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



Yüklə 4,57 Mb.
səhifə3/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   2   3   4   5   6   7   8   9   ...   76

Anderson, O. R., Randle, D., Covotsos, T. (2001). The role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade students. Science Education, 85(4), 410-425 // g1, COSC, g5, g7, B, EVOLUTION.

Anderson, R. D. (1965). Children's ability to formulate mental models to explain natural phenomena. Journal of Research in Science Teaching, 3, 326-332 // g6.

Anderson, R. D., Mitchener, C.P. (1994). Research on science teacher education. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 1-44). New York: Macmillan Publishing Company // g9.

Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 807-830): Lawrence Erlbaum Associates // g1, INQUIRY.

Anderson, R. D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91(4), 664-677 // g1, B, EVOLUTION.

Anderson, S., Moss, B. (1993). How wetland habitats are perceived by children: consequences for children's education and wetland conservation. International Journal of Science Education, 15(5), 473-485 // g6,B.

Anderson, T., Crossley, L. , Grayson, D. (1999). Identifying students' conceptual and reasoning difficulties with biochemistry. 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. 86-88). Kiel: IPN Kiel // g6,B.

Andersson, B., Bach, F. (1995). Developing a new teaching sequence about gases for grade 7 - Ideas, experiences and results. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g7,P,M.

Andersson, B., Bach, F. (1996). Developing new teaching sequences in science: The example of 'gases and their properties'. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 7-21). London: The Falmer Press // g7,P,AT,CSC.

Andersson, B., Wallin, A. (2000). Students' understanding of the Greenhouse Effect, the social consequences of reducing CO2 emissions and the problem of Ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096-1111 // g6,STS.

Andersson, B., & Bach, F. (2005). On Designing and evaluating teaching sequences taking geometrical optics as an example. Science Education, 89(2), 196-218 // g7, P, O, g8, CTL.

Andersson, B., Bach, F., Hagman, M., Olander, C., & Wallin, A. (2005). Discussing a research programme for the improvement of science teaching. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 221-230). Dordrecht: Springer // g1, Scon, g7, P, O.

Andersson, B., & Wallin, A. (2006). On developing content-oriented theories taking biological evolution as an example. International Journal of Science Education, 28(6), 673-695 // g1, B, EVOLUTION.

Andersson, B. R. (1976). Science teaching and the development of thinking: Development of concrete operational thinking and of language resulting from the SCIS/LMN special concepts unit "Relativity of position and motion". Moelndal, Sweden: University of Gothenburg // g6.

Andersson, B. R. (1980). Pupils' thinking and course requirements in science teaching (EKNA). Newsletter, School Research, 1 // g6.

Andersson, B. R. (1980). Pupils' understanding of some aspects of energy transfer. EKNA-project 1980. Department of Education and Educational Research, University of Gothenburg. Moelndal // g6,P,M,E,T.

Andersson, B. R. (1980). Some aspects of children's understanding of boiling point. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 252-259). Leeds: University of Leeds // g6,P,T.

Andersson, B. R., Renstroem, L. (1982). How Swedish pupils, age 12-15, explain "The Sugar in Water"-Problem. Leeds-Goeteborg Study. Pupils' content oriented reasoning in science. Working Paper No.1, presented at the EKNA-project 1982. Department of Education and Educational Research, University of Gothenburg. Moelndal // g6.

Andersson, B. R., Renstroem, L. (1982). How Swedish pupils, age 12-15, explain the "Aspirin"-Problem. Leeds-Goeteborg Study. Pupils' content oriented reasoning in science. Working Paper No.3, presented at the EKNA-project 1982. Department of Education and Educational Research, University of Gothenburg. Moelndal // g6.

Andersson, B. R., Renstroem, L. (1982). How Swedish pupils, age 12-15, explain the "exhaust"-problem. Leeds-Goeteborg Study. Pupils' content oriented reasoning in science. Working Paper 2, presented at the EKNA-project 1982. Department of Education and Educational Research, University of Gothenburg. Moelndal // g6.

Andersson, B. R., Renstroem, L. (1982). How Swedish pupils, age 12-15, explain the "Phosporus" problem. Leeds-Goeteborg Study: Pupils' content oriented reasoning in science. Moelndal: University of Gothenburg, Department of Education and Educational Research // g6,C.

Andersson, B. R., Kaerrqvist, C. (1982). Light and its properties. The pupil's perspective. EKNA-report No.8. Department of Education and Educational Research, University of Gothenburg. Moelndal // g6,P,O.

Andersson, B. R., Renstroem, L. (1982). Oxidation of steel wool. Moelndal: University of Gothenburg, Department of Education and Educational Research // g6,C.

Andersson, B. R., Kaerrqvist, C. (1983). How Swedish pupils, aged 12-15 years, understand light and its properties. European Journal of Science Education, 5(4), 387-402 // g6,P,O.

Andersson, B. R. (1984). Chemical reactions. Moendal: University of Gothenburg, Department of Education and Educational Research // g6,C.

Andersson, B. R. (1984). Wie Schueler einige Aspekte des Energietransfers im elektrischen Stromkreis verstehen. Der Physikunterricht, 2, 32-35 // g6,P,E.

Andersson, B. R. (1985). Pupils' reasoning with regard to an electromagnet. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 153-163). Kiel: Schmidt & Klaunig // g6,P,E.

Andersson, B. R. (1986). The experimental gestalt of causation: A common core to pupils preconceptions in science. European Journal of Science Education, 2, 155-171 // g1,g6,P,M,E,T,O.

Andersson, B. R. (1986). Pupils explanations of some aspects of chemical reactions. Science Education, 70(5), 549-563 // g6,C.

Andersson, B. R. (1990). Pupils' conceptions of matter and its transformations (age 12-16). In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: A central problem in secondary Science Education (pp. 12-35). Utrecht: CD-ß Press // g6,P,AT,C.

Andersson, B. R. (1990). Pupils' conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85 // g6,g7,P,AT,C.

Andersson, J. A. (1988). Ungdomsskoleelevers forstaelse av hvordan synssansen fungerer. Oslo: Senter for Realfagsundervisning, Universitetet i Oslo // g6,P,O.

Andrée, M. (2005). Ways of using 'everyday life' in the science classroom. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 107-116). Dordrecht: Springer // gp.

Andrew-Prevost, M. (1995). HIV/AIDS education in secondary schools: Facilitating cognitive development - methods and materials. In D. Psillos (Ed.), European Research in Science Education II (pp. 360-364). Thessaloniki: Art of Text S. A. // g6,B.

Angell, C., Guttersrud, O., Henriksen, E. K., & Isnes, A. (2004). Physic: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683-706 // g6, CTL, CSC.

Angus, J. W. (1981). Children's conceptions of the living world. Australien Science Teacher's Journal, 27(3), 65-68 // g6,B.

Ankiewicz, P., De Swart, E., & De Vries, M. (2006). Some implications of the philosophy of technology for science , technology and society (STS) studies. International Journal of Technology and Design Education, 16(2), 117-141 // g1, STS.

Annetta, L. A., & Minogue, J. (2004). The effect teaching experience has on perceived effectiveness of interactive television as a distance education model for elementary school science teacher's professional development: Another digital divide? Journal of Science Education and Technology, 13(4), 485-494 // g8, CTL, MMEDIA.

Annetta, L. A., & Shymansky, J. A. (2006). Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies. Journal of Research in Science Teaching, 43(10), 1019-1039 // g8, CTL.

Ansorge-Grein, K., & Bader, H. J. (2005). Qualität in der naturwissenschaftlichen Lehrerfortbildung. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 433-435). Münster: LIT Verlag // g9.

Anton, M. A. (1999). Phaenomen - Sprache - Dialog, Vom Anthropomorphismus zum Fachgespraech. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Essen, Sept. 1998 (pp. 193-195). Alsbach: Leuchtturm-Verlag // g1,ANTHRO.

Anzai, Y., Yokoyama, T. (1984). Internal models in physics problem solving. Cognition and Instruction, 1(4), 397-450 // g6,P,M.

Apedoe, X., S. (2008). Engaging students in inquiry: Tales from an undergraduate geology laboratory-based course. Science Education, 92(4), 631-663 // g7, ES, INQUIRY.

Appleton, K., Hawe, E. , Biddulph, F. , Osborne, R. (1984). So you think the guide materials look good! Research in Science Education, 14, 206-212 // g8,CTL.

Appleton, K. (1985). Children's ideas about temperature. Research in Science Education, 15, 122-126 // g6,P,T.

Appleton, K. (1989). A learning model for Science Education. Research in Science Education, 19, 13-24 // g1.

Appleton, K. (1990). A learning model for Science Education: Deriving teaching strategies. Research in Science Education, 20, 1-10 // g1,g7.

Appleton, K. (1993). Using theory to guide practice: teaching science from a constructivist perspective. School Science and Mathematics, 93(5), 269-274 // g1,g7.

Appleton, K. (1995). Student teachers' confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17(3), 357-369 // g6,CTL.

Appleton, K., Asoko, H. (1996). A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80(2), 165-180 // g8,g9,CTL,CSC.

Appleton, K. (1996). Using learning theory to guide reflection during school experience. Asia-Pacific Journal of Teacher Education, 24(2), 147-157 // g7,g8,CTL,g9.

Appleton, K. (1997). Analysis and description of students' learning during science classes using a constructivist-based model. Journal of Research in Science Teaching, 34(3), 303-318 // g1,CON,g7.

Appleton, K. (1997). Implications for teaching derived from a constructivist-based model of learning in science classes. Paper presented at the symposium From Misconceptions to Constructed Understanding, at Cornell University, Ithaca, June 13-15, 1997., 1-27 // g1,CON,SCON,g7,g8,CTL,g9.

Appleton, K., Kindt, I. (1999). Why teach primary science? Influences on beginning teachers´ practices. International Journal of Science Education, 21(2), 155-168 // g8,CTL.

Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32(3), 393-410 // g8, CTL.

Appleton, K. (2003). How do beginning primary school teachers cope with science? Towards an understanding of science teaching practice. Research in Science Education, 33(1), 1-26 // g8, CTL, PCK, g9.

Appleton, K. (2007). Elementary science teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 493-535): Lawrence Erlbaum Associates // g1, GEN, INQUIRY, CC, MODEL, ANA, CSC, WRITING.

Appling, J. R., & Peake, L. C. (2004). Instructional technology and molecular visualization. Journal of Science Education and Technology, 13(3), 361-366 // g7, C, MMEDIA.

Arabatzis, T., & Kindi, V. (2008). The problem of conceptual change in the philosophy and history of science. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 345-373). New York: Routledge // g1, CC, CSC, g3.

Arbaugh, F., Abell, S., Lannin, J., & Volkmann, M. (2007). Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 191-201 // g8, CTL, g9.

Arca, M., Guidoni, P. , Mazzoli, P. (1983). Structures of understanding at the root of Science Education. Part 1: Experience, language and knowledge. European Journal of Science Education, 5, 367-375 // g1.

Arca, M., Guidoni, P. , Mazzoli, P. (1984). Strucures of understanding at the root of science education. Part 2: Meanings of formalisation. European Journal of Science Education, 6, 311-319 // g1.

Arca, M., Guidoni, P. (1989). Specificite des aides didactiques dans la reconstruction cognitive de la complexite. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XI (pp. 187-191). Chamonix: Centre Jean Franco // g1.

Archenhold, W. F. (1980). An empirical study of the understanding by 16-19 year old students of the concepts of work and potential in physics. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 228-238). Leeds: University of Leeds // g6,P,M.

Ardac, D., Sezen, A. H. (2002). Effectiveness of computer-based chemistry instruction in enhancing the learning of content and variable control under guided versus unguided conditions. Journal of Science Education and Technology, 11(1), 39-48 // g7, C, MMEDIA.

Ardac, D., Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes molecular reprensentations on students' understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317-337 // g7, C, MMEDIA.

Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27(11), 1269-1298 // g7, C, MMEDIA.

Arellano, E. L., Barcenal, T. L. , Bilbao, P. P. , Castellano, M. A. , Nichols, S. E. , Tippins, D. J. (2001). Using case-based pedagogy in the Phillipnes: A narrative inquiry. Research in Science Education, 31(2), 211-226 // g8,CTL,g9.

Armstrong, N. A., Wallace, C. S., & Chang, S.-M. (2008). Learning from writing in college biology. Research in Science Education, 38(4), 483-499 // g7, B, WRITING.

Arnaudin, M. W., Mintzes, J. J. , Dunn, C. S. , Shafer, T. (1984). Concept mapping in college science teaching. Journal of College Science Teaching, 14, 117-121 // g7.

Arnaudin, M. W., Mintzes, J. J. (1985). Students' alternative conceptions of the human circulatory system: A cross age study. Science Education, 69, 721-733 // g6,B.

Arnaudin, M. W., Mintzes, J. J. (1986). The cardiovascular system: Children's conceptions and misconceptions. Science and Children, 23(5), 48-51 // g6,B.

Arnold, B., Simpson, M. (1982). Concept development and diagnostic testing - osmosis in "o" grade biology. Aberdeen: Aberdeen College of Education // g7,B.

Arnold, M., Millar, R. (1987). Being constructive: An alternative approach to the teaching of introductory ideas in electricity. International Journal of Science Education, 9(5), 553-563 // g7,P,E.

Arnold, M., Millar, R. (1992). Children's and lay adults views about thermal equilibrium. Accepted for publication in International Journal of Science Education, 1-23 // g6,P,T.

Arnold, M., Millar, R. (1994). Children's and lay adults' views about thermal equilibrium. International Journal of Science Education, 16(4), 405-419 // g6,P,T.

Arnold, M., Millar, R. (1996). Exploring the use of analogy of heat, temperature and thermal equilibrium. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 22-35). London: The Falmer Press // g7,P,T,ANA.

Arnold, M., Millar, R. (1996). Learning the scientific "story": A case study in the learning of elementary thermodynamics. Science Education, 80(3), 249-281 // g7,P,T,ANA.

Arnold, P., Sarge, A. , Worrall, L. (1995). Children's knowledge of the earth's shape and its gravitational field. International Journal of Science Education, 17(5), 635-641 // g6,P,M,GRAVITY,AS.

Arnott, S. (2000). Learning in engineering: Teacher as researcher in a tertiary context. Research in Science Education, 30(3), 317-337 // g7,CTL.

Aron, R. H., Francek, M. A. , Nelson, B. D. , Bisard, W. J. (1994). Atmospheric misconceptions. The Science Teacher, 61(1), 31-33 // g6,WEATHER.

Arons, A. B. (1981). Thinking, reasoning and understanding in introductory physic courses. The Physics Teacher, 17, 166-172 // g6,g7,P,M.

Arons, A. B. (1984). Students patterns of thinking and reasoning part 1, part 2, part 3. The Physics Teacher, 22, 576-581,521-526, 588-593 // g7,P.

Arora, A., Kean, E. (1992). Perceptions of doing science: Science teachers' reflections. 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. 53-68). Kingston, Ontario: The Faculty of Education, Queens University // g8,CSC,GEN.

Arriassecq, I., & Greca, I. (2007). Approaches to the teaching of special relativity theory in high school and university textbooks of Argentina. Science & Education, 16(1), 65-86 // g1, TXT, P, R.

Arruda, S., Villani, A. (1995). Conceptual change in special relativity theory: Contributions of the history of science. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 53-61). Minneapolis: University of Minnesota // g3,g7,P,R.

Artigue, M., Menigaux, J. , Viennot, L. (1990). Some aspects of students' conceptions and difficulties about differentials. European Journal of Physics, 11, 262-267 // g6,P.

Arzi, H. J. (1985). The long-term kinetics of conceptual development: The case of + = - and contextual differentation. Research in Science Education, 15, 112-121 // g6,C.

Arzi, H. J., White, R. T. , Fensham, P. J. (1987). Teachers' knowledge of science: An account of a longitudinal study in progress. Paper presented at the annual meeting of the American Educational Research Association, Washington D. C. // g8,CTL.

Arzi, H. J. (1988). From short- to long-term: Studying Science Education longitudinally. Studies in Science Education, 15, 17-53 // g5.

Arzi, H. J. (1988). On energy in chocolate and yoghurt, or: on the applicability of school science concepts to real life. Paper presented at the annual meeting of the American Educational Research Association. New Orleans // g6,g8,P,EN,B.

Arzi, H. J., & Whithe, R. T. (2007). Change in teachers' knowledge of subject matter: A 17-year longitudinal study. Science Education, 92(2), 221-251 // g8, EN.

Ash, D. (2003). Dialogic inquiry in life science conversations of family groups in a museum. Journal of Research in Science Teaching, 40(2), 138-162 // g6, g7, B, INFORMAL.

Ash, D. (2004). Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science. Science Education, 88(6), 855-884 // g1, DISCOURSE.

Ash, D. (2008). Thematic continuities: Talking and thinking about adaption in a socially complex classroom. Journal of Research in Science Teaching, 45(1), 1-30 // g1, SCON, VYGOTSKY, DISCOURSE, g7, B, EVOLUTION, VIDEO.

Ash, D., Crain, R., Brandt, C., Loomis, M., Wheaton, M., & Bennett, C. (2007). Talk, tools, and tensions: Observing biological talk over time. International Journal of Science Education, 29(12), 1581-1602 // g7, INFORMAL, DISCOURSE.

Ashcraft, P. (2004). Effects of different teaching methods on university students' understandings. Paper presented at the NARST Conference 2004, VANCOUVER // g7, P, AS.

Ashkenazi, G. (2006). Metaphors in science and art: Enhancing human awareness and perception. Electronic Journal of Science Education, 11(1), 1 - 9 // g1.

Asikainen, M. (2005). A study of students' learning processes on a new quantum physics course for preservice and inservice teachers. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 55-61). London: Taylor & Francis Group // g7, g8, P, Q.

Askham, L. R. (1976). The effects of plants on classification behavior in an outdoor environment. Journal of Research in Science Teaching, 13(1), 49-54 // g6,B.

Asoko, H. (1993). First steps in the construction of a theoretical model of light: A case study from a primary school classroom. 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,O.

Asoko, H. (1996). Developing scientific concepts in the primary classroom: Teaching about electric circuits. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 36-49). London: The Falmer Press // g7,P,E,ANA.

Asoko, H. (2000). Learning to teach science in the primary school. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 79-93). Buckingham: Open University Press // g8,CTL.

Assaraf, O. B.-Z., Orion, N. (2005). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42(5), 518-560 // g6, ES, GC.

Astolfi, J. P. (1994). Los obst culos para el aprendizaje de conceptos en ciencias: La forma de franquearlos did cticamente. In M. Rioseco (Ed.), Proceedings of the International Conference "Science and Mathematics Education for the 21st. Century: Towards innovatory approaches" 26 September - 1 October 1994 (pp. 126-134). Conception, Chile: Universidad de Conception // g1.

Astor-Jack, T., McCallie, E., & Balcerzak, P. (2007). Academic and informal science education practitioner views about professional development in science education. Science Education, 91(4), 604-628 // g1, g8,CTL.

Asunta, T. (1994). Learning chemistry through active experiences - a case study on the primary level. In M. Ahtee, Pehkonen, E. (Ed.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 129-132). Helsinki: Department of Teacher Education, University of Helsinki // g7,C.

Athee, M., Asunta, T. , Palm, H. (2001). Student teachers' difficulties in transforming content knowledge into 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. 258-260). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,g8,CTL,CSC,C.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   2   3   4   5   6   7   8   9   ...   76




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©muhaz.org 2024
rəhbərliyinə müraciət

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin