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



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Davis, E. A., Linn, M. C. (2000). Scaffolding students' knowldege integration: Prompts for refelction in KIE. International Journal of Science Education, 22(8), 819-838 // g1,APR,g7.

Davis, E. A. (2003). Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning. International Journal of Science Education, 25(4), 439-468 // g6, CSC, CTL.

Davis, E. a. (2004). Knowledge integration in science teaching: Analysing teachers' knowledge development. Research in Science Education, 34(1), 21-54 // g8, CTL, P, O, B.

Davis, E. A. (2006). Preservice elementary teachers' critique of instructional materials for science. Science Education, 90(2), 348-375 // g8, TXL, CTL.

Davis, E. A., & Petish, D. (2005). Real-world applications and instructional representations among propesctive elementary science teachers. Journal of Science Teacher Education, 16(4), 263-286 // g8, CTL.

Davis, K. S. (2003). ''Change is hard'': What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3-30 // g1, SCON, g8, CTL.

Davis, N., Helly, M. (1995). Conflicting beliefs: A story of a chemistry teacher's struggle with change. School Science and Mathematics, 95(7), 345-350 // g8,CTL.

Davis, N. T., McCarty, B. J. , Shaw, K. L. , Sidani-Taabaa, A. (1993). Transitions from objectivism to constructivism in Science Education. International Journal of Science Education, 15(6), 627-636 // g8,g9,CTL,.

Davson-Galle, P. (2000). Contra Garrisonian social constructivism. Science & Education, 9(6), 611-614 // g1,SCON.

Dawes, L. (2004). Talk and learning in classroom science. International Journal of Science Education, 26(6), 677-696 // g7, P, O, S, DISCOURSE.

Dawson, C., Rowell, J. (1995). Snapshots of uncertainty: A new tool for the identification of students' conceptions of scientific phenomena. Research in Science Education, 25(1), 89-100 // g5,g6,GC.

Dawson, C. (1998). Modelling the states of matter and changes of state. Australian Science Teachers' Journal, 44(2), 54 // g5,g6,B.

Dawson, C. J., Rowell, J. A. (1977). Yes, children are different! The concept of relative density and the conservation of quantities. The Australian Science Teacher Journal, 23(1), 94-96 // g6,P,M.

Dawson, C. J. (1978). Pupils difficulties: What can the teacher do ? Education in Chemistry, 133(15), 120-121 // g1.

Dawson, C. L., Rowell, J. A. (1984). Displacement of water: weight or volume? An examination of two conflict based teaching strategies. Research in Science Education, 14, 67-77 // g7,P,M.

Dawson, C. L., Rowell, J. A. (1990). New data and prior belief: The two faces of scientific reasoning. Research in Science Education, 20, 48-56 // g6.

Dawson, C. L. (1992). The scientific and the everyday: Two different ways of knowing. Some implications for science teachers. The Australian Science Teachers Journal, 38(1), 19-24 // g1,g2.

Dawson, V. (1996). A constructivist approach to teaching transplantation technology in science. Australian Science Teachers Journal, 42(4), 15-20 // g7,B.

Dawson, V., Lederman, N. G. , Tobin, K. (2002). The nature of science. In J. Wallace, Louden, W. (Ed.), Dilemmas of science teaching (pp. 7-21). London: RoutledgeFalmer // g1,CTL.

Dawson, V., Schibeci, R. (2003). Western Australian school students' understanding of biotechnology. International Journal of Science Education, 25(1), 57-69 // g6, B, BIOTECH, STS.

Dawson, V. (2007). An exploration of high school (12-17 year old) students' understandings of, and attitudes towards biotechnology processes. Research in Science Education, 37(1), 59-73 // g6, B, BIOTECH, STS.

Dawson, V., Forster, P., & Reid, D. (2006). Information communication technology (ICT) integration in a science education unit for preservice science teachers; students' perceptions of their ICT skills, knowledge and pedagogy. International Journal of Science and Mathematics Education, 4(2), 345-363 // g8, CTL, MMEDIA.

de Aguila, R. C., Slisko, J. (1993). Mysterious traveller named vibration: A case study in pupils' comprehension of primary science textbook language. 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,S.

de Berg, K. (1997). The development of the concept of work: A case where history can inform pedagogy. Science & Education, 6(5), 511-527 // g3,g7,P,M,WORK.

de Berg, K. C. (1992). Students' thinking in relation to pressure-volume changes of a fixed amount of air: the semi-quantitative context. International Journal of Science Education, 14(3), 295-303 // g6,P,M,.

de Berg, K. C. (1995). Student understanding of the volume, mass, and pressure of air within a sealed syringe in different states of compression. Journal of Research in Science Teaching, 32(8), 871-884 // g6,P,M.

de Bueger-Van der Borght, C., Mabille, A. (1989). The evolution in the meanings given by Belgian secondary school pupils to biological and chemical terms. International Journal of Science Education, 11(3), 347-362 // g6,P,EN,C,B.

de Bustamante, J. D., Jiménez-Aleixandre, M. P. (1998). Interpretation and drawing of images in biology learning. In H. Bayrhuber, Brinkman , F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 93-102). Kiel: IPN - Materialien // g6,B.

de Carcer, I. A., Gabel, D. L. , Staver, J. R. (1978). Implications of Piagetian research for High School science teaching: A review of the literatur. Science Education, 62(4), 571-538 // g1.

de Groot, S. S. (1993). Concept mapping with computer support, laser disks and graphics applied to microbiology. 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,B.

de Hosson, C., & Kaminski, W. (2007). Historical controversy as an educational tool: Evaluating elements of a teaching-learning sequence conducted with the text "Dialogue on the ways that vision operates''. International Journal of Science Education, 29(5), 617-642 // g7, P, O, g3.

de Jesus, M. H., Maskill, R. (1993). An investigation of the educational potential of pupils' written questions in science teaching. 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.

de Jong, E. J., Gunstone, R. F. (1988). A longitudinal classroom study of mechanics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans // g5,g6,g7,P,M,CTL.

de Jong, O. (1995). Classroom protocol analysis: A fruitful method of research in Science Education. In D. Psillos (Ed.), European Research in Science Education II (pp. 146-156). Thessaloniki: Art of Text S. A. // g5,g6,C.

de Jong, O., Acampo, J. , Verdonk, A. (1995). Problems in teaching the topic of redox-reactions: Actions and conceptions of chemistry teachers. Journal of Research in Science Teaching, 32(10), 1097-1110 // g8,C,CTL,.

de Jong, O. (1996). Verstehen von intensiven physikalischen Groessen. Ein Vergleich der Vorstellungen von Lehrern und Schuelern. Zeitschrift fuer Didaktik der Naturwissenschaften, 2(1), 3-10 // g6,P,C,M.

de Jong, O., Korthagen, F. , Wubbels, T. (1998). Research on science teacher education in Europe: teacher thinking and conceptual change. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 745-760). Dordrecht, The Netherlands: Kluwer Academic Publishers // g8,CTL,PCK,g9.

de Jong, O., van Driel, J. (2001). The development of prospective teachers' concerns about teaching chemistry topics at a macro-micro-symbolic interface. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 271-277). Dordrecht,The Netherlands: Kluwer Academic Publishers // g8,CTL.

de Jong, O. (2001). Expolring science teachers' pedagogical content knowledge. 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. 7-9). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,PCK,g8,CTL,MODEL.

De Jong, O. (2003). Exploring science teachers' pedagogical content knowledge. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 373-381). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, PCK, g8, CTL, MMEDIA.

De Jong, O., & Taber, K. S. (2007). Teaching and learning the many faces of chemistry. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 631-652). Mahwah: Lawrence Erlbaum Associates // g1, g6, g7, C.

de Jong, O., & Treagust, D. F. (2002). The teaching and learning of electrochemistry. In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 317-338). Dordrecht: Kluwer Academic Publishers // g7, C.

de Jong, O., & van Driel, J. (2004). Exploring the developement of student teachers' PCK of the multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2(4), 477-491 // g8, C, CTL, PCK.

De Jong, O., Van Driel, J. H., & Verloop, N. (2005). Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947-964 // g7, g8, CTL, C, AT, PCK.

de Jong, O., Veal, W. R., & van Driel, J. (2002). Exploring chemistry teachers' knowledge base. In J. Gilbert, T. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 369-390). Dordrecht: Kluwer Academic Publishers // g8, C, CTL, PCK.

de Jong, T., van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201 // g1,g7,MM.

de Jong, T., Martin, E. , Zamarro, J.-M. , Esquembre, F. , Swaak, J. , van Joolingen, W. R. (1999). The integration of computer simulation and learning support: an example from the physics domain of collisions. Journal of Research in Science Teaching, 36(5), 597-615 // g7,P,M,FORCE,MMEDIA.

de Leon, P. (1992). Modulos didacticos I. Como mejorar la ensenanza sobre la nutricion de las plantas verdes? Sevilla: Bytgraf, S. A. // g6,g7,B.

de Miranda, M. A. (2004). The grounding of a discipline: Cognition and instruction in technology education. International Journal of Technology and Design Education, 14(1), 61-77 // g1, TECHNOLOGY.

de Vecchi, G. (1986). Comment on voit l'espace quand on est un enfant qui a les pieds sur terre. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 421-425). Paris: Instaprint // g6,P,AS.

de Vos, W., Verdonk, A. (1996). The particulate nature of matter in science education and in science. Journal of Research in Science Teaching, 33(6), 657-664 // g6,P,AT.

de Vos, W., Bulte, A. M. W., & Pilot, A. (2002). Chemistry curricula for general education: Analysis and elements of a design. In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 101-124). Dordrecht: Kluwer Academic Publishers // g1, C.

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Deadman, J. A., Kelly, P. J. (1978). What do secondary school boys understand about evolution an heredity before they are taught the topics ? Journal of Biological Education, 12(1), 7-15 // g6,B.

Dean Jr., D., & Kuhn, D. (2007). Direct instruction vs. discovery: The long view. Science Education, 91(3), 384-397 // g7.

Dedes, C. (2005). The mechanism of vision: Conceptual similarities between historical models and children's representations. Science & Education, 14(7-8), 699-712 // g3, g6, P, O.

Dekkers, J., Malone, J. (1982). The concept map as an aid to instruction in science nad mathematics. Bentley: University of Western Australia, Science nad Mathematics Education Centre // g1,g7.

Dekkers, P., Thijs, G. (1993). Effectiveness of practical work in remediation of alternative conceptions in mechanics with students in Botswana. 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,M.

Dekkers, P. (1997). Making productive use of student conceptions in physics education. Amsterdam: VU Huisdrukkerij // g1,CON,g5,g6,g7,P,M,FORCE,LAB,GEN.

Dekkers, P., Thijs, G. (1998). Making productive use of students' initial conceptions in developing the concept of force. Science Education, 82(1), 31-51 // g7,P,M,FORCE.

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Delorme, A., Pinard, A. (1970). Le developpement de la notion de vitesse relative. Canadian Journal of Behavioural Science, 2(2), 91-104 // g6,P,M.

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Demastes, S., Good, R. , Peebles, P. (1995). Organizing questions and conceptual change: Students' evaluation of evolutionary theory. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g7,B,.

Demastes, S., Good, R. , Peebles, P. (1995). Students' conceptual ecologies and the process of conceptual change in evolution. Science Education, 79(6), 637-666 // g6,B,.

Demastes, S., Good, R. , Peebles, P. (1996). Patterns of conceptual change in evolution. Journal of Research in Science Teaching, 33(4), 407-431 // g1,CC,g7,B,LPRO,.

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Demastes, S. S., Settlage, J. , Good, R. (1995). Students' conceptions of natural selection and its role in evolution: Cases of replication and comparison. Journal of Research in Science Teaching, 32(5), 535-550 // g6,g7,B,GEN.

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Demirci, N. (2007). University students' perceptions of web-based vs. paper-based homework in a general physics course. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 29-34 // g7, P.

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Denny, M., Chennell, F. (1986). Science practicals: what do pupils think ? European Journal of Science Education, 8(3), 325-336 // g6,CTL,CSC.

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Derbentseva, N., Safayeni, F., & Canas, A. J. (2007). Concept maps: Experiments on dynamic thinking. Journal of Research in Science Teaching, 44(3), 448-465 // g7, GC.

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