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



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Smith, C. L., Treagust, D. F. (1986). Learning and the acquisition of a knowledge structure for the discipline of astronomy. In J. J. Hunt (Ed.), GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark (pp. 387-390). Noordwijk, Netherlands: European Space Agency Publications Division // g6,P,AS.

Smith, C. L., Treagust, D. F. (1988). Not understanding gravity limits students' comprehension of astronomy concepts. The Australian Science Teachers Journal, 33(4), 21-24 // g6,P,AS,.

Smith, C. L., Maclin, D. , Houghton, C. , Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(1), 349-422 // g6,CSC,CTL.

Smith, C. L., & Wenk, L. (2006). Relations among three aspects of first-year college students' epistemologies. Journal of Research in Science Teaching, 43(8), 747-785 // g6, CSC, GC, LAB.

Smith, D. C. (1987). Primary teachers' misconceptions about light and shadows. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 461-476). Ithaca: Cornell University // g8,P,O.

Smith, D. C., Anderson, C. W. (1999). Appropriating scientific practices and discourses with future elementary teacher. Journal of Research in Science Teaching, 36(7), 755-776 // g1,SCON,g7,g8,CTL,CSC,g9.

Smith, D. C. (1999). Changing our teaching: The role of pedagogical content knowledge in elementary science. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 163-198). Dordrecht, The Netherlands: Kluwer Academic Press // g7,PCK.

Smith, E. L., Anderson, C. W. (1984). Plants as producers: A case study of elementary science teaching. Journal of Research in Science Teaching, 21(7), 685-698 // g8,CSC,CTL.

Smith, E. L. (1987). What besides conceptions needs to change in conceptual change learning? In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 424-433). Ithaca: Cornell University // g1.

Smith, E. L., Blakeslee, T. D. , Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30(2), 111-126 // g7,g8,B,CTL.

Smith, J. P., diSessa, A. A. , Roschelle, J. (1991). Misconceptions reconceived. Manuscript submitted to Journal of Learning Science, 1-89 // g1,g5,g6,P,M,.

Smith, L. A., & Williams, J. M. (2007). ''It's the X and Y thing'': Cross-sectional and longitudinal changes in children's understanding of genes. Research in Science Education, 37(4), 407-422 // g7, B, GENETICS.

Smith, L. E. (1991). A conceptual change model of learning science. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 43-63). Hillsdale: Lawrence Erlbaum Associates // g1.

Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms? Elementary teachers' response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396-423 // g8, CTL.

Smith, M. L. (1982). Benefits of naturalistic methods in research in science education. Journal of Research in Science Teaching, 19(8), 627-638 // g5.

Smith, M. U. (1988). Problem solving in biology - focus on genetics. In N. S. T. Association (Ed.), What research says to the science teacher - Problem solving (pp. 67-81): National Science Teacher Association // g6,B.

Smith, M. U. (1989). Implementing a conceptual basis for teaching and learning classical genetics. In L. W. Crow (Ed.), Enhancing critical thinking in the sciences (pp. 65-74). Washington D. C.: Society for College Science Teachers // g7,B.

Smith, M. U. (1990). Cell Division: Student misconceptions and instructional implications. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston MA // g6,B.

Smith, M. U., Sims, O. S. (1992). Cognitive development, genetics problem solving, and genetics instruction: A critical review. Journal of Research in Science Teaching, 29(7), 701-713 // g6,B.

Smith, M. U. (1992). Expertise and the organization of knowledge: Unexpected differences among genetic counselors, faculty, and students on problem categorization tasks. Journal of Research in Science Teaching, 29(2), 179-205 // g6,B.

Smith, M. U., Simmons, P. E. (1992). Teaching genetics - Recommendations and research of a national Conference. Cambridge, Massachusetts // g7,B.

Smith, M. U., Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493-509 // g1,CSC.

Smol , A., Welzel, M. , Aufschnaiter, S. von. (1996). Schueler/innen im Umgang mit dem Elektroskop. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 377-379). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,P,E,LPRO.

Smolé, A., von Aufschnaiter, S. (1999). Der Einfluss komplizierter Lernumgebungen auf die Lernentwicklung. 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. 319-321). Alsbach: Leuchtturm-Verlag // g6,P,E,ESTAT,LPRO.

Sneddon, J., Settle, C., & Triggs, G. (2001). The effect of multimedia delivery and continual assessment on student academic performance on a level 1 undergraduate plant science module. Journal of Biological Education, 36(1), 6-10 // g7, B, MMEDIA.

Sneider, C., Pulos, S. M. (1983). Children's cosmographies: Understanding the earth's shape and gravity. Science Education, 67(2), 205-221 // g6,P,M,AS.

Sneider, C., Kurlich, K. , Pulos, S. M. , Friedman, A. (1984). Learning to control variables with model rockets: a neo-Piagetian study of learning in field settings. Science Education, 68(4), 463-484 // g6,GEN,CTL.

Sneider, C., Pulos, S. M. , Freenor, E. , Porter, J. , Templeton, B. (1986). Understanding the earth's shape and gravity. Learning, 14(6), 43-47 // g7,P,AS.

Sneider, C., Ohadi, M. (1998). Unraveling students' misconceptions about the earth's shape and gravity. Science Education, 82(2), 265-284 // g7,P,AS.

Sniadek, B. (1993). Models of understanding of vision by Polish pupils aged 12-15. In L. C. Pereira, Ferreira, J. A. , Lopes, H. A. (Ed.), Light and Information. Proceedings of the 1993 GIREP International Conference on Physics Education (pp. 305-309). Braga, Portugal: GIREP // g6,P,O.

Snir, J. (1991). Sink or float - What do the experts think?: The historical development of explanations for floatation. Science Education, 75(5), 595-609 // g3.

Snir, J., Smith, C. , Grosslight, L. (1993). Conceptually enhanced simulations: A computer tool for science teaching. Journal of Science Education and Technology, 2(2), 373-388 // g7,P,M.

Snir, J., Smith, C. L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87(6), 794-830 // g7, P, AT, MODEL.

Snively, G. (1987). The metaphor interview and the analyses of conceptual change. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 434-447). Ithaca: Cornell University // g5,g6.

Snively, G., Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85(1), 6-34 // g1, CSC, INDIGENOUS SCIENCE.

Snyder, J. L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22(9), 979-992 // g1,EXNO,MODEL,g6,P,M.

Soderberg, P., Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35-55 // g7, B, EVOLUTION, MMEDIA.

Sodian, B., Jonen, A., Thoermer, C., & Kircher, E. (2006). Die Natur der Naturwissenschaften verstehen. Implementierung wissenschaftstheoretischen Unterrichts in der Grundschule. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (pp. 147-160). Münster: Waxmann Verlag // g7, CSC.

Soentgen, J. (1995). Die Schwierigkeit der Oxidationstheorie - Vorschlaege fuer eine vertiefte didaktische Analyse. chimika didactica, 21(1), 42-56 // g2,g6,C.

Solomon, G., Johnson, S. , Zaitchik, D. , Carey, S. (1996). Like father, like son: Young children's understanding of how and why offspring resemble their parents. Child Development, 67(1), 151-171 // g6,B.

Solomon, J. (1981). Background ideas about energy. London: Chelsea College, Centre for Science Education // g6,P,M,EN,.

Solomon, J. (1982). How children learn about energy or does the first law come first ? The School Science Review, 63(224), 415-422 // g6,g7,P,M,EN,.

Solomon, J. (1983). Is physics easy ? Physics Education, 18(2), 155-160 // g1,g2,g4.

Solomon, J. (1983). Learning about energy: How pupils think in two domains. European Journal of Science Education, 5(1), 49-59 // g6,g7,P,M,EN.

Solomon, J. (1983). Messy, contradictory and obstinately persistent: A study of children's out-of-school ideas about energy. School Science Review, 65(231), 225-230 // g6,P,EN,GEN.

Solomon, J. (1983). Thinking in two worlds of knowledge. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 127-133). Ithaca, N. Y.: Cornell University // g1.

Solomon, J. (1984). Promts, cues and discrimination: the utilization of two seperate knowledge systems. European Journal of Science Education, 6(3), 277-284 // g1,g6,P,EN.

Solomon, J. (1985). Classroom discussion: A method of research for teachers ? British Educational Research Journal, 11(2), 153-162 // g5.

Solomon, J., Black, P. , Oldham, V. , Stuart, H. (1985). The pupils' view of electricity. European Journal of Science Education, 7(3), 281-294 // g6,P,E.

Solomon, J. (1985). Teaching the conservation of energy. Physics Education, 20(2), 165-170 // g6,g7,P,EN.

Solomon, J. (1987). The pupils' view of electricity revisited: Social development or cognitive growth? International Journal of Science Education, 9(1), 13-22 // g6,GEN.

Solomon, J. (1987). Social effects and personal cognitive style. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 448-455). Ithaca: Cornell University // g1.

Solomon, J. (1987). Social influences on the construction of pupils' understanding of science. Studies in Science Education, 14(1), 63-82 // g1,g4.

Solomon, J. (1989). The social construction of school science. In R. Millar (Ed.), Doing science: Images of science in Science Education (pp. 160-179). London, New York, Philadelphia: The Falmer Press // g1,g6,P,EN.

Solomon, J. (1989). Social influence or cognitive growth. In P. Adey (Ed.), Adolescent development and school science (pp. 195-199). London: Falmer Press // g1,g7,P,E,O.

Solomon, J., Bevan, R. , Frost, A. , Reynolds, H. , Summers, M. , Zimmerman, C. (1991). Can pupils learn through their own movement? A study of the use of a motion sensor interface. Physics Education, 26(6), 345-349 // g7,P,M.

Solomon, J. (1991). Teaching about the nature of science in the British National Curriculum. Science Education, 75(1), 95-103 // g7,CTL.

Solomon, J. (1992). Images of physics: How students are influenced by social aspects of science. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 141-145). Kiel: IPN // g1,g6,CSC,.

Solomon, J. (1992). Of science teaching. Education in Science, 30(148), 12-13 // g1.

Solomon, J., Duveen, J. , Scot, L. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421 // g6,g7,CSC,.

Solomon, J. (1993). Four frames for a field. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 1-19). London: Routledge // g1,g5.

Solomon, J. (1993). The social construction of children's scientific knowledge. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 85-101). London: Routledge // g1,g4.

Solomon, J. (1993). Students' learning about the nature of science. 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,CSC.

Solomon, J., Duveen, J. , Scott, L. (1994). Pupils' images of scientific epistemology. International Journal of Science Education, 16(3), 361-373 // g6,g7,CSC,.

Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23(1), 1-19 // g1.

Solomon, J. (1995). Higher level understanding of the nature of science. School Science Review, 76(276), 15-22 // g6,g7,P,CSC,.

Solomon, J., Scott, L. , Duveen, J. (1995). Large-scale exploration of pupils' understanding of the nature of science. TDß, 13(2), 73-84 // g6,CSC,.

Solomon, J., Scott, L , Duveen, J. (1996). Large-scale exploration of pupils' understanding of the nature of science. Science Education, 80(5), 493-508 // g6,CSC,GEN.

Solomon, J. (1998). About argument and discussion. School Science Review, 80(291), 57-62 // g7,DISCOURSE.

Solomon, J. (1999). Envisionment in practical work. Helping pupils to imagine concepts while carrying out experiments. In J. Leech, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 60-74). Dordrecht, The Netherlands: Kluwer // g1,LAB,g7,P,E,B.

Solomon, J. (2000). The changing perspectives of constructivism in science: Science wars and children's creativity. In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 283-307). Chicago, IL: The National Society for the Study of Education // g1,CON.

Solomon, J. (2001). Science stories and science texts: What can they do for our students? Studies in Science Education, 37, 85-106 // g1.

Solomon, J. (2003). Risk: Why don't they listen to us? Studies in Science Education, 39, 125-142 // g1.

Solomonidou, C., Stavridou, H. (1987). A propos de la distinction entre phenomene physique et phenomene chimique. In A. Giordan, Martinand, J.-L. (Ed.), Modoles et simulation - Neuviemes journees internationales sur l'education scientifique (pp. 367-372). Chamonix: Centre Jean Franco // g6,P,C.

Solomonidou, C., Stavridou, H. (1993). Representations et conceptions des etudiants - futurs instituteurs en electrostatique: Du phenomene observe au modele atomique. In A. Giordan, Martinand, J.-L. , Raichvarg, D. (Ed.), Science et technique en spectacle - de la representation th trale l'experience de demonstration (pp. 1-8). Chamonix: Centre Jean Franco // g6,g7,P,E.

Solomonidou, C., Stavridou, H. , Martinand, J. L. , Viovy, R. , Carretto, J. (1993). Substance versus object: Changing common conceptions in chemistry. 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. 229-234). Pisa: University of Pisa // g6,g7,C.

Solomonidou, C., Stavridou, H. (1994). Les transformations des substances, enjeu de l'enseignement de la reaction chimique. Aster, 18, 75-95 // g6,C.

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