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



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Canal, P. (1993). The construction of concepts mappings from a sistemic view. 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.

Canal, P. (1999). Photosynthesis and ´inverse respiration´ in plants: an inevitable misconception? International Journal of Science Education, 21(4), 363-372 // g6,B.

Candela, A. (1997). Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican elementary school classroom. Science Education, 81(5), 497-513 // g6,P,M,B,DISCOURSE,LAB.

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Capobianco, B. M. (2007). Science teachers' attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32 // g8, CTL.

Caraballo, J. N. (1993). The relationship between the comprehension of basic concepts of mechanics, misconceptions and cognitive development among university 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) // g6,P,M,GEN.

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Caravita, S., Tonucci, F. (1987). How children know biological structure-function-relationships. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 65-73). Ithaca: Cornell University // g6,B.

Caravita, S., Tonucci, F. (1987). Problemes methodologiques dans la recherche sur les representations mentales des enfants de l'ecole primaire sur les themes biologico-naturalistes. Paper presented at the "Le Fonctionemment de l'enfant a l'ecole" Congres International, Universite de Poitiers // g5.

Caravita, S., Tonucci, F. , Consoli, V. , Rusca, G. (1988). Investigating pupils' conceptualization in the biological domain: structure-function relationsships. In R. Duit, Saeljoe, R. (Ed.), Students' conceptions of subject matter content. Proceedings of a symposium at the 2.Eur. Conf. for Research on Learning and Instruction, Tuebingen, Sept. 1987 (pp. 1-19). Kiel: IPN Reports-in-Brief // g6,B.

Caravita, S., Hallden, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111 // g1,g6,B.

Caravita, S. (2001). A re-framed conceptual change theory? Learning and Instruction, 11(4-5), 421-429 // g1,CC.

Caravita, S. (n.d.). Organizing the concept of organism at the elementary school level: A case study. In K. Fisher, Kibby, M. (Ed.), Knowledge acquisition, organization and use in biology (pp. 108-125). Berlin: Springer // g6,g7,B.

Caravita, S., & Falchetti, E. (2005). Are bones alive? Journal of Biological Education, 39(4), 163-170 // g6, B, LIFE, INFORMAL.

Carey, S. (1985). Conceptual change in childhood. Cambridge, Massachusetts: The Massachusetts Institute of Technology Press // g1,g5,g8,B.

Carey, S. (1986). Cognitive science and science education. American Psychologist, 10, 1123-1130 // g1,g3.

Carey, S., Evans, R. , Honda, M. , Jay, E. , Unger, C. M. (1989). "An experiment is when you try it and see if it works": A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529 // g6,CSC.

Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey, Gelman, R. (Ed.), The epigenesis of mind. Essays on biology and cognition (pp. 257-291). Hillsdale, N. J.: Erlbaum // g1.

Carlo, D. I. D., Bodner, G. M. (2004). Students' perceptions of academic dishonesty in the chemistry classroom laboratory. Journal of Research in Science Teaching, 41(1), 47-64 // g6, CTL, LAB.

Carlone, H., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218 // g6, GEN, CSC.

Carlone, H. B. (2003). Innovative science within and against a culture of ''Achievement''. Science Education, 87(3), 307-328 // g1, g6, CTL.

Carlone, H. B., & Webb, S. M. (2006). On (not) overcoming our history of hierarchy: Complexities of university/school collaboration. Science Education, 90(3), 544-568 // g8, CTL, DISCOURSE.

Carlsen, W. S. (1993). Teacher knowledge and discourse control: quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30(5), 471-481 // g8,CTL.

Carlsen, W. S. (1999). Domains of teacher knowldege. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 133-144). Dordrecht, The Netherlands: Kluwer Academic Press // g1,PCK.

Carlsen, W. S. (2007). Language and science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 57-74): Lawrence Erlbaum Associates // g1, VYGOTSKY, CC, SCON, SITL, DISCOURSE.

Carlsson, B. (2002). Ecological understanding 1: Ways of experiencing photosynthesis. International Journal of Science Education, 24(7), 681-700 // g8,B,EN,ECOLOGY,PHYSIO.

Carlsson, B. (2002). Ecological understanding 2: Transformation - A key to ecological understanding. International Journal of Science Education, 24(7), 701-716 // g8,B,EN,ECOLOGY.

Carlton Parsons, E. (2008). Learning contexts, black cultural ethos, and the science achievement of African American students in an urban middle school. Journal of Research in Science Teaching, 45(6), 665-683 // g6, AFF.

Carlton Parsons, E. (2008). Positionality of African Americans and a theoretical accommodation of it: Rethinking science education research. Science Education, 92(6), 1127-1144 // g1.

Carmesin, H. O., Fischer, H. E. (1992). Die Modellierung einer Unterrichtssequenz zur Elektrostatik mit Hilfe eines neuronalen Netzes. In D. P. G. F. D. d. Physik (Ed.), Didaktik der Physik (pp. 197-208). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g7,P,E.

Carmichael, P., Driver, R. , Holding, B. , Phillips, I. , Twigger, D. , Watts, M. (1990). Research on students' conceptions in science: a bibliography. Leeds: University of Leeds // g1.

Carr, M., Oxenham, J. (1984). Model confusion in science. In R. Osborne, Gilbert, J. (Ed.), Some issues of theory in Science Education (pp. 81-88). Hamilton: Science Education Research Unit, University of Waikato // g3,g6,C.

Carr, M. (1985). A research method for science education based upon interviews-about-events. Learning in Sciene Project. Working paper No.210. University of Waikato, 1-57 // g5.

Carr, M., Kirkwood, V. M. , Newman, B. , Birdwhistel, R. (1987). Energy in three New Zealand secondary school junior science classrooms. Research in Science Education, 17, 117-128 // g6,g7,P,EN,.

Carr, M., Kirkwood, V. M. (1988). Teaching and learning about energy in New Zealand secondary school junior science classrooms. Physics Education, 23, 86-91 // g7,P,EN.

Carr, M., Kirkwood, V. M. (1990). The pupil as philosopher. Research in Science Education, 20, 41-47 // g1,g3,g6,CSC,.

Carr, M. (1991). Methods for studying personal construction. In J. Northfield, Symington, D. (Ed.), Learning in science viewed as personal construction (pp. 16-24). Perth, Australia: Key Centre for School Science and Mathematics // g5.

Carr, M., Barker, M. , Bell, B. , Biddulph, F. , Jones, A. , Kirkwood, V. M. , Pearson, J. D. , Symington, D. (1994). The constructivist paradigm and some implications for science content and pedagogy. In P. Fensham, Gunstone, R. , White, R. (Ed.), The content of science (pp. 147-160). London: The Falmer Press // g1,g7,P,M,EN,B.

Carr, M. (1996). Interviews about instances and interviews about events. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 44-53). New York: Teachers College Press // g5.

Carretto, J., Solomonidou, C. , Stavridou, H. , Viovy, R. (1992). Enseignement de la chimie au coll ge et au lyc e - Deux concepts fondamentaux: Substance et r action chimiques. In J. Colomb (Ed.), Recherches en didactiques: Contribution la formation des ma tres - Actes du colloque, Paris, 13.-15. f vier 1992 (pp. 65-74). Paris: Institut National de Recherche P dagogique // g6,C.

Carson, E. (1995). A study in undergraduate learning in physical chemistry. In D. Psillos (Ed.), European Research in Science Education II (pp. 341-345). Thessaloniki: Art of Text S. A. // g7,C.

Carson, R., & Rowlands, S. (2005). Mechanics as the logical point of entry for the enculturation into scientific thinking. Science & Education, 14(3-5), 473-492 // g7, P, M, FORCE.

Carter, C., Bodner, G. M. (1987). How students' conceptions of the nature of chemistry and mathematics influence problem solving. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 69-83). Ithaca: Cornell University // g6,CTL,CSC.

Carter, G., Westbrook, S. L. , Thompkins, C. D. (1999). Examining science tools as mediators of students´ learning about circuits. Journal of Research in Science Teaching, 36(1), 89-106 // g1,VYGOTSKY,g7,P,E,CIRC,LAB,LPRO.

Carter, L. (2004). Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education. Science Education, 88(6), 819-836 // g1.

Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561-580 // g1.

Carter, L. (2007). Sociocultural influences on science education: Innovation for contemporary times. Science Education, 92(1), 165-181 // g1, SCON.

Carter-Cohn, K. (1993). Can a photograph have a misconception? 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.

Cartier, J. L., Stewart, J., & Zoellner, B. (2006). Modeling & Inquiry in a high school genetics class. The American Biology Teacher, 68(6), 334-341 // g7, B, GENETICS, INQUIRY.

Cartwright, J. (2007). Science and literature: Towards a conceptual framework. Science and Education, 16(2), 115-139 // g1.

Carvalho, A. M. P., de. (2004). Building up explanations in physics teaching. International Journal of Science Education, 26(2), 225-237 // g7, GC, VIDEO.

Carvalho, G. S., Silva, R., & Clement, P. (2007). Historical analysis of Portuguese school textbooks (1920-2005) on the topic of digestion. International Journal of Science Education, 29(2), 173-194 // g6, B, PHYSIO, TXT.

Case, J., Gunstone, R. , Lewis, A. (2001). Students' metacognitive development in an innovative second year chemical engineering course. Research in Science Education, 31(3), 313-335 // g7,CTL.

Case, J., Jawitz, J. (2004). Using situated cognition theory in researching student experience of the workplace. Journal of Research in Science Teaching, 41(5), 415-431 // g1, SCON, GEN, g6.

Case, J. M., Fraser, D. M. (1999). An investigation into chemical engineering students´ understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21(12), 1237-1250 // g6,g7,C.

Case, J. M., Gunstone, R. F. (2003). Approaches to learning in a second year chemical engineering course. International Journal of Science Education, 25(7), 801-819 // g6, CTL.

Case, R. (1974). Structures and strictures: Some functional limitations of the course of cognitive growth. Cognitive Psychology, 6, 544-573 // g1.

Case, R. (1975). Gearing the demands of instruction to the developmental capacities of the learner. Review of Educational Research, 45, 59-87 // g1.

Case, R. (1976). A developmentally based theory and technology of instruction. Toronto, Canada: The Ontario Institute for Studies in Education // g1.

Case, R. (1989). Science teaching from a development perspective: The importance of central conceptual skills. In P. Adey (Ed.), Adolescent development and school science (pp. 125-151). London: Falmer Press // g1.

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Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38(5), 565-587 // g7, B, ECOLOGY, STS.

Castells, M., Pinto, R. (1999). Patterns of behavior and factors of influence in solving kinematics problems of Galilean relativity. 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. 107-109). Kiel: IPN Kiel // g6,P,M.

Castells, M., Pinto, R. (2001). Intuition of the solution before its justification is found: A reasoning strategy in solving problems. 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. 334-336). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,PROSOL.

Castells, M., Pinto, R. (2001). Students' reasoning strategies in solving qualitative problems of galilean relativity. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 423-427). Paris: Elsevier // g6,P,M,PROSOL.

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Cavallo, A. (1996). Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33(6), 625-656 // g6,B.

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Cavallo, A. M. L., & McCall, D. (2008). Seeing may not mean believing: Examining students' understandings & beliefs in evolution. The American Biology Teacher, 70(9), 522-530 // g6, B, EVOLUTION.

Cavallo, A. M. L., Potter, W. H., & Rozman, M. (2004). Gender differences in learning constructs, shifts, in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300 // g7, P, AFF, GEN.

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Cervellati, R., Perugini, D. (1981). The understanding of the atomic orbital concept by Italian High School students. Journal of Chemical Education, 58(7), 568-569 // g6,C.

Cervellati, R., Montuschi, A. , Perugini, D. , Grimellini-Tomasini, N. , Pecori Balandi, B. (1982). Investigation of secondary school students' understanding of the mole concept in Italy. Journal of Chemical Education, 59(10), 852-856 // g6,C.

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Chalouhi, E. (1981). Mecanismes cognitifs utilise' par les eleves et leurs professeurs dans la resolution d'un probleme d'electrocinetique. Role de la conection du probleme, en classe, par les professeurs. Paris: Universite Paris VII, Laboratoire Interuniversitaire de Recherche sur l'Enseignement des Science Physiques et de la Technologie // g1,g6,P,E.

Chambers, S., Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123 // g7,P,E,GEN.

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Champagne, A. B., Gunstone, R. F. , White, R. T. (1979). Knowledge of basic principles of dynamics. Melbourne: Monash University, Faculty of Education // g1,g6,P,M.

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Champagne, A. B. (1981). Cognitive research and the design of science instruction. In W. Jung, Pfundt, H. , Rhoeneck, C. von (Ed.), Proceedings of the international workshop on "Problems Concerning Students' Representation of Physics and Chemistry Knowledge" (pp. 387-440). Ludwigsburg: Paedagogische Hochschule // g1.

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Champagne, A. B., Klopfer, L. E. , Gunstone, R. F. (1981). Student beliefs about gravity and motion. PROBLEM SOLVING, 3, 12-14 // g6,P,M.

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Champagne, A. B., Klopfer, L. E. (1982). Laws of motion: Computer-simulated experiments in mechanics. Teacher's guide. New Rochelle, N. Y.: Educational Materials and Equipment Co. // g7,P,M.

Champagne, A. B., Gunstone, R. F. , Klopfer, L. E. (1982). A perspective on the differences between expert and novice performance in solving physics problems. Paper presented at the meeting of the Australian Science Education Research Association, Sydney // g1.

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Champagne, A. B., Gunstone, R. F. , Klopfer, L. E. (1985). Instructional consequences of students' knowledge about physical phenomena. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 61-90). Orlando: Academic Press // g1,g7,P,M.

Champagne, A. B. (1986). Science teacher quality: a cognitive perspective. Paper prepared for the Seminar "Improving Teacher Quality in Science and Mathematics", Annual Meeting of AERA, San Francisco, 1-29 // g1.

Champagne, A. B., Bunce, D. M. (1991). Learning-theory-based science teaching. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 21-41). Hillsdale, New Jersey: Lawrence Erlbaum // g1.

Champagne, A. B., Newell, S. T. (1992). Directions for research and development: Alternative methods of assessing scientific literacy. Journal of Research in Science Teaching, 29(8), 841-860 // g5.

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