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



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Behrendt, H. (1999). STS-Unterricht und traditioneller Physikunterricht - Empirische Untersuchungen mit den Methoden - Concept Mapping und Computersimulation. Kiel: CAU Kiel, Germany // g1,CC,CON,g7,P,LPRC.

Behrendt, H. (2001). Erste Ergebnisse ueber Realexperimente und Computersimulationen. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 300-302). Alsbach: Leuchtturm-Verlag // g7,P,EN,STS,MMEDIA.

Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750-762 // g5.

Beiers, R. J., McRobbie, C. J. (1992). Learning in interactive science centres. Research in Science Education, 22, 38-44 // g5,g6,g7,P,S,.

Beiers, R. J., McRobbie, C. J. (1993). A phenomenographic approach to change in understanding in science museums. Paper presented at the annual conference of the National Association for Research in Science Teaching, Atlanta, 1-14 // g5,g6,g7,P,S.

Beilfuss, M. (2004). Exploring conceptual understandings of groundwater through student's interviews and drawings. Paper presented at the NARST Conference 2004, VANCOUVER // g6, ES.

Bekhechi, T., Heuer, D. (1997). Lernprozessuntersuchungen zur Kondensatorauf- und -entladung. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 245-247). Alsbach: Leuchtturm-Verlag // g6,P,E.

Bell, B., Osborne, R. (1981). Interviewing children - a checklist for the I. A. I. interviewer. Working Paper No.45, University of Waikato, Learning in Science Project, 1-18 // g5.

Bell, B. (1981). When an animal is not an animal. Journal of Biological Education, 15(3), 213-218 // g6,B.

Bell, B., Barker, M. (1982). Towards a scientific concept of "animal". Journal of Biological Education, 16(3), 197-200 // g6,g7,B.

Bell, B., Brook, A. (1984). Aspects of secondary students' understanding of plant nutrition: Full report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,B.

Bell, B., Brook, A. (1984). Aspects of secondary students' understanding of plant nutrition: Summary report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,B.

Bell, B., Osborne, R. , Tasker, R. (1985). Finding out what children think. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 151-165). Auckland: Heinemann // g5.

Bell, B., Freyberg, P. (1985). Language in the science classroom. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 29-40). Auckland: Heinemann // g4,g5,g7,B.

Bell, B. (1985). Students' ideas about plant nutrition: What are they ? Journal of Biological Education, 19(3), 213-218 // g6,B.

Bell, B. (1991). Implications for curriculum. In J. Northfield, Symington, D. (Ed.), Learning in science viewed as personal construction (pp. 34-51). Perth, Australia: Key Centre for School Science and Mathematics // g1,g7,g8.

Bell, B., Pearson, J. D. (1992). Better learning. International Journal of Science Education, 14(3), 349-361 // g1,g9.

Bell, B. (1994). Using anecdotes in teacher development. International Journal of Science Education, 16(5), 575-584 // g9.

Bell, B. (1995). Interviewing: A technique for assessing science knowledge. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 347-364). Mahwah, New Jersey: Lawrence Erlbaum Associates // g5.

Bell, B. (1998). Teacher development in Science Education. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 681-694). Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Bell, B. (2000). Formative assessment and science education: A model and theorizing. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 48-61). Buckingham: Open University Press // g1,ASSESSMENT,g7.

Bell, B., Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536-553 // g1, ASSESSMENT.

Bell, B., Cowie, B. (2001). Formative assessment and science education. dordrecht, The Netherlands: Kluwer Academic Plublishers // g1,ASSESSMENT,g5,g7,g8,CTL.

Bell, B. (2007). Classroom assessment of science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 965 -1006). Mahwah: Lawrence Erlbaum Associates // g1, g5.

Bell, B. F., Kirkwood, V. M. , Pearson, J. D. (1990). Learning in science project (teacher development): the framework. Research in Science Education, 20, 31-40 // g8,g9,CTL.

Bell, B. F., Pearson, J. D. (1991). 'I know about LISP but how do I put it into practice?' Research in Science Education, 21, 30-38 // g8,g9,CTL.

Bell, D. (2008). Engaging teachers, engaging pupils, engaging science: are we learning our lessons? School Science Review, 90(33), 35-44 // g1, g8.

Bell, J., & Donnelly, J. (2006). A vocationalized school science curriculum? International Journal of Science Education, 28(12), 1389-1410 // g1.

Bell, P., Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-818 // g1,APR,g7,P,O,CSC.

Bell, R., Lederman, N. , Abd-El-Khalick, F. (1998). Preservice teachers' beliefs and practices regarding the teaching of the nature of science. Paper presented at the annual meeting of NARST, San Diego, 1998, 1-46 // g8,CSC,CTL.

Bell, R., & Trundle, K. C. (2008). The use of computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346-372 // g7, P, AS, MMEDIA.

Bell, R. L., Lederman, N. G. , Abd-el-Khalick, F. (2000). Developing and acting upon one's conception of the nature science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581 // g8,CTL,CSC,GEN.

Bell, R. L., Blair, L. M., Crawford, B. A., Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509 // g7, CSC.

Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352-377 // g6, CSC.

Bell, T., Euler, M. (2001). Learning about complex systems: How much instruction do we need to foster autonomous model construction. 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. 291-293). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,NONLIN,LPRO.

Bell, T., Euler, M. (2003). Selbstgesteuertes Lernen über komplexe Systeme: Welche Zugänge eröffnen sich Schülern der Sekundarstufe II? In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 252-254). Münster: LIT // g7, P, NON-LIN.

Bell, T. (2004). Komplexe Systeme und Strukturprinzipien der Selbstregulation - Konstruktion grafischer Darstellungen, Transfer und systemisches Denken. Zeitschrift für Didaktik der Naturwissenschaften, 10, 183-204 // g7, P, NONLIN.

Bell, T. (2004). Komplexe Systeme und Strukturprinzipien der Selbstregulation im fächerübergreifenden Unterricht - eine Lernprozessstudie in der SII. Zeitschrift für Didaktik der Naturwissenschaften, 10, 163-181 // g7, P, NONLIN.

Bell, T. (2005). Kollaboratives forschendes Lernen. Die beiden internationalen Projekte ReCOIL und NetCoIL. 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, INQUIRY, MMEDIA.

Bell, T. (2007). Komplexe Systeme und Selbstregulation: eine Modellsystemsequenz für fächerübergreifendes Lernen. Physik und Didaktik in Schule und Hochschule, 2(6), 43-58 // g7, P, NONLIN, LPRO.

Bell, T. (2007). Konzeptentwicklung in einer Lernprozessstudie im Breich "komplexe Systeme und Selbstregulation". Physik und Didaktik in Schule und Hochschule, 2(6), 59-71 // g7, P, NONLIN, LPRO.

Bellomo, K. (2004). Assessing students' conceptual understandings of evolution through different assessment strategies. Paper presented at the NARST Conference 2004, VANCOUVER // g6, B, EVOLUTION.

Bellou, I., Stavridou, H. , Katsikis, A. (2001). Pupils' ideas about erosion as a basis for the design of an educational software. 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. 294-296). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,ES.

Ben-Ari, M. (2005). Situated learning in 'This high-technology world'. Science & Education, 14(3-5), 367-376 // g1, SCON, STS.

Benbetka, M. (1996). Alltagsvorstellungen als Bedingungen zur Gestaltung eines Konzepts fuer die Behandlung der Waermelehre im Anfangsunterricht. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 353-355). Alsbach/Bergstrasse: Leuchtturm-Verlag // g6,P,T.

Ben-Chaim, D., Zoller, U. (2001). Israeli, Italian, Greek and american university science students' disposition toward critical thinking - a major component of HOCS. 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. 179-181). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,GC.

Ben-Chaim, D., Zoller, U. (2001). Self-perception versus dtudents' perception of teachers' personal style in college science and mathematics courses. Research in Science Education, 31(3), 437-454 // g6,g8,CTL.

Benckert, S., & Pettersson, S. (2008). Learning physics in small-group discussions - three examples. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 121-134 // g7, P, LPRO, VIDEO, PROSOL.

Bencze, J. L. (2000). Procedural apprenticeship in school science: Constructivist enabling of connoisseurship. Science Education, 84(6), 727-739 // g1,CON,CC.

Bencze, J. L., Bowen, G. M., & Alsop, S. (2006). Teachers' tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90(3), 400-419 // g8, CTL, CSC.

Bencze, L., Hodson, D. (1995). Toward greater authenticity in elementary school science: Changing practice through action research. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 126-136). Minneapolis: University of Minnesota // g1,g8,CTL.

Bencze, L., Hodson, D. (1999). Changing practice by changing practice: toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36(5), 521-540 // g8,CTL.

Bencze, L., Hewitt, J. , Pedretti, E. (2001). Multi-media case methods in pre-service education: Enabling an apprenticeship for praxis. Research in Science Education, 31(2), 191-209 // g8,CTL,g9,MMEDIA.

Bendall, S., Goldberg, F. M. , Galili, I. (1993). Prospective elementary teachers' prior knowledge about light. Journal of Research in Science Teaching, 30(9), 1169-1187 // g6,g7,P,O.

Beney, M., & Séré, M. (2002). Students' intellectual activities during standard labwork at undergraduate level. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 65-78). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, CTL, LAB, LPRO, g8.

Benhassoun, M. S., Grea, M. J. , Maurines, L. (2001). Elements to allow teaching wave phenomenon in relation with the teacher knowledge and practical skills. 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. 297-300). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,WAVES.

Benke, G., Stadler, H. (2001). Students' epistemologies in physics education. A gendered perspective. 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. 766-768). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,CSC,GEN,VIDEO.

Benke, G., Stadler, H. (2003). Students' positions in physics education. A gendered perspective. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 81-87). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, CSC, GEN, AFF.

Benlloch, M., Pozo, J. (1996). What changes in conceptual change?: From ideas to theories. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 200-211). London: The Falmer Press // g6,P,T.

Bennett, J., Gräsel, C., Parchmann, I., & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: Comparing teachers' views. International Journal of Science Education, 27(13), 1521-1547 // g8, CTL.

Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 165-184). Dordrecht: Kluwer Academic Publishers // g1, C.

Bennett, J., & Lubben, F. (2006). Context-based chemistry: The salters approach. International Journal of Science Education, 28(9), 999-1016 // g1, C.

Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370 // g7, STS, CONTEXT, AFF, GEN.

Bennett, S., & Bennett, D. B. (2004). Paul F-Brandwein 2004 lecture: Regarding the ecology of science education: Connections to environmental and distance education. Journal of Science Education and Technology, 13(2), 137-146 // g1.

Benseghir, A., Closset, J. (1996). The electrostatics-electrokinetics transition: Historical and educational difficulties. International Journal of Science Education, 18(2), 179-191 // g3,g6,P,E.

Benson, D. L., Wittrock, M. C. , Baur, M. E. (1993). Students' preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597 // g6,P,AT.

Benson, G. D. (1987). Open-endness in the empirical analytic mode: one conception of scientific progress. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 59-66). Ithaca: Cornell University // g1,g6,g8,CSC.

Benson, G. D. (1992). De-ideation in science teaching. The University of Calgary, Calgary, Canada, 1-23 // g5,g8,CTL,.

Benyamna, S. (1987). La pregnance du modele particulaire dans les representations d'etudiants en science, a l'egard de phenomenes naturels. Quebec: Universite Laval // g6,P,AT,O,E.

Benyamna, S., Desautels, J. , Larochelle, M. (1993). Du concept a la chose: La notion de particule dans les propos d' etudiants l' egard de phenomenes physiques. Revue Canadienne de L' Education, 18(1), 62-78 // g6,P,AT.

Ben-Zvi, N., Genut, S. (1998). Uses and limitations of scientific models: The periodic table as an inductive tool. International Journal of Science Education, 20(3), 351-360 // g6,g7,C.

Ben-Zvi, R., Eylon, B.-S. , Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64-66 // g6,g7,P,AT.

Ben-Zvi, R., Eylon, B.-S. , Silberstein, J. (1986). Revision of course materials on the basis of research on conceptual difficulties. Studies in Educational Evaluation, 12, 213-223 // g7,C.

Ben-Zvi, R., Eylon, B.-S. , Silberstein, J. (1987). Students' visualisation of a chemical reaction. Education in Chemistry, 24(4), 117-120 // g6,C.

Ben-Zvi, R., Silberstein, J. , Mamlok, R. (1990). Macro-micro relationships: a key to the world of chemistry. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 183-197). Utrecht: CD-ß Press // g6,g7,P,AT,C,EN.

Ben-Zvi, R., Hofstein, A. (1996). Strategies for remediating learning difficulties in chemistry. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 109-119). New York: Teachers College Press // g7,C.

Ben-Zvi, R. (1999). Non-science oriented students and the second law of thermodynamics. International Journal of Science Education, 21(12), 1251-1268 // g7,P,EN,IRR.

Berck, M., Jung, W. (1990). Akzeptanzbefragungen zur Abbildung durch Sammellinsen. 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. 281-283). Alsbach: Leuchtturm // g6,P,O.

Bereiter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55(2), 201-226 // g1.

Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's world 3. Educational Researcher, 23(7), 21-23 // g1.

Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B. K. S. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351-372 // g7, C, LAB, AFF.

Berg, E. v. d., Wacana, S. S. (1990). Student ideas on the velocity of light. The Australian Science Teachers Journal, 36(2), 72-75 // g6,P,O.

Berg, E. v. d. (1992). Misconceptions on electric current and potential: assessment and remediation. Journal of Science and Mathematics Education in South East Asia, 15(1), 68-80 // g6,g7,P,E.

Berg, E. v. d. (1992). Origin of alternative conceptions: some notes from cross-cultural research. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Cambridge (Massachusetts), 1-12 // g3,g6,P,M,E,T,EN,O.

Berg, E. v. d., Grosheide, W. (1993). Remediating alternative conceptions through restructuring concept sequences and auxiliary concepts and analogies in junior high school 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) // g7,P,E.

Berg, E. v. d., Grosheide, W. (1994). Remediating alternative conceptions. In F. G. Brinkman, van der Schee, J. A. , Schouten-Van Parreren, M. C. (Ed.), Curriculum research: Different disciplines and common goals (pp. 129-140). Amsterdam: Instituut voor Didakctiek en Onderwijspraktijk Vrije Universiteit // g7,P,E.

Berg, E. v. d. (1994). Restructuring subject matter to avoid or remediate alternative conceptions. In F. G. Brinkman, van der Schee, J. A. , Schouten-Van Parreren, M. C. (Ed.), Curriculum research: Different disciplines and common goals (pp. 123-128). Amsterdam: Instituut voor Didakctiek en Onderwijspraktijk Vrije Universiteit // g7,P,M.

Berg, E. v. d., Grosheide, W. (1997). Learning and teaching about energy, power, current and voltage. School Science Review, 78(284), 89-94 // g7,P,E.

Berg, E. v. d. (2001). An exploration of the use of multimedia cases as a reflective tool in teacher education. Research in Science Education, 31(2), 245-265 // g8,CTL,MMEDIA.

Berg, H. B. (2005). Public understanding of genetics: The role of school science in preparing citizens for participating in a democratic society. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 63-68). London: Taylor & Francis Group // g6, B, GENETICS.

Berg, J. v. d., Raat, J. (1985). Problem solving in mechanics - An experiment in mechanics teaching. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 329-335). Utrecht: GIREP/SVO/UNESCO // g6,g7,P,M.

Berg, T., Brouwer, W. (1991). Teacher awareness of student alternative conceptions about rotational motion and gravity. Journal of Research in Science Teaching, 28(1), 3-18 // g6,g8,P,M,CTL,.

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Berger, C., Lu, C.R., Belzer, S.J., Voss, B.E. (1994). Research on the uses of technology in science education. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 466-490). New York: Macmillan Publishing Company // g7,MMEDIA.

Berger, R., Wiesner, H. . (1997). Zum Verstaendnis grundlegender Begriffe und Phaenomene der Thermodynamik bei Studierenden. In F. D. d. P. Deutsche Physikalische Gesellschaft (Ed.), Didaktik der Physik (pp. 736-741). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g6,P,T,EN.

Berger, R., & Hänze, M. (2004). Das Gruppenpuzzle im Physikunterricht der Sekundarstufe II - Einfluss auf Motivation, Lernen und Leistung. Zeitschrift für Didaktik der Naturwissenschaften, 10, 205-219 // g7, P, AFF.

Berger, R., & Hänze, M. (2005). Das Gruppenpuzzle im Physikunterricht der Sekundarstufe II - welche Unterschiede gibt es zum Lernzirkel? In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 152-154). Münster: LIT Verlag // g7, P.

Bergland, M., Lundeberg, M., Klyczek, K., Sweet, J., Emmons, J., Martin, C., et al. (2006). Exploring biotechnology using case-based multimedia. The American Biology Teacher, 68(2), 81-87 // g7, B, MMEDIA.

Berkheimer, G. D., Anderson, C. W. , Spees, S. T. (1988). Using conceptual change research to reason about curriculum. East Lansing: Michigan State University // g6,g7,P,AT.

Bernhard, J. (2001). Physics learning and microcomputer based laboratory (MBL) - Learning effects of using MBL as a technological and as a cognitive tool. 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. 301-303). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,CTL,MMEDIA.

Bernhard, J. (2003). Physics learning and microcomputer based laboratory (MBL) - Learning effects of using MBL as a technological and as a cognitive tool. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 323-331). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, MMEDIA, LAB.



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