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



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Evrard, T., Huynen, A.-M. , vander Borght-de Bueger, C. (1998). Relationships to knowledge in science classrooms. In H. Bayrhuber, Brinkman, F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 301-310). Kiel: IPN - Materialien // g6,B,C,CTL,DISCOURSE.

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Eylon, B. S., Singer, J. , Ganiel, U. (1985). Problem solving in High School - a necessary addition to the physics Curriculum. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 312-318). Utrecht: GIREP/SVO/UNESCO // g6,P,M.

Eylon, B. S., Ben-Zwi, R. , Silberstein, J. (1987). Hierarchical task analysis - an approach for diagnosing students' conceptual difficulties. International Journal of Science Education, 9(2), 187-196 // g5.

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Eylon, B. S., Ganiel, U. (1990). Macro-micro relationship: the missing link between electrostatics and electrodynamics in students' reasoning. International Journal of Science Education, 12(1), 79-94 // g6,P,E,.

Eylon, B. S., Ronen, M. , Langley, D. (1993). Responding to students' learning difficulties in geometrical optics by using a simulation environment. In L. C. Pereira, Ferreira, J. A. , Lopes, H. A. (Ed.), Light and Information. Proceedings of the 1993 GIREP International Conference on Physics Education (pp. 396-411). Braga, Portugal: GIREP // g6,g7,P,O.

Eylon, B.-S., Berger, H., & Bagno, E. (2008). An evidence-based continuous professional development programme on knowledge integration in physics: A study of teachers' collective discourse. International Journal of Science Education, 30(5), 619-642 // g8, CTL, DISCOURSE.

Fagúndez Zambrano, T. J. (2005). Discourse analysis in university physics class. Implications for improvement of educational practice. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 109-115). London: Taylor & Francis Group // g8, DISCOURSE, ARGUMENTATION.

Fairbrother, B. (1994). Problem solving and learning. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 154-173). Hong Kong: International Council of Associations for Science Education // g7,E,MAG,EN,T,B.

Falcao, D., Gouvea, G. , Cazelli, S. , Valente, M. E. , Queiroz, G. , Colinvaux, D. , Krapas, S. , Alves, F. (1999). Models and learning in science and technology museums. 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. 644-646). Kiel: IPN Kiel // g7,P,AS.

Falcao, D., Colinvaux, D., Krapas, S., Querioz, G., Alves, F., Cazelli, S., Valente, M. E., Gouvea, G. (2004). A model-based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum. International Journal of Science Education, 26(8), 951-978 // g7, P, AS, MODEL.

Falk, H., Brill, G., & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science Education, 30(14), 1841-1866 // g8, B, BIOTECH, CTL, PCK.

Falk, J. (2004). The director's cut: Toward an improved understanding of learning from museums. Science Education, 88(supplement), S83-S96 // g1, INFORMAL.

Falk, J., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education, 89(5), 744-778 // g7, INFORMAL.

Falk, J. H., Adelman, L. M. (2003). Investigating the impact of prior knowledge and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163-176 // g6, INFORMAL.

Fallon, A. E., Rozin, P. , Pliner, P. (1984). The child's conception of food: the development of food rejections with special reference to digust and contamination sensitivity. Child Development, 55, 566-575 // g6,B.

Fang, Z. (2005). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89(2), 335-347 // g1.

Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491-520 // g1, TXT.

Fang, Z., Lamme, L., Pringle, R., Patrick, J., Sanders, J., Zmach, C., et al. (2008). Integrating reading into middle school science: What we did, found and learned. International Journal of Science Education, 30(15), 2067-2089 // g7, READING, INQUIRY.

Farnham-Diggory, S. (1994). Paradigms of knowledge and instruction. Review of Educational Research, 64(3), 463-477 // g1.

Farr, P. L. (1993). Microcomputer-based laboratories in elementary science. 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,g7,P,GEN.

Fassoulopoulos, G., Kariotoglou, P. , Koumaras, P. (1999). Pupils' conceptions on the relations between intensive variables and the amount of the system. 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. 137-139). Kiel: IPN Kiel // g6.

Fassoulopoulos, G., Kariotoglou, P., & Koumaras, P. (2003). Consistent and inconsistent pupils' reasoning about intensive quantities: The case of density and pressure. Research in Science Education, 33(1), 71-88 // g6, P, M, DENSITY, PRESSURE, GC.

Faucher, G. (1983). Advanced physics cources do not provide students with conceptual change. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 322-325). Ithaca, N. Y.: Cornell University // g6,P,E,M,MAG.

Faucher, G. (1987). Pragmatical conceptions in the atomic domain. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 137-142). Ithaca: Cornell University // g1.

Fazio, C., Guastella, I., Sperandeo-Mineo, R., .M., & Tarantino, G. (2008). Modelling mechanical wave propagation: Guidelines and experimentation of a teaching-learning sequence. International Journal of Science Education, 30(11), 1491-1530 // g7, P, S, WAVES, LPRO.

Fedra, R. D. (1989). Ausschaerfung und Weiterentwicklung von vorwissenschaftlichen Vorstellungen beim Erlernen des 2. Hauptsatzes der Thermodynamik. Kassel: Gesamthochschule Kassel // g6,g7,P,T,EN,IRR,AT,CSC,.

Fedra, R. D. (1989). Schuelervorstellungen zum Energieverbrauch und ihre Aufarbeitung im Physikunterricht der Sekundarstufe II. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1989 in Bonn (pp. 298-306). Giessen: Deutsche Physikalische Gesellschaft, Fachausschuss Didaktik der Physik // g6,P,T,EN,.

Fedra, R. D., Schoen, L. (1989). Sinneswahrnehmungen und Physik. Physik und Didaktik, 104-123 // g2.

Fedra, R. D. (n.d.). Styropor ist warm und Eisen ist kalt - Sinnestaeuschung oder physikalische Realitaet ? Polykop. Gesamthochschule Kassel // g2,g6,P,T.

Feest, J., Gans, G. , Heyroth, I. (1993). Phaenomene aus der Natur und Technik. Berichte des Institutes fuer Didaktik der Biologie, Universitaet Muenster(2), 49-61 // g6,B.

Feest, J., Gans, U. , Heyroth, I. (1993). Phaenomene aus Natur und Technik Erklaerungen von Kindern im Alter von 5 bis 11 Jahren. In H. Vogt, Hesse, M. (Ed.), Berichte des Institutes fuer Didaktik der Biologie (pp. 49-61). Muenster: Institut fuer Didaktik der Biologie der Westfaelischen Universitaet Muenster // g6,B,.

Feher, E. (1983). Identification of certain preconceptions that hinder science learning: Examples involving electric circuits. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 328-334). Ithaca, N. Y.: Cornell University // g6,P,E.

Feher, E., Rice, K. (1985). Development of scientific concepts through the use of interactive exhibits in a museum. American Museum of Natural History, 35-46 // g5,g6,P,O.

Feher, E., Rice, K. (1986). Shadow. Science and Children // g7,P,O.

Feher, E., Rice, K. (1987). A comparison of teacher student conceptions in optics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 108-117). Ithaca: Cornell University // g6,g8,P,O.

Feher, E., Rice, K. (1988). Ein Vergleich optischer Vorstellungen von Lehrern und Schuelern. physica didactica, 15(2), 3-20 // g6,g8,P,O.

Feher, E., Rice, K. (1988). Shadows and anti-images: Children's conceptions of light and vision. II. Science Education, 72(5), 637-649 // g6,P,O.

Feher, E. (1990). Interactive museum exhibits as tools for learning: explorations with light. International Journal of Science Education, 12(1), 35-49 // g5,g7,P,O.

Feher, E., Meyer, K. R. (1992). Children's conceptions of color. Journal of Research in Science Teaching, 29(5), 505-520 // g6,P,O,.

Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of Research in Science Teaching, 33(5), 513-540 // g1,g5,g8,SCON,CTL,.

Feldman, A. (2000). Decision makining the practical domain: A model of practical conceptual change. Science Education, 84(5), 606-623 // g1,CC,g8,CTL.

Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39(10), 1032-1055 // g8, CTL.

Feldsine, J. E. (1983). Concept mapping: A method for detection of possible student misconceptions. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 467-472). Ithaca, N. Y.: Cornell University // g5.

Feldsine, J. E. (1987). Distinguishing student misconceptions from alternative frameworks trough the construction of concept maps. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 177-181). Ithaca: Cornell University // g6,g7,P,C,M.

Fellows, N. J. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31(9), 985-1001 // g5,g7,P,AT,.

Feltham, N. F., Downs, C T. (2002). Three form of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine term. International Journal of Science Education, 24(2), 157-184 // g6,B.

Feltovich, P. J., Spiro, R. J., Coulson, R. L. (1989). The nature of conceptual understanding in biomedicine: The deep structure of complex ideas and the development of misconceptions. In D. A. Evans, Patel, V. L. (Ed.), Cognitive science in medicine: Biomedical modeling (pp. 113-172). Cambridge: MA: MIT Press // g6, B.

Feng, S.-L., & Tuan, H.-L. (2005). Using arcs models to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3(3), 463-484 // g7, C.

Fensham, P. (1988). Development and dilemmas in science education. London, New York, Philadelphia: The Falmer Press // g1.

Fensham, P., Gunstone, R. F. , White, R. T. (1994). The content of science. London: The Falmer Press // g1.

Fensham, P. J. (1972). Prior knowledge - a source of negative factors for subsequent learning. In R. P. Tisher (Ed.), Proceedings of the third annual conference of the Australian Science Education Research Association (pp. 50-57). University of Queensland: University Printers // g1.

Fensham, P. J., Garrard, J. E. , West, L. (1981). The use of cognitive mapping in teaching and learning strategies. Research in Science Education, 11, 121-129 // g5,g7,C.

Fensham, P. J., Garrard, J. E. , West, L. (1982). A comparative critique of several methods of collecting data for cognitive mapping. Research in Science Education, 12, 9-16 // g5.

Fensham, P. J. (1983). A research base for new objectives of science teaching. Science Education, 67(1), 3-12 // g1.

Fensham, P. J. (1984). Conceptions, misconceptions, and alternative frameworks in chemical education. Chemical Society Reviews, 13(2), 199-217 // g1.

Fensham, P. J. (1987). Describtion and frameworks of solution and reactions in solutions. Research in Science Education, 17, 139-148 // g6,C.

Fensham, P. J., Kass, H. . (1988). Inconsistent or discrepant events in science instruction. Studies in Science Education, 15, 1-16 // g1,g4.

Fensham, P. J. (1989). Theory in practice: How to assist science teachers to teach constructively. In P. Adey (Ed.), Adolescent development and school science (pp. 61-77). London: Falmer Press // g1.

Fensham, P. J. (1992). Science Education at first degree level. International Journal of Science Education, 14(5), 505-514 // g1.

Fensham, P. J. (1994). Beginning to teach chemistry. In P. Fensham, Gunstone, R. , White, R. (Ed.), The content of science (pp. 14-28). London: The Falmer Press // g7,C.

Fensham, P. J., Gunstone, R. F. , White, R. T. (1994). Science content and constructivist views of learning and teaching. In P. Fensham, Gunstone, R. , White, R. (Ed.), The content of science (pp. 1-8). London: The Falmer Press // g1.

Fensham, P. J. (2001). Science content as problematic - issues for research. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 27-41). Dordrecht,The Netherlands: Kluwer Academic Publishers // g1,AFR,CC.

Ferguson-Hessler, M., De Jong, T. (1983). On success and failure in the solving of problems in electricity and magnetism. Summer Workshop: Research on Physics Education. La Londe Les Maures // g6,P,E.

Ferk, V., Vrtacnik, M., Blejec, A., Gril, A. (2003). Students' understanding of molecular structure representations. International Journal of Science Education, 25(10), 1227-1245 // g6, C.

Fernández-Manzanal, R., Rodríguez-Barreiro, l., & Carrasquer, J. (2007). Evaluation of environmental attitudes: Analysis and results of a scale applied to university students. Science Education, 91(6), 988-1009 // g6, B, ECOLOGY, AFF.

Ferrari, M., Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20(10), 1231-1256 // g1,CC,g6,B.

Ferrer, L. M. (1990). Learning environment, learning styles and conceptual understanding. Research in Science Education, 20, 95-104 // g6,B.

Ferrer, L. M. (1992). A. R. T. S. (Accomodation Reinforcement Teaching Strategy). In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 584-602). Kingston, Ontario: The Faculty of Education, Queens University // g7,B.

Ferry, B. (1996). Probing personal knowledge: The use of a computer-based tool to help preservice teachers map subject matter knowledge. Research in Science Education, 26(2), 233-245 // g5.

Fetherston, T. (1997). The derivation of a learning approach based on personal construct psychology. International Journal of Science Education, 19(7), 801-819 // g1,KELLY,g7,EN.

Fetherston, T. (1999). Students constructs about energy and constructivist learning. Research in Science Education, 29(4), 515-525 // g6,g7,P,EN.

Fetherstonhaugh, A. R., Happs, J. C. , Treagust, D. F. (1987). Student misconceptions about light: A comparative study of prevalent views found in Western Australia, France, New Zealand, Sweden and the United States. Research in Science Education, 17, 156-164 // g6,P,O.

Fetherstonhaugh, A. R., Happs, J. C. (1988). Countering fundamental misconceptions about light. An analysis of specific teaching strategies with year 8 students. Research in Science Education, 18, 211-219 // g6,g7,P,O,.

Fetherstonhaugh, A. R. (1988). Students' understanding of light: Can teaching for conceptual change lower the level of misconception ? Perth, Western Australia: Curtin University of Technology // g5,g6,g7,P,O,.

Fetherstonhaugh, A. R. (1990). Misconceptions and light: a curriculum approach. Research in Science Education, 20, 105-113 // g7,P,O.

Fetherstonhaugh, A. R., Treagust, D. F. (1990). Students' understanding of light and its properties following a teaching strategy to engender conceptual change. Paper presented at the Special Interest Group on Subject Matter Knowledge and Conceptual Change of the annual meeting of the A. E. R. A. , Boston, MA, 16-20 April 1990 // g6,g7,P,O.

Fetherstonhaugh, A. R., Treagust, D. F. (1992). Students' understanding of light and its properties: teaching to engender conceptual change. Science Education, 76(6), 635-672 // g6,g7,P,O.

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Finegold, M., Reiner, M. (1985). Student learning behaviors as a means for a cognitive evaluation of a physics program. Studies in Educational Evaluation, 11, 105-111 // g7,P.

Finegold, M., Gorsky, P. (1988). Learning about forces: simulating the outcomes of pupils' misconceptions. Instructional Science, 17, 251-261 // g7,P,M,.

Finegold, M., Trumper, R. (1989). Categorizing pupils' explanatory frameworks in energy as a means to the development of a teaching approach. Research in Science Education, 19, 97-110 // g6,P,EN,.

Finegold, M., Pundak, D. (1990). Students' conceptual frameworks in astronomy. The Australian Science Teachers Journal, 36(2), 76-83 // g6,P,AS.

Finegold, M., Gorsky, P. (1991). Students' concepts of force as applied to related physical systems: A search for consistency. International Journal of Science Education, 13(1), 97-113 // g6,P,M.

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