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



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Tsai, C.-C. (2001). A science teacher's reflections and knowledge growth about STS instruction after actual implementation. Science Education, 86(1), 23-41 // g8,CTL,CSC,STS.

Tsai, C.-C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783 // g8, CTL, CSC.

Tsai, C.-C. (2003). Taiwanese science students' and teachers' perceptions of the laboratory learning environments: exploring epistemological gaps. International Journal of Science Education, 25(7), 847-860 // g6, g8, LAB, CSC.

Tsai, C.-C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits. International Journal of Science Education, 25(3), 307-327 // g7, P, E, CIRC.

Tsai, C.-C. (2007). Teachers' scientific epistemological views: The coherence with instruction and students' views. Science Education, 91(2), 222-243 // g7, g8, CSC, CTL.

Tsai, C.-C., & Chang, C.-Y. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the cause of the seasons. Journal of Research in Science Teaching, 42(10), 1089-1111 // g7, P, AS.

Tsai, C.-C., & Huang, C.-M. (2001). Development of cognitive structures and information processing strategies and information processing strategies of elementary school students learning about biological reproduction. Journal of Biological Education, 36(1), 21-26 // g7, B, LIFE.

Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students' conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 353-376 // g7, CTL.

Tsai, C.-C., & Liu, S.-Y. (2005). Developing a multidimensional instrument for assessing students' epistemological views toward science. International Journal of Science Education, 27(13), 1621-1638 // g6, CSC, GEN.

Tsai, C.-H., Chen, H.-Y., Chou, C.-Y., & Lain, K.-D. (2007). Current as the key concept of Taiwanese students' understandings of electric circuits. International Journal of Science Education, 29(4), 483-496 // g6, P, E.

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Tsaparlis, G., Georgiadou, A. (1993). Improvement of chemistry teaching, using suggestions from developmental psychology. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 345-350). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Zarotiadou, E. (1993). A longitudinal comparison of constructivist and meaningful receptive teaching of lower high school chemistry. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 333-338). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Georgiadou, A. (1993). A three-cycle method of teaching beginning high school chemistry students, based on the macro, the representational and the sub-micro levels of chemistry. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 357-362). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Angelopoulos, V. (1995). Explanations in descriptive chemistry: Students' views on its contribution to learning. In R. Janiuk (Ed.), Proceedings of the 3rd European Conference on Research in Chemical Education (pp. 318-321). Lublin-Kazimierz, Poland: Maria Curie-Sklodowska University // g6,C,GEN.

Tsaparlis, G., Kousathana, M. (1995). Students' common errors and misconceptions in solving molecular-equilibrium problems. In R. Janiuk (Ed.), Proceedings of the 3rd European Conference on Research in Chemical Education (pp. 309-313). Lublin-Kazimierz, Poland: Maria Curie-Sklodowska University // g6,C.

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Tsaparlis, G. (1997). Atomic orbitals, molecular orbitals and related concepts: Conceptual difficulties among chemistry students. Research in Science Education, 27(2), 271-287 // g6,C,Q.

Tsaparlis, G. (1997). Problem solving in chemistry revisited. In F. o. E. C. S. D. o. C. Education (Ed.), 4th European Conference on Research in Chemical Education (ECRICE) (pp. 7-12). York: University of York // g6,C.

Tsaparlis, G., Kousathana, M. (1998). Molecular-equilibrium Problems: Manipulation of logical structure and of M-demand, and their effect on student performance. Science Education, 84(4), 437-454 // g1,COSC,g7,C.

Tsaparlis, G. (2001). Chemical phenomena and chemical reactions: Do students make the connection? 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. 671-673). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,C.

Tsaparlis, G., Papaphotis, G. (2002). Quantum-chemical concepts: Are they suitable for secondary students? Chemistry Education: Research and Practice in Europe, 3(2), 129-144 // g6,C.

Tsatsarelis, C., Ogborn, J., Jewitt, C., Kress, G. (2000). Rhetorical construction of cells in science and in a science classroom. Research in Science Education, 30(4), 451-463 // g3, g7, B, DISCOURSE.

Tsatsarelis, C., Ogborn, J. , Jewitt, C. , Kress, G. (2001). A case of preservice elementary teachers exploring, retelling and reframing. Research in Science Education, 30(4), 451-464 // g3,g7,B,ANA,DISCOURSE.

Tsatsarelis, C. A., Jewitt, C. , Ogborn, J. , Kress, G. (1999). Rhetorical construction of entities in science classrooms. 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. 190-193). Kiel: IPN Kiel // g7,DISCOURSE.

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Tsui, C.-Y. (2004). Learning genetics with multiple representations: Cross-case analysis of students' conceptual status. Paper presented at the NARST Conference 2004, VANCOUVER // g7, B, GENETICS.

Tsui, C.-Y., & Treagust, D. F. (2003). Genetics reasoning with multiple external representations. Research in Science Education, 33(1), 111-136 // g7, B, GENETICS, MMEDIA.

Tsui, C.-Y., & Treagust, D. F. (2004). Motivational aspects of learning genetics with interactive multimedia. The American Biology Teacher, 66(4), 277-286 // g7, B, GENETICS, MMEDIA, AFF.

Tsui, C.-Y., & Treagust, D. F. (2007). Understanding genetics: Analysis of secondary students' conceptual status. Journal of Research in Science Teaching, 44(2), 205-235 // g1, CC, g7, B, GENETICS, MMEDIA.

Tsung-Hui, T., & Wei-Ying, H. (2008). Preschool teacher-child verbal interactions in science teaching. Electronic Journal of Science Education, 12(2) // g8, CTL, VIDEO.

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Tuan, H.-L., Chang, H.-P. , Wang, K.-H. , Treagust, D. F. (2000). The development of an instrument for assessing students' perceptions of teachers' knowledge. International Journal of Science Education, 22(4), 385-398 // g6,CTL.

Tuan, H.-L., Chin, C.-C., Shieh, S.-H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654 // g6, CTL, AFF.

Tuan, H.-L., Chin, C.-C., Tsai, C.-C., & Cheng, S. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3(4), 541-566 // g7, INQUIRY, AFF.

Tuckey, C. (1992). Children's informal learning at an interactive science centre. International Journal of Science Education, 14(3), 273-278 // g6,ANA.

Tuckey, H., Selvaratnam, M. , Bradley, J. (1991). Identification and rectification of student difficulties concerning three - dimensional structures, rotation, and reflection. Journal of Chemical Education, 68(6), 460-464 // g6,C.

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Tullberg, A., Stroemdahl, H. , Lybeck, L. (1994). Students' conception of 1 mol and educators' conceptions of how they teach 'the mole'. International Journal of Science Education, 16(2), 145-156 // g6,g8,C,CTL,.

Tunnicliffe, S. (1996). A comparison of conversations of primary school groups at animated, preserved, and live animal specimens. Journal of Biological Education, 30(3), 195-206 // g6,B,.

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Tunnicliffe, S. D., Reiss, M. (1999). Students' understandings about animal organs. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.2 (pp. 651-653). Kiel: IPN Kiel // g6,B.

Tunnicliffe, S. D., Reiss, M. J. (1999). Students´ understanding about animal skeletons. International Journal of Science Education, 21(11), 1187-1200 // g6,B.

Tunnicliffe, S. D., Reiss, M. J. (2000). Building a model of the environment: how do children see plants? Journal of Biological Education, 34(4), 172-177 // g6,B,BIODIV.

Tunnicliffe, S. D. (2000). Conversation of family and primary school groups at robotic dinosaur exhibits in a museum: What do they talk about? International Journal of Science Education, 22(7), 739-754 // g6,B,DINOSAUR.

Tunnicliffe, S. D., Reiss, M. J. (2000). What sense do children make of three-dimensional, life-sized "representations" of animals? School Science and Mathematics, 100(3), 128-138 // g6,B,BIODIV.

Tunnicliffe, S. D. (2001). Talking about plants - comments of primary school groups looking at plant exhibits in a botanical garden. Journal of Biological Education, 36(1), 27-34 // g6, B, BIODIV, INFORMAL.

Tunnicliffe, S. D., Gatt, S., Agius, C., & Pizzuto, S. A. (2008). Animals in the lives of young Maltese children. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 215-221 // g6, B, BIODIV.

Tunnicliffe, S. D., & Laterveer-de Beer, M. (2002). An interactive exhibition about animal skeletons: Did the visitors learn any zoology? Journal of Biological Education, 36(3), 130-134 // g7, B, BIODIV.

Türkmen, H. (2008). Turkish primary students' perceptions about scientist and what factors affecting the image of the scientists. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 55-61 // g6, CSC.

Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568 // g6, C, GEN, AFF.

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Turner, S. (1997). Children's understanding of food and health in primary classrooms. International Journal of Science Education, 19(5), 491-508 // g6,B,g8,CTL.

Turner, S., Athanasiou, K. , Zimvrakaki, H. (1998). Childrens´ perceptions about fat consumption and health: a comparative study. In H. Bayrhuber, Brinkman , F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 143-152). Kiel: IPN - Materialien // g6,B.

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Twigger, D., Byard, M. , Driver, R. , Draper, S. , Hartley, R. , Hennessy, S. , Mohamed, R. , O'Malley, C. E. , O'Shea, T. , Scanlon, E. (1994). The conception of force and motion of students aged between 10 and 15 years: An interview study designed to guide instruction. International Journal of Science Education, 16(2), 215-229 // g6,P,M.

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Tytler, R. (1998). The nature of students´ informal science conceptions. International Journal of Science Education, 20(8), 901-928 // g6,P,M,PRESSURE.

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Tytler, R., Peterson, S. (2000). Deconstructing learning in science -- Young children's responses to a classroom sequence on evaporation. Research in Science Education, 30(4), 339-355 // g1, SCON, DISCOURSE, g7, P, T, CHSTATE, LPRO.

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Tytler, R., Peterson, S. (2003). Tracing young children's scientific reasoning. Research in Science Education, 33(4), 433-465 // g7, GC, LAB, CTL, LPRO.

Tytler, R. (2003). A window for a purpose: Developing a framework for describing effective science teaching and learning. Research in Science Education, 33(3), 273-298 // g1, SCON, g8, CTL, g9.

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Upadhyay, B. R. (2006). Using students' lived experiences in an urban science classroom: An elementary school teacher's thinking. Science Education, 90(1), 94-110 // g8, CTL.

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Urhahne, D., & Hopf, M. (2004). Epistemologische Überzeugungen in den Naturwissenschaften und ihre Zusammenhänge mit Motivation, Selbstkonzept und Lernstrategien. Zeitschrift für Didaktik der Naturwissenschaften, 10, 71-87 // g6, CSC, AFF.

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