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



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Almeida Pacca, J. L., Villani, A. (2001). Knowledge and wisdom of physics teachers: Problems of a permanent formation. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 271-272). Paris: Elsevier // g9.

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Ameh, C. O. (1986). Common sense answers in physics. Research in Science Education, 16, 31-39 // g6,g8.

Ameh, C. O., Gunstone, R. F. (1986). Science teachers' concepts in Nigeria and Australia. Research in Science Education, 16, 73-81 // g6,g8,P,E,M,B.

Ameh, C. O. (1987). An analysis of teachers' and their students' views of the concept "Gravity". Research in Science Education, 17, 212-219 // g6,g8,P,M.

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Amigues, R. (1996). Students' computer-based problem solving in electricity: Strategies and collaborative talk. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 64-73). London: The Falmer Press // g7,P,E,DISCOURSE.

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Amir, R., Tamir, P. (1994). In-depth analysis of misconceptions as a basis for developing research-based remedial instruction: The case of photosynthesis. The American Biology Teacher, 56(2), 94-100 // g6,B.

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Anastácio, Z. (2005). Teachers' conceptions of , and obstacles to, sex education in Portuguese primary schools. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 47-54). London: Taylor & Francis Group // g8, B.

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Andaloro, G., Bellomonte, L. , Sperandeo-Mineo, R. (1995). Modeling in physics education. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 237-248). New York: Plenum Press // g7,P,M,FORCE.

Andaloro, G., Bellomonte, L. , Sperandeo-Mineo, R. (1997). A computer-based learning environment in the field of Newtonian mechanics. International Journal of Science Education, 19(6), 661-680 // g7,P,M,FORCE.

Anders, P., Commeyras, M. (1998). A feminist commentary on four science education vignettes. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 133-144). Mahwah, NJ: Lawrence Erlbaum Associates // g1,CC,GEN.

Andersen, A. M., Dragsted, S. , Evans, R. H. , Sorensen, H. (2001). Transforming the standard instrument for assessing science teacher's self-efficacy beliefs (STEBI) for use in Denmark. 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. 273-275). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,IMAGE,CTL.

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Anderson, C., Kurth, L. , Palincsar, A. (1998). Design principles for collaborative problem solving in science. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-13 // g7,P,M,DENSITY,LPRO.

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Anderson, C. W., Sheldon, T. , Dubay, J. (1985). The effects of instruction of college non-majors' conceptions of respiration and photosynthesis. Paper presented at the annual meeting of American Educational Research Association, Chicago // g7,B.

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Anderson, D., Lucas, K. B. , Ginns, I. S. , Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658-679 // g7,P,E,MAG.

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Anderson, D. L., Fisher, K. M., Norman, G. J. (2002). Development and evaluation of the conceptual inventory natural selection. Journal of Research in Science Teaching, 39(10), 952-978 // g5, g6, B, EVOLUTION.

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