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



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Graf, D. (1995). Vorschlaege zur Verbesserung des Begriffslernens im Biologieunterricht - Ein Literaturvergleich - Teil 1. Der Matematische und Naturwissenschaftliche Unterricht, 48(6), 341-345 // g1.

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Graham, T., Berry, J. (1996). A hierarchical model of the development of student understanding of momentum. International Journal of Science Education, 18(1), 75-89 // g6,P,M,FORCE.

Gramm, A. (1992). Kommunikation und Chemieunterricht. Der Mathematische und Naturwissenschaftliche Unterricht, 45(6), 362-366 // g1.

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Grandy, R. (1997). Constructivisms and objectivity: Disentangling metaphysics from pedagogy. Science & Education, 6(1-2), 43-53 // g1,CON.

Grandy, R., & Duschl, R. (2007). Reconsidering the character and role of inquiry in school sciene: Analysis of a conference. Science and Education, 16(2), 141-166 // g1, CSC, INQUIRY.

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Grandy, R. E., Hamilton, R. (1992). Prototypes and conceptual change. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 435-448). Kingston, Ontario: The Faculty of Education, Queens University // g1.

Grandy, R. E. (2003). What are models and why do we need them? Science & Education, 12(8), 773-777 // g1, MODEL.

Granville, M. F. (1985). Student misconceptions in thermodynamics. Journal of Chemical Education, 62(10), 847-848 // g6,P,T,EN,ENT.

Gräsel, C., Pröbstel, C., Freienberg, J., & Parchmann, I. (2006). Anregungen zur Kooperation von Lehrkräften im Rahmen von Fortbildungen. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (pp. 310-332). Münster: Waxmann Verlag // g8, CTL.

Grayson, D. (1997). A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part II. Outcomes of the Science Foundation Programme. International Journal of Science Education, 19(1), 107-123 // g9.

Grayson, D., Anderson, T. , Crossley, L. G. (1999). Charting unknown waters: A framework for identifying student difficulties in new areas. 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. 80-82). Kiel: IPN Kiel // g5.

Grayson, D. J. (1995). Many rays are better than two. The Physics Teacher, 33(1), 42-51 // g7,P,O.

Grayson, D. J. (1996). Concept substitution: A strategy for promoting conceptual change. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 152-161). New York: Teachers College Press // g7,P,E,T.

Grayson, J., Anderson, T. R. , Crossley, L. G. (2001). A four-level framework for identifying and classifying student conceptual and reasoning difficulties. International Journal of Science Education, 23(6), 611-622 // g1,AFR,g6.

Greaves, E., Stanisstreet, M. , Boyes, E. , Williams, T. (1993). Children's ideas about animal conservation. School Science Review, 75(271), 51-60 // g6,B,GEN.

Greaves, E., Stanisstreet, M. , Boyes, E. , Williams, T. (1993). Children's ideas about rainforests. Journal of Biological Education, 27(3), 189-194 // g6,B,STS.

Greca, I., Moreira, M. (1997). The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field. International Journal of Science Education, 19(6), 711-724 // g6,P,E,FLD.

Greca, I. M., Moreira, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-12 // g1,MM.

Greca, I. M., Moreira, M.A. (2001). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106-121 // g1,MODEL,MM.

Greca, I. M., Freire Jr., O. (2003). Does an emphasis on the concept of quantum states enhance students' understanding of quantum mechanics? Science & Education, 12(5-6), 541-557 // g7, P, M, Q.

Greenberg, J. (1993). Experiences with student growth from fatalism to natural law concepts in high school science courses. 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,CSC.

Greenbowe, T. J., Meltzer, D. E. (2003). Student learning of thermochemical concepts in the context of solution calorimetry. International Journal of Science Education, 25(7), 779-800 // g6, C, T.

Greene, E. D. (1990). The logic of university students' misunderstanding of natural selection. Journal of Research in Science Teaching, 27(9), 875-885 // g6,B.

Greeno, J. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17 // g1,SITL.

Greeno, J. G. (1973). The structure of memory and the process of solving problems. In R. L. Solso (Ed.), Contemporary issues in cognitive psychology - The Layola Symposium (pp. 103-133). Washington: Winston and Sons // g1.

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Greeno, J. G. (1989). Mathematical and scientific thinking in classrooms and other situations. Paper presented at a symposium on higher-order thinking in mathematics and science subject-matter learning at AAAS // g1.

Greensfeld, H., & Elkad-Lehman, I. (2007). An analysis of the processes of change in two science teacher educators' thinking. Journal of Research in Science Teaching, 44(8), 1219-1245 // g8, CTL.

Gribble, J., Briggs, J. , Abell, S. K. (2002). Questioning. In J. Wallace, Louden, W. (Ed.), Dilemmas of science teaching (pp. 143-157). London: RoutledgeFalmer // g1,DISCOURSE.

Griffard, P. B. (2001). The two-tier instrument on photosynthesis. What does it diagnose? International Journal od Science Education, 23(10), 1039-1052 // g7,g6,B,PHYSIIO.

Griffiths, A. K., Grant, B. A. (1985). High school student's understanding of food webs: identification of a learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22(5), 421-436 // g6,B.

Griffiths, A. K., Thomey, K. , Cooke, B. , Normore, G. (1986). Remediation of student-specific misconceptions relating to three science concepts. St. John's, Newfoundland, Canada: Memorial University of Newfoundland // g7.

Griffiths, A. K., Thomey, K. , Cooke, B. , Normore, G. (1988). Remediation of student-specific misconceptions relating to three science concepts. Journal of Research in Science Teaching, 25(9), 709-719 // g7,P,EN,C,B.

Griffiths, A. K., Barry, M. (1991). Secondary school students' understanding of the nature of science. Research in Science Education, 21, 141-150 // g6,CSC.

Griffiths, A. K., Preston, K. R. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628 // g6,P,AT,C.

Griffiths, A. K., Barman, C. R. (1993). Australian secondary school students' concepts regarding the nature of science. The Australian Science Teachers Journal, 39(1), 69-71 // g6,CSC.

Griffiths, A. K. (1993). High school students' views about the nature of science. School Science and Mathematics, 93(1), 35-37 // g6,CSC.

Griffiths, A. K. (1994). A critical analysis and synthesis of research on students' chemistry misconceptions. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 70-99). Hong Kong: International Council of Associations for Science Education // g6,C.

Griffiths, A. K., Barman, C. R. (1995). High school students' views about the nature of science: Results from three countries. School Science and Mathematics, 95(5), 248-255 // g6,CSC.

Griffiths, K. M. (1977). An investigation into the development of concepts of animism in selected primary school children. Birmingham: University of Birmingham // g6,B.

Griffiths, K. M. (1979). An investigation into the development of concepts. Paper presented at the "Cognitive Development Research Seminar, Science and Mathematics Education", Leeds // g6.

Grimellini Tomasini, N., Pecori Balandi, B. (1995). A study on preservice teacher education in physics. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g8,g9,CSC,CTL,.

Grimellini-Tomasini, N., Pecori Balandi, B. (1983). Pupils' conceptions: Some implications for teachers training. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 479-488 // g7.

Grimellini-Tomasini, N., Pecori Balanda, B. (1987). Teaching strategies and children's science: an experiment on teaching about hot and cold. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 158-171). Ithaca: Cornell University // g6,g7,P,T.

Grimellini-Tomasini, N., Pecori Balandi, B. , Villani, A. , Casadio, C. , Pacca, J. L. A. (1989). Teaching strategies and conceptual change: the case of collisions in mechanics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California // g6,g7,P,M.

Grimellini-Tomasini, N., Gandolfi, E. , Pecori Balandi, B. (1990). Teaching strategies and conceptual change: Sinking and floating at elementary school level. Paper presented at the annual meeting of the American Educational Research Association, Boston // g6,g7,P,M,.

Grimellini-Tomasini, N., Pecori-Balandi, B. (1993). Understanding conservation laws in mechanics: students' conceptual change in learning about collisions. Science Education, 77(2), 169-189 // g6,g7,P,M,EN.

Grimellini-Tomasini, N., Levrini, O. (2001). Images of physics and pre-service teacher education. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 355-358). Paris: Elsevier // g8,P,SPACE,CSC.

Grindstaff, K., & Richmond, G. (2008). Learners' perceptions of the role of peers in a reserach experience: Implications for the apprenticeship process, scienctific inquiry, and collaborative work. Journal of Research in Science Teaching, 45(2), 251-271 // g7, CTL, INQUIRY.

Grob, K., Rhoeneck, C. von, Pollak, V. (1990). Analyse von Informationsverarbeitungsprozessen in der Elektrizitaetslehre mit Hilfe eines Expertensystems. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Kassel, September 1989 (pp. 254-256). Alsbach: Leuchtturm // g6,P,E.

Grob, K., Pollak, V. (1990). Analyses von Informationsverarbeitungsprozessen in der Elektrizitaetslehre mit Hilfe eines Expertensystems. In W. Kuhn (Ed.), Vortraege auf der Physikertagung 1990 (pp. 412-427). Giessen: DPG Fachausschuss Didaktik der Physik // g5,g6,P,E.

Grob, K., Rhoeneck, C. von. (1991). Das Einueben von Begriffen und Regeln aus der Elektrizitaetslehre mit dem Computer. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Didaktik der Physik und Chemie in Weingarten (pp. 153-155). Alsbach: Leuchtturm // g7,P,E.

Grob, K., Pollak, V. L. , Rhoeneck, C. von. (1992). Computerized analysis of students' ability to process information in the area of basic electricity. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 296-309). Kiel: IPN // g5,g6,P,E.

Grob, K., Rhoeneck, C. von , Voelker, B. (1993). Cognitive abilities, psychological motives and social interactions as components of long term learning in basic electricity. 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,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Die Entwicklung von Verstehensstrukturen im Anfangsunterricht der Elektrizitaetslehre. Naturwissenschaften im Unterricht Physik, 4(16), 24-29 // g7,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Lernen am Computer in der Elektrizitaetslehre. Naturwissenschaften im Unterricht Physik, 4(16), 30-33 // g7,P,E.

Grob, K., Rhoeneck, C. von. (1993). Lernen in der Elektrizitaetslehre durch strukturierte Information mit Hilfe eines Computers. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 283-285). Alsbach: Leuchtturm // g7,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Soziales Umfeld, psychologische Motive und kognitive Faehigkeiten als Bedingung des Langzeitlernens in der Elektrizitaetslehre. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 280-282). Alsbach: Leuchtturm // g6,P,E.

Grob, K., Rhoeneck, C. von, Voelker, B. (1993). Soziales Umfeld, psychologische Motive und kognitive Faehigkeiten als Bedingungen des Langzeitlernens in der Elektrizitaetslehre. In W. B. Schneider (Ed.), Wege in die Physikdidaktik (pp. 159-168). Erlangen: Palm & Enke // g6,P,E.

Grob, K., Lompscher, J. , Rhoeneck, C. von, Schnaitmann, G. W. , Voelker, B. (1994). Cognitive abilities, motives, learning strategies, and social interactions as components of long-term learning in basic electricity. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 174-184). Hong Kong: International Council of Associations for Science Education // g6,E.

Gröger, M. (2004). Experimentieren in Facharbeiten - einige Aspekte aus Schülersicht. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 293-295). Münster: LIT Verlag // g6, LAB.

Gröger, M., Lisai, A., Dornhöfer, I., & Münker, U. (2005). Chemieunterricht über eine Internet-Plattform. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 480-482). Münster: LIT Verlag // g7, C, MMEDIA.

Gromadecki, U., & Mikelskis-Seifert, S. (2005). Naturwissenschaftlichen Denk- und Arbeitsweisen im Physikunterricht der 6. Klasse. In V. Nordmeier & A. Oberländer (Eds.), Didaktik der Physik - Berlin 2005. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft. Berlin: Lehmanns Media // g7, P, GC, CSC.

Gromadecki, U., & Mikelskis-Seifert, S. (2006). Argumentieren als naturwissenschaftliche Arbeitsweise. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 204-206). Münster: LIT Verlag // g1, g7, GC, DISCOURSE.

Gropengießer, H. (2003). Wie man Vorstellungen der Lerner verstehen kann - Lebenswelten, Denkwelten, Sprechwelten. Oldenburg: Universitaet Oldenburg // g1,CON,ANA,g6,B,ANIM,O,LIGHT.

Gropengießer, H. (2004). Denkfiguren zum Lehr-Lernprozess. Metaphernanalyse nach der Theorie des erfahrungsbasierten Verstehens. In H. Gropengießer, A. Janßen-Bartels & E. Sander (Eds.), Lehren fürs Leben (pp. 8-24). Köln: Aulis Verlag Deubner // g1, g4, g5, ANA.

Gropengiesser, H., Kattmann, U. (1993). Didaktische Rekonstruktion zentraler biologischer Begriffe am Beispiel "Sehen". In H. Kuehnemund, Frey, H. D. (Ed.), Arbeitsberichte Naturwissenschaften 15 - Lebenswirklichkeit und Wissenschaft (pp. 60-65). Tuebingen: Deutsches Institut fuer Fernstudien an der Universitaet Tuebingen // g6,B,O,P.

Gropengiesser, H., Kattmann, U. (1994). Konzepte zur visuellen Perzeption: Schuelervorstellungen zum Sehen. In H. Bayrhuber, Etschenberg, K. , Gehlhaar, K. H. , Groenke, O. , Klee, R. , Kuehnemund, H. , Mayer, J. (Ed.), Interdisziplinaere Themenbereiche und Projekte im Biologieunterricht (pp. 246-250). Kiel: Institut fuer die Paedagogik der Naturwissenschaften // g6,B,O.

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Gropengiesser, H. (1998). Didaktische Rekonstruktion als Rahmen fuer fachdidaktische Lehr- und Lernforschung: Das Beispiel Sehen. In H. Guenther-Arndt (Ed.), Fachdidaktik als Zentrum professioneller Lehrerbildung (Vol. 387, pp. 15-26). Oldenburg: Oldenburger Vor-Drucke // g6,B,O,LIGHT,SENSES.

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Gropengiesser, H. (1999). Was die Sprache ueber unsere Vorstellungen sagt. Kognitionslinguistische Analyse als Methode zur Erfassung von Vorstellungen: Das Beispiel Sehen. Zeitschrift fuer Didaktik der Naturwissenschaften, 5(2), 57-78 // g5,g6,B,O,LGHT.

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Guisasola, J., Almundi, J. M. , Ceberio, M. (1999). Students' ideas about the source of magnectic field. 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. 89-91). Kiel: IPN Kiel // g6,P,MAG.


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