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



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Chan, K. (1998). A case study of physicists' conceptions about the theory of evolution. Paper presented at the 1998 NARST Conference, San Diego, CA, 1-16 // g6,B.

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Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). Enhancing students' use of multiple levels of representation to describe and explain chemical reactions. School Science Review, 88(325), 115-118 // g7, C.

Chang, C. (1994). The effectiveness of using a microcomputer-based laboratory in teaching selected concepts in mechanics: An intervention study. In P. L. Lijnse (Ed.), European research in Science Education - Proceedings of the first Ph. D. Summerschool (pp. 201-205). Utrecht: CDß Press, Centrum voor ß-Didactiek // g7,P,M.

Chang, C.-Y., Barufaldi, J. P. (1999). The use of a problem-solving-based insrtuctional model in intiating change in students´ achievement and alternative framworks. International Journal of Science Education, 21(4), 373-388 // g1,PROSOL,g7.

Chang, C.-Y. (2001). Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10(2), 147-153 // g6, ES.

Chang, C.-Y., Weng, Y.-H. (2002). An exploratory study on students' problem-solving ability in earth science. International Journal of Science Education, 24(5), 441-452 // g6,ES,PROSOL,gC.

Chang, C.-Y. (2003). Teaching earth sciences: should we implement teacher-directed or student-controlled CAI in the secondary classroom? International Journal of Science Education, 25(4), 427-438 // g7, ES, MMEDIA.

Chang, C.-Y., & Cheng, W.-Y. (2008). Science achievement and students' self-confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183-1200 // g6, AFF.

Chang, C.-Y., Hsiao, C.-H., & Barufaldi, J. P. (2006). Preferred-actual learning environment ''spaces'' and earth science outcomes in Taiwan. Science Education, 90(3), 420-433 // g7, ES.

Chang, C.-Y., & Tsai, C.-C. (2005). The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class. Science Education, 89(5), 707-724 // g7, ES, MMEDIA.

Chang, H.-P. (2004). Development of a two-tier test to investigate students' learning of physics concepts. Paper presented at the NARST Conference 2004, VANCOUVER // g5, g6, P.

Chang, H.-P., Chen, J.-Y., Guo, C.-J., Chen, C.-C., Chang, C.-Y., Lin, S.-H., et al. (2007). Investigating primary and secondary students' learning of physics concepts in Taiwan. International Journal of Science Education, 29(4), 465-482 // g6, P.

Chang, J.-Y. (1999). Teachers college students´ conceptions about evaporation, condensation, and boiling. Science Education, 83(5), 511-526 // g6,P,T,CHSTATE.

Chang, K.-E., Chien, T.-M. (1996). A learning system for correcting misconceptions in DC electric circuits. Proceedings of the National Science Council, Republic of China, 6(1), 31-38 // g7,P,E.

Chang, M. (1999). The constructivist approach of teaching and portfolio assessment on science teaching. 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. 285-287). Kiel: IPN Kiel // g7,P,T.

Chang, S.-N. (2007). Externalising students' mental models through concept maps. Journal of Biological Education, 41(3), 107-112 // g7, B, HUMAN.

Chang, S.-N., & Chiu, M.-H. (2005). The development of authentic assessments to investigate ninth graders' scientific literacy: In the case of scientififc cognition concerning the concepts of chemistry and physics. International Journal of Science and Mathematics Education, 3(1), 117-140 // g5.

Chang, W., Bell, B. (2002). Making content easier or adding more challenge in year one University Physics? Research in Science Education, 32(1), 81-96 // g7, P.

Chang, W. (2004). Student skepticism: Problems encountered in implementing a constructivist physics. Paper presented at the NARST Conference 2004, VANCOUVER // g7, CTL.

Chang, W. (2005). The rewards and challenges of teaching innovation in university physics: 4 years' reflection. International Journal of Science Education, 27(4), 407-425 // g8, P, CTL.

Chapman, B. S. (2001). Emphasizing concepts and reasoning skills in introductory college molecular cell biology. International Journal of Science Education, 23(11), 1157-1176 // g7,B,PHYSIO.

Charlesworth, P., & Vician, C. (2003). Leveraging technology for chemical sciences education: An early assessment of WebCT usage in first-year chemistry courses. Journal of Chemical Education, 80(11), 1333-1337 // g6, C, MMEDIA.

Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29(2), 195-214 // g7, B, GENETICS, LAB, INQUIRY.

Charron, E. H. (1991). Classroom and community influences on youths' perceptions of science in a rural county school system. Journal of Research in Science Teaching, 28(8), 671-687 // g6,CSC,.

Chartrain, J.-L., Caillot, M. (2001). Conceptual change and student diversity: The case of volcanism at primary school. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 265-270). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,ES.

Chauvet, F., Colin, P. , Viennot, L. (1999). Images in optics and corresponding learners' difficulties: awareness and decision-making in teachers. 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. 626-628). Kiel: IPN Kiel // g8,P,O.

Chauvet, F. (2001). Transformation of didactic intensions by teachers: The case of a teaching sequence about colour (Grade > 7). In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 189-192). Paris: Elsevier // g8,CTL,P,O.

Chee, C. T. (1988). Misconceptions concerning laws of motion, frictional force and work done among gifted, above-average and average achieving students at upper secondary level. In S. Pak (Ed.), Proceedings of the workshop on research for students' conceptual structures and changes in learning physics (pp. 165-190). Seoul: National University // g6,g7,P,M.

Cheek, D. (1993). Measuring adoloscent understanding of science in its technological and social context: A comparative study in the province of Ontario, Canada and New York State. 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,STS.

Chen, S. (2006). Development of an instrument to assess views on nature. Science Education, 90(5), 803-819 // g8, CTL, CSC.

Cheng, P. C.-H., Shipstone, D. M. (2003). Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches. International Journal of Science Education, 25(2), 193-204 // g7, P, E, CIRC.

Cheng, P. C.-H., Shipstone, D. M. (2003). Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-level. International Journal of Science Education, 25(3), 291-305 // g7, P, E, CIRC.

Cheung, D., Ng, P.-H. (2000). Science teachers' beliefs about curriculum design. Research in Science Education, 30(4), 357-375 // g8, CTL.

Cheung, D., Ng, P.-H. (2001). Science teachers' beliefs about curriculum design. Research in Science Education, 30(4), 357-376 // g8,CTL.

Cheung, D. (2006). TCSS: A new computer system for developing formative assessments. School Science Review, 88(322), 61-70 // g5.

Cheung, K. C. (1993). On meaningful measurement: Issues of reliability and validity from a constructivist information-processing perspective. 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.

Chi, M. (1993). Barriers to conceptual change in learning science concepts: A theoretical conjecture. 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,CC,g7.

Chi, M., de Leeuw, N. , Chiu, M. , LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477 // g7,B.

Chi, M. T. H., Feltovich, P. J. , Glaser, R. (1980). Representation of physics knowledge by experts and novices. University of Pittsburgh, Learning Research and Development Center, Technical Report No.2 // g1.

Chi, M. T. H., Slotta, J. D. , de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43 // g1.

Chi, M. T. H. (2005). Commonsense conceptions of emergent process: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2), 161-199 // g1, g6, B, HUMAN, P, DIFFUSION, g7.

Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge // g1, CC, COSC, MM.

Chiappetta, E. L., McBride, J. W. (1980). Exploring the effects of general remediation on ninth-graders' achievement of the mole concept. Science Education, 64(5), 609-614 // g7,C.

Chiappetta, E. L. (2000). Towards a conception of teaching science and inquiry - the place of content and process. Presented at the Annual Meeting of the National Association for Research in Science Education, New Orleans, April 2000 // g1,CON.

Childs, A., & McNicholl, J. (2007). Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourses. International Journal of Science Education, 29(13), 1629-1653 // g8, CTL.

Chin, C., Brown, D. E. (2000). Learning deeply in science: An analysis and reintergration of deep approaches in two case studies of grade 8 students. Research in Science Education, 30(2), 173-198 // g1,CTL,g7.

Chin, C., Hogan, K. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138 // g1,PHEN,g7,C,LPRO.

Chin, C., Brown, D. E. , Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549 // g1,QUESTION,g7,C,LPRO.

Chin, C. (2003). Students' approaches to learning science: Responding to learners' needs. School Science Review, 85(310), 97-105 // g7, ASSESSMENT.

Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315-1346 // g7, DISCOURSE, VIDEO.

Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843 // gp, DISCOURSE, g8, CTL, VIDEO.

Chin, C., & Chia, L.-G. (2004). Implementing project work in biology through problem-based learning. Journal of Biological Education, 38(2), 69-75 // g7, B, PHYSIO, PROSOL.

Chin, C., & Chia, L.-G. (2004). Problem-based learning: Using students' questions to drive knowledge construction. Science Education, 88(5), 707-727 // g7, B, PROSOL.

Chin, C., & Chia, L.-G. (2006). Problem-based learning: Using ill-structured problems in biology project work. Science Education, 90(1), 44-67 // g7, B, PROSOL, INQUIRY.

Chin, C., & Kayalvizhi, G. (2005). What do pupils think of open science investigations? A study of Singaporean primary 6 pupils. Educational Research, 47(1), 107-126 //.

Chin, C.-C. (2004). Museum experience - A resource for science teacher education. International Journal of Science and Mathematics Education, 2(1), 63-90 // g8, CTL, INFORMAL.

Chin, C.-C. (2005). First-year pre-service teachers in Taiwan - Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science? International Journal of Science Education, 27(13), 1549-1570 // g8, B, C, CSC, GEN.

Chin, Y. K. (1992). Meaningful understanding of direct proportionality and consistency across different tasks among preservice science teachers. International Journal of Science Education, 14(3), 237-247 // g6.

Chinn, C., Hmelo-Silver, C.E. (2001). Authentic inquiry: Introduction to the special section. Science Education, 86(2), 171-174 // g1,LAB,INQUIRY,EXNO.

Chinn, C., Malhotra, B.A. (2001). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218 // g1,LAB,INQUIRY,MMEDIA.

Chinn, C. A., Brewer, W. F. (1992). Psychological responses to anomalous data. In Proceedings of the fourteenth annual conference of the Cognitive Science Society (pp. 165-170). Hillsdale, New Jersey: Lawrence Erlbaum // g1.

Chinn, C. A., Brewer, W. F. (1993). Factors that influence how people respond to anomalous data. In U. o. C.-B. Institute of Cognitive Science (Ed.), Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 318-323). Hillsdale, New Jersey: Lawrence Erlbaum Associates // g1.

Chinn, C. A., Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49 // g1.

Chinn, C. A. (1993). The role of anomalous data in theory change. 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.

Chinn, C. A. (1998). A critique of social constructivist explanations of knowledge change. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 77-116). Mahwah, NJ: Lawrence Erlbaum Associates // g1,CC,CON,SCON.

Chinn, C. A., Brewer, W. F. (1998). Theories of knowledge aquisition. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 97-113). Dordrecht, Netherlands: Kluwer Academic Press // g1,COSC,CON,CC.

Chinn, C. A., Brewer, W. (1999). An empirical test of a taxonomy of response to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654 // g1,CC,g6.

Chinn, C. A., Brewer, W. F. (2001). Models of data: A theory of how people evaluate data. Cognition and Instruction, 19(3), 323-393 // g1, CC, LAB, g6, GC.

Chinn, P. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44(9), 1247-1268 // g8, CTL.

Chittleborough, G., Treagust, D. (1998). Concept learning test sequences: A strategy for monitoring progress in a university bridging chemistry course. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-13 // g5,g6,C.

Chittleborough, G., & Treagust, D. (2008). Correct interpretation of chemical diagrams requires transforming from one level of representation to another. Research in Science Education, 38(4), 463-482 // g7, C.

Chiu, M.-H., Chou, C.-C., Liu, C.-J. (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39(8), 688-712 // g1, CC, g7, CTL.

Chiu, M.-H., Lin, J.-W. (2005). Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42(4), 429-464 // g7, P, E, CIRC, ANA.

Chiu, M.-H. (2007). A national survey of students' conceptions of chemistry in Taiwan. International Journal of Science Education, 29(4), 421-452 // g6, C.

Chiu, M.-H., Guo, C.-J., & Treagust, D. F. (2007). Assessing students' conceptual understanding in science: An introduction about a national project in Taiwan. International Journal of Science Education, 29(4), 379-390 // g5, g6.

Cho, H. H., Kahle, J. B. , Nordland, F. H. . (1985). An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics. Science Education, 69(5), 707-719 // g6,B.

Cho, H. H. (1988). Philosophical and psychological basis of students' conceptualization. In S. Pak (Ed.), Proceedings of workshop on research for students' conceptual structures and changes in learning physics (pp. 13-34). Seoul: National University // g1.

Cho, H. H. (1993). The effects of an instructional strategy on conceptual exchange and differentiation. 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.

Cho, J., Seo, H. . (1997). Changes in High School teachers' constructivist philosophies. School Science and Mathematics, 97(8), 400-405 // g8,CTL.

Cho, J. (2002). The development of an alternative in-service programme for Korean science teachers with an emphasis on science-technology-society. International Journal of Science Education, 24(10), 1021-1035 // g7, g8, C, STS, CTL.

Choi, J., Pak, S.-J. (2001). The analysis of effects of openness in simulation on the middle school students' ability to make interpretations about mechanics. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 649-650). Paris: Elsevier // g6,P,M,MMEDIA.

Chomat, A., Larcher, C. (1990). L'imaginaire dans la representation de la matiere. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XII (pp. 123-127). Chamonix: Centre Jean Franco // g6,P,AT.

Christiansen, F. V., & Rump, C. (2008). Three conceptions of thermodynamics: Technical matrices in science and engineering. Research in Science Education, 38(5), 545-564 // g1, g8, TXT, P, C, T, CTL.

Christianson, R. G., Fisher, K. M. (1999). Comparison od student learning about diffusion and osmosis in constructivist and traditional classrooms. International Journal of Science Education, 21(6), 687-698 // g6,P,M,B,LAB.

Christidou, I. (1995). An exploration of children's models and their use of cognitive strategies in regard to the greenhouse effect and the ozone layer depletion. In D. Psillos (Ed.), European Research in Science Education II (pp. 224-234). Thessaloniki: Art of Text S. A. // g6,STS.

Christidou, V., Koulaidis, V. (1996). Children's models of the ozone layer and ozone depletion. Research in Science Education, 26(4), 421-436 // g6,STS.

Christidou, V., & Hatzinikita, V. (2006). Preschool children's explanations of plant growth and rain formation: A comparative analysis. Research in Science Education, 36(3), 187-210 // g6, B, PHYSIO, ANIM.

Chu, H.-E., Treagust, D. F., & Chandrasegaran, A. L. (2008). Naive students' conceptual development and beliefs: The need for mutiple analyses to determine what contributes to student success in a university introductory physics course. Research in Science Education, 38(1), 111-125 // g7, P, S, CSC, LPRO.

Chyuan, J. P. M. (1993). Grade 5 students' preconceptions about force and motion in Taipei City of the Republic of China on 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,M.

Ciesla, E. (2002). Vom Fehlkonzept zum Verstehen. Praxis der Naturwissenschaften; Physik in der Schule, 51(7), 23-28 // g7, P, M.

Cini, M. (1995). Epistemology in science education. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 107-115). New York: Plenum Press // g1.

Cinquini, V., Robutti, O. , Vincenzi, A. B. , Violino, P. (1994). An investigation on the effectiveness of physics teaching in Italy. International Journal of Science Education, 16(1), 45-61 // g6,P,M.

Cisela, E. (2002). Vom Fehlkonzept zum Verstehen. Praxis der Naturwissenschaften; Physik in der Schule, 51(7), 23-28 // g7, P, M.

Clamann, Y. H., Janke, D. L. (1976). Mastery levels of three important biology concepts by junior high school students. Paper presented at the Annual Meeting of the AERA, San Francisco // g6,B.

Clandinin, D. J. (1993). Personal experience methods in research on teaching. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g5.

Clark, D., Rutherford, M. (2000). Language as a confounding variable in the diagnosis of misconceptions. International Journal of Science Education, 22(7), 703-718 // g5.

Clark, D., Jorde, D. (2004). Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching, 41(1), 1-23 // g7, P, MMEDIA, TACTILE MODEL.

Clark, D. B., Slotta, J. D. (2000). Evaluating media-enhancement and source authority on the internet: The knowledge integration environment. International Journal of Science Education, 22(8), 859-872 // g7,ES,GS,MMEDIA,EVIDENCE.

Clark, D. B., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Protor, S., et al. (2008). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408 // g7, ES.

Clark, D. B., & Sampson, V. D. (2007). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253-278 // g7, GC, INQUIRY, ARGUMENTATION, MMEDIA.

Clark, D. B., & Sampson, V. D. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321 // g7, ARGUMENTATION, DISCOURSE.

Clary, R., & Wandersee, J. (2007). A mixed analysis of the effects of an integrative geobiological study of petrified wood in introductory college geology classrooms. Journal of Research in Science Teaching, 44(8), 1011 -1035 // g7, ES.

Clary, R. M., & Wandersee, J. H. (2005). Through the looking glass: The history of aquarium views and their potential to improve learning in science classrooms. Science & Education, 14(6), 579-596 // g7, B.

Claudet, J. G., Ellett, C. D. (1990). Student learning, teacher use of teaching/learning empowerment metaphors and classroom robustness: An initial investigation. Paper presented to the SIG Study of learning environments at the meeeting of the American Educational Research Association, Boston // g8,CTL.


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