learning environments. In E. Corte, Linn, M. , Mandl, H. , Verschaffel, L. (Ed.), Computer-based learning enviroments and problem-solving (pp. 1-30). New York: Springer Verlag // g7,P,O.

Peard, T. L. (1983). The microcomputer in cognitive development research. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 112-126). Ithaca, N. Y.: Cornell University // g7.

Pearsall, N., Skipper, J. , Mintzes, J. (1997). Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Science Education, 81(2), 193-215 // g6,B,LPRO,GEN.

Pedemonte, G. M., Bezzi, A. (1989). Geology and society in education: A multi-faceted problem calling for broader research prospects. Paper presented by Gruppo di Ricerca per l'Educazione Geologica, Universita di Genova, Italia // g10.

Pedretti, E. (2001). T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and science museums. Studies in Science Education, 37, 1-42 // g1, INFORMAL.

Pedretti, E. G. (2004). Perspectives on learning through research on critical issues-based science center exhibitions. Science Education, 88(supplement), S34-S47 // g1, INFORMAL.

Peers, C. S. E., Diezmann, P., & Watters, J. J. (2003). Supports and concerns for teacher professional growth during the implementation of a science curriculum innovation. Research in Science Education, 33(1), 89-110 // g1, CON, g8, CTL.

Pehkonen, E. (1994). Teachers' and pupils' beliefs in focus - a consequence of constructivism. In M. Ahtee, Pehkonen, E. (Ed.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 27-34). Helsinki: Department of Teacher Education, University of Helsinki // g1.

Pek, P.-K., Poh, K.-L. (2000). Framework of a decision-theoretic tutoring system for learning of mechanics. Journal of Science Education and Technology, 9(4), 343-356 // g7, P, M, MMEDIA.

Peled, L., Barenholz, H. , Tamir, P. (1993). Concept mapping and gowin's categories as heuristics devices, in scientific reading of high school students. 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) // g5.

Pella, M. O., Voelker, A. M. (1967). Teaching the concepts of physical and chemical change to Elementary School children. Journal of Research in Science Teaching, 5, 311-323 // g6,C,P.

Pena, B. M., Quiles, M. J. P. (2001). The importance of images in astronomy education. International Journal of Science Education, 23(11), 1125-1135 // g6,P,AS.

Pendley, B. P., Bretz, R. L. , Novak, J. D. (1994). Concept maps as a tool to assess learning in chemistry. Journal of Chemical Education, 71(1), 9-15 // g6,C.

Pendrill, A.-M. (2008). How do we know, that the Earth spins around its axis? Physics Education, 43(2), 158-164 // g7, P, M.

Penner, D., Klahr, D. (1996). The interaction of domain-specific knowledge and domain-general discovery strategies: A study with sinking objects. Child Development, 67(6), 2709-2727 // g6,P,M,SINKING.

Penner, D., Giles, N. , Lehrer, R. , Schauble, L. (1997). Building functional models: Designing an elbow. Journal of Research in Science Teaching, 34(2), 125-143 // g7,B,MODEL.

Penner, D. E. (2000). Explaining systems: Investigating middle school students' understanding of emergent phenomena. Journal of Research in Science Teaching, 37(8), 784-806 // g7,EMERGENT SYSTEMS, LPRO.

Penuel, W. R., Means, B. (2004). Implementation variation and fidelity in an inquiry science program: Analysis of GLOBE data reporting patterns. Journal of Research in Science Teaching, 41(3), 294-315 // g7, INQUIRY.

Pereira, L. (1996). Stepping out with the constructivists. Australian Science Teachers Journal, 42(2), 26-28 // g1,CON.

Pereira, M. P., Pestana, M. E. M. (1991). Pupils' representations of models of water. International Journal of Science Education, 13(3), 313-319 // g6,P,AT,C.

Perez de Eulate, L., Gagliardi, R. (1988). Les representations des eleves dans la formation des instituteurs en biologie. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Dixiemes Journees Internationales sur l'Education Scientifique (pp. 551-555). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g7,B.

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Perkins, D. N., & Grotzer, T. A. (2005). Dimensions of causal understanding: The role of complex causal models in students' understanding of science. Studies in Science Education, 41, 117-166 // g7, MODEL, CAUSALITY, GC.

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