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



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Braund, M. (1998). Trends in children's concepts of vertebrate and invertebrate. Journal of Biological Education, 32(2), 112-118 // g6,B.

Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388 // g1, INFORMAL, LAB, CSC.

Brauner, R., Peters, A. (1976). Auffassungen, Vorstellungen und Begriffe von Kindern im Zusammenhang mit der Elektrizitaet und dem elektrischen Strom (Teil 1,2 und 3). Naturwissenschaften im Unterricht - Physik/Chemie, 24, 185-187, 240-244, 323-327 // g6,P,E.

Brechel, R., Tholen, E. (1997). Wie spiegeln sich Schulkinder? In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 409-411). Alsbach: Leuchtturm-Verlag // g6,P,O.

Bredderman, T. (1990). Research literature on alternative conceptual frameworks and conceptual change. University of Albany, Department of Ecucational Theory and Research // g1.

Brehelin, D. (1995). How to teach the concept of atom? In D. Psillos (Ed.), European Research in Science Education II (pp. 334-340). Thessaloniki: Art of Text S. A. // g7,P,AT.

Brell, C., Schecker, H., Theyßen, H., & Schumacher, D. (2005). Computer trifft Realexperiment - besser lernen mit Neuen Medien? 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, O, LAB, MMEDIA.

Brell, C., Schecker, H., Theyßen, H., & Schumacher, D. (2005). Computer vs. Realexperiment - Elektronische Medien als Garant für den Lernerfolg? In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 442-444). Münster: LIT Verlag // g7, P, O, MMEDIA.

Brell, C., Theyßen, H., Schecker, H., & Schumacher, D. (2006). Simulation, IBE, Realexperiment - Lerneffizienz durch ,,Neue Medien''? In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 81-83). Münster: LIT Verlag // g7, P, LAB, MMEDIA.

Brem, S. K., Ranney, M., Schindel, J. (2003). Perceived consequences of evolution: College students perceive negative personal and social impact in evolutionary theory. Science Education, 87(2), 181-206 // g6, B, EVOLUTION, STS.

Brem, S. K., Ranny, M., & Schindel, J. (2003). Perceived consequences of evolution: College students perceive negatives personal and social impact in evolutionary theory. Science Education, 87(2), 181-206 // g6, B, EVOLUTION.

Bresges, A. (2005). Physikalische Fehlkonzepte als Ausgangspunkt gefährlichen Verhaltens im Straßenverkehr. 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 // g6, g7, P, M.

Breuer, E., Fischer, H. E. (1993). Bedeutungsentwicklung von Begriffen der Elektostatik in einem Leistungskurs. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 241-243). Alsbach: Leuchtturm // g7,P,E,CSC.

Breuer, E., Fischer, H. E. (1993). 'Das Ding muss da ran' oder wie ein Elektroskop geladen wird. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Kiel, September 1993 (pp. 277-279). Kiel: Leuchtturm-Verlag // g6,P,E,.

Breuer, E., Fischer, H. E. (1993). Vor- und Nachuntersuchungen zu einer Elektrostatik-Unterrichtseinheit. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Kiel, September 1993 (pp. 274-276). Kiel: Leuchtturm-Verlag // g7,P,E,.

Breuer, E. (1994). Ein fortgeschrittener Physikschueler lernt Elektrostatik - Zur Stabilitaet von Schuelerideen. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Freiburg i.Br. , September 1994 (pp. 262-264). Alsbach: Leuchtturm-Verlag // g6,P,E,.

Brew, C. R., Gunstone, R. F. (1992). Students' perceptions of an innovative university laboratory program. Research in Science Education, 22, 55-62 // g6,CTL,.

Brewer, W. F., Samarapungavan, A. (1991). Children's theories vs. scientific theories: differences in reasoning or differences in knowledge? In R. R. Hoffman, Palermo, D. S. (Ed.), Cognition and the symbolic processes: applied and ecological perspectives (pp. 209-232). Hillsdale, New Jersey: Lawrence Erlbaum // g1,g6,P,AS,.

Brewer, W. F., Chinn, C. A. (1991). Entrenched beliefes, inconsistent information, and knowledge change. In L. Birnbaum (Ed.), Proceedings of the International Conference on the Learning Sciences (pp. 67-73). Charlottsville: Association for the Advancement of Computing in Education // g6,P,M,Q.

Brewer, W. F. (1993). Conceptual change in children in the domain of observational astronomy. 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) // g1,g6,P,AS.

Brewer, W. F., Lambert, B. L. (1993). The theory-ladenness of observation: evidence from cognitive psychology. In C. S. Society (Ed.), Proceedings of the fifteenth annual conference of the Cognitive Science Society (pp. 254-259). Hillsdale, New Jersey: Hove and London // g1.

Brewer, W. F. (1993). What are concepts? Issues of representation and ontology. In G. V. Nakamura, Taraban, R. , Medin, D. L. (Ed.), Categorization by humans and machines - The psychology of learning and motivation, Volume 29 - Advances in research and theory (pp. 495-533). San Diego: Academic Press, Inc. // g1.

Brewer, W. F. (2008). Naive theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 155-204). New York: Routledge // g1, CC, g5, g6, g7, P, AS.

Bricker, L. A., & Bell, P. (2007). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498 // g1, ARGUMENTATION.

Brickhouse, N. W., Bodner, G. M. , Neie, V. N. (1987). Teachers beliefs about science and their influence on classrom practice. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 34-48). Ithaca: Cornell University // g8,CSC.

Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary classrooms: case studies of teachers' personal theories. International Journal of Science Education, 11(4), 437-449 // g8,CSC,.

Brickhouse, N. W., Bodner, G. M. (1992). The beginning science teacher: classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29(5), 471-485 // g8,CSC,CTL,.

Brickhouse, N. W. (1993). Evolving conceptions of ethical practice in interpretive research. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g5.

Brickhouse, N. W. (1993). What counts as successful instruction? An account of a teacher's self-assessment. Science Education, 77(2), 115-129 // g8,CTL.

Brickhouse, N. W. (1994). Children's observations, ideas, and the development of classroom theories about light. Journal of Research in Science Teaching, 31(6), 639-656 // g6,g7,P,O,.

Brickhouse, N. W. (1998). Feminism(s) and Science Education. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 1067-1082). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1,FEMINISM.

Brickhouse, N. W., Dagher, Z. R. , Letts IV, W. J. , Shipman, H. L. (2000). Diversity of students' views about evidence, theory, and the interface between science and religion in an astronomy course. Journal of Research in Science Teaching, 37(4), 340-362 // g7,CSC,GC,LPRO.

Brickhouse, N. W., Dagher, Z. R. , shipman, H. L. , Letts, W. J. (2000). Why things fall: Evidence and warrants for belief in a college astronomy course. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 11-26). Buckingham: Open University Press // g7,CSC,gC.

Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282-295 // g1,GEN.

Brigida, E., & Falcao, M. (2008). Religious beliefs: their dynamics in two groups of life scientists. International Journal of Science Education, 30(9), 1249 -1264 // g1, g6, CSC.

Brill, G., Falk, H., Yarden, A. (2004). The learning processes of two high-school biology students when reading primary literature. International Journal of Science Education, 26(4), 497-512 // g7, B, LPRO, VIDEO.

Brinkman, F., Schermer, A. , Achterstraat, H. , van der Sluijs, J. (1994). Learning and teaching in biology. In F. G. Brinkman, van der Schee, J. A. , Schouten-Van Parreren, M. C. (Ed.), Curriculum research: Different disciplines and common goals (pp. 89-101). Amsterdam: Instituut voor Didakctiek en Onderwijspraktijk Vrije Universiteit // g6,B.

Briscoe, C., Lorsbach, A. W. , Tobin, K. , LaMaster, S. U. (1990). The influence of teachers' personal epistemologies beliefs, and role metaphors on assessment practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, Georgia // g8,CTL.

Briscoe, C. (1991). The dynamic interations among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75(2), 185-199 // g8,CTL,.

Briscoe, C. (1993). Using cognitive referents in making sense of teaching: A chemistry teacher's struggle to change assessment practices. Journal of Research in Science Teaching, 30(8), 971-987 // g8,CTL,.

Briscoe, C., Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual change in elementary science teaching. Science Education, 81(1), 51-65 // g8,CTL,.

Briscoe, C., & Prayaga, C. S. (2004). Teaching future K-8 teachers the language of Newton: A case study of collaboration and change in university physics teaching. Science Education, 88(6), 947-969 // g7, P, M, FORCE.

Briscole, C., Wells, E. (2002). Reforming primary science assessment practices: A case study of one teacher's professional development through action research. Science Education, 86(3), 417-435 // g8, CTL, LPRO.

Britton, E. D., & Schneider, S. A. (2007). Large-scale assessments in science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1007-1040). Mahwah: Lawrence Erlbaum Associates // g1, g5.

Broadstock, M. J. (1993). Children's understanding of earth systems phenomena in Taiwan. 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,AS.

Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking School Science Review, 88(325), 97-104 // g7, P, E.

Brody, M., Tomkiewicz, W., Graves, J. (2002). Park visitors' understandings, values and beliefs related to their experience at Midway Geyser Basin, Yellowstone National Park, USA. International Journal of Science Education, 24(11), 1119-1141 // g6, ES, INFORMAL.

Brody, M. J. (1987). A programmatic approach to teaching and learning about students understanding of science and natural resource concepts related to environmental issues. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 67-80). Ithaca: Cornell University // g6,g7,STS.

Brody, M. J. (1990). Fourth, eighth and eleventh grade students' understanding of pollution. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Atlanta // g6,STS.

Brody, M. J. (1993). Student misconceptions of ecology: Identification, analysis and instructional design. 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,B.

Brody, M. J. (1994). Student science knowledge related to ecological crises. International Journal of Science Education, 16(4), 421-435 // g6,STS.

Brody, M. L. (1990). Microcomputer based knowledge reconstruction in preservice elementary science education. Paper presented at the annual meeting of the American Educational Research Association, Boston // g7,B.

Broksch, N., & Hopf, M. (2006). Schülerexperimente im Vergleich - Videoanalyse. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, LAB, VIDEO.

Bromme, R., Buender, W. (1994). Fachbegriffe und Arbeitskontext: Unterschiede in der Struktur chemischer Fachbegriffe bei verschiedenen Nutzergruppen. Sprache & Kognition, 13(4), 178-190 // g6,C.

Bromme, R., Rambow, R. , Wiedmann, J. (1997). Typizitaetsvariationen bei abstrakten Begriffen: Das Beispiel chemischer Fachbegriffe. Muenster: Westfaelische Wilhelms-Universitaet Muenster // g6,C.

Brook, A., Briggs, H. , Bell, B. (1983). Secondary students' ideas about particles. Leeds: University of Leeds, Centre for science and Mathematics Education // g6,P,AT.

Brook, A., Driver, R. (1984). Aspects of secondary students' understanding of energy: Full report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,P,EN.

Brook, A., Driver, R. (1984). Aspects of secondary students' understanding of energy: Summary report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,P,EN.

Brook, A., Briggs, H. , Bell, B. , Driver, R. (1984). Aspects of secondary students' understanding of heat: Full report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,P,T.

Brook, A., Briggs, H. , Bell, B. , Driver, R. (1984). Aspects of secondary students' understanding of heat: Summary report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,P,AT.

Brook, A., Briggs, H. , Driver, R. (1984). Aspects of secondary students' understanding of the particulate nature of matter. Leeds: University Leeds, centre for Studies in Science and Mathematics Education // g6,P,AT,GEN.

Brook, A. (1985). Children's understanding of ideas about energy: A review of the literature. In R. Driver, Millar, R. (Ed.), Energy matters (pp. 33-45). Leeds: University of Leeds, Center for Studies in Science and Mathematics Education // g6,P,EN.

Brook, A., Driver, R. , Anderson, M. , Davidson, J. (1986). The construction of meaning and conceptual change in classroom settings: case studies on energy. Leeds: University of Leeds // g6,g7,P,E,N.

Brook, A. (1987). Designing experiences to take account of the development of children's ideas: an example from the teaching and learning of energy. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 49-64). Ithaca: Cornell University // g7,P,EN.

Brook, A., Wells, P. (1988). Conserving the circus ? - An alternative approach to teaching and learning about energy. Physics Education, 23, 80-85 // g7,P,EN.

Brookes, D. W. (1993). Patterns of learning in simple DC circuits. 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,E.

Brookmann, I. (2000). Was ist lebendig? Fachliche ERklaerung und Erhebung von Alltagsvorstellungen. Oldenburg: Oldenburger Vor-Drucke // g6,B,LIFE.

Brooks, D. W., Nolan, D. E., & Gallagher, S. (2003). Automated testing. Journal of Science Education and Technology, 12(2), 183-186 // g5.

Brophy, J., Alleman, J. (2003). Primary-grade students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes. Cognition and Instruction, 21(1), 79-112 // g6, P, T, O.

Brosnan, T. (1990). Categorising macro and micro explanations of material change. 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. 198-211). Utrecht: CD-ß Press // g6,g7,P,AT,C.

Brosnan, T., Ogborn, J., Hann, K. (1993). Learning through discussion. 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) // g8,C,B,DISCOURSE.

Brosnan, T., Reynolds, Y. (1999). Investigating understanding of chemical and physical change. 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. 122-124). Kiel: IPN Kiel // g5,g6,P,C.

Brossard, D., Lewenstein, B., & Bonney, R. (2005). Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 27(9), 1099-1121 // g7, B, BIODIV, INFORMAL.

Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002 // g1, GEN.

Broudy, H. S. (1979). Tacit knowing as a rationale for liberal education. Teachers College Record, 80(30), 446-462 // g1.

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (pp. 77-165). Hillsdale, N. Y.: Lawrence Erlbaum Association // g1.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challanges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178 // g1,g5.

Brown, B., A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708-732 // g7, g8, DISCOURSE.

Brown, B. A. (2006). ''It isn't no slang that can be said about this stuff'': Languages, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96-126 // g6, CTL.

Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive indentity: A theoretical framework for understanding science learning. Science Education, 89(5), 779-802 // g1, SCON, DISCOURSE, g7, LPRO.

Brown, D. (1995). Concrete focusing and re-focusing: A cross-damain perspective on conceptual change in mechanics and electricity. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g7,P,E,M,ANA.

Brown, D. (1995). Theories in pieces? The nature of students' conceptions and current issues in science education. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g1,g6,P,M,E,O,GC.

Brown, D. (1998). Constructive lenses for viewing learning and conceptual change in student inquiry. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-21 // g7,DISCOURSE,M,P,FORCE.

Brown, D., Leander, K. (1998). Student interactions and conceptual change: A classroom interactional and individual conceptual examination of an unproductive discussion. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-31 // g7,P,M,LPRO.

Brown, D. E., Clement, J. (1987). Misconceptions concerning Newton's law of action and reaction: the underestimated importance of the third law. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 39-53). Ithaca: Cornell University // g6,P,M.

Brown, D. E., Clement, J. (1987). Overcoming misconcepts in mechanics: A comparsion of two example-based teaching strategies. Paper presented at annual meeting of the American Educational Research Association, Washington D. C. // g7,O,M,.

Brown, D. E., Clement, J. (1989). Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction. Instructional Science, 18, 237-261 // g7,P,M,ANA.

Brown, D. E., Clement, J. (1989). Overcoming misconceptions via analogical reasoning: factors influencing understanding in a teaching experiment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco // g7,P,M.

Brown, D. E. (1989). Students' concept of force: the importance of understanding Newton's third law. Physics Education, 24, 353-358 // g6,P,M,.

Brown, D. E., Clement, J. (1992). Classroom teaching experiments in mechanics. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 380-397). Kiel: IPN // g7,P,M.

Brown, D. E. (1992). Using Examples and analogies to remediate misconceptions in physics: factors influencing conceptual change. Journal of Research in Science Teaching, 29(1), 17-34 // g7,P,M,ANA,.

Brown, D. E., Steinberg, M. S. (1993). Qualitative models - boon or bane in science instruction? 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.

Brown, D. E. (1993). Refocusing core intuitions: A concretizing role for analogy in conceptual change. Journal of Research in Science Teaching, 30(10), 1273-1290 // g7,P,M,ANA.

Brown, D. E. (1994). Facilitating conceptual change using analogies and explanatory models. International Journal of Science Education, 16(2), 201-214 // g7,P,M,ANA,.

Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-155). New York: Routledge // g1, CC.

Brown, G., Desforges, C. (1977). Piagetian psychology and education: Time for revision. British Journal of Educational Psychology, 47, 7-17 // g1.

Brown, G. T. L. (2002). Student beliefs about learning: New Zealand students in Year 11. Academic Exchange Quarterly, 6(1), 110-114 // g6, CTL.

Brown, G. T. L. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education, Policy, Principles and Practice, 11(3), 305-322 // g8, CTL.

Brown, M. E. (1992). An ecological perspective on research with computers in Science Education. Research in Science Education, 22, 63-71 // g1.

Brown, P. L., Abell, S. K., Demir, A., & Schmidt, F. J. (2006). College science teachers' views of classroom inquiry. Science Education, 90(5), 784-802 // g8, GC, INQUIRY, CTL.

Brown, S., L., & Melear, C. T. (2006). Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching, 43(9), 938-962 // g8, CTL, INQUIRY.



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