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



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Atwood, R., Atwood, V. (1996). Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553-563 // g8,P,AS.

Atwood, V., Atwood, R. (1995). Preservice elementary teachers' conceptions of what causes night and day. School Science and Mathematics, 95(6), 290-294 // g8,P,AS.

Au, K. H. (1998). Conceptual change from the perspective of multicultural education. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 117-132). Mahwah, NJ: Lawrence Erlbaum Associates // g1,CC.

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Aubrecht, G. J. (2001). What physics students think about the hazards of microwave ovens. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 241-242). Paris: Elsevier // g6,P, STS.

Aubusson, P., Webb, C. (1992). Teacher beliefs about learning and teaching in primary science and technology. Research in Science Education, 22, 20-29 // g8,CTL.

Aubusson, P. (2002). An ecology of science education. International Journal of Science Education, 24(1), 27-46 // g1,g7.

Aubusson, P. J. (2006). Can analogy help in science education research? In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 165-176). Springer: Dordrecht, The Netherlands // g1, ANA.

Aubusson, P. J., & Fogwill, S. (2006). Role play as analogical modelling in science. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 93-104). Springer: Dordrecht, The Netherlands // g7, C, ANA.

Aubusson, P. J., Harrison, A. G., & Ritchie, S. M. (2006). Metaphor and analogy in science education. Dordrecht, The Netherlands: Springer // g1, ANA.

Aubusson, P. J., Harrison, A. G., & Ritchie, S. M. (2006). Metaphor and analogy: Serious thought in science education. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 1-10). Springer: Dordrecht, The Netherlands // g1, ANA.

Audet, R. H., Hickman, P. , Dobrynina, G. (1996). Learning logs: A classroom practice for enhancing scientific sense making. Journal of Research in Science Teaching, 33(2), 205-222 // g5,g7,P.

Aufschnaiter, C. v., Fischer, H. , Welzel, M. (1996). Interaktionen und ihr Einfluss auf Bedeutungsentwicklungen bei Studierenden. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 254-256). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,P,E,LPRO.

Aufschnaiter, C. v. (1999). Bedeutungsentwicklungen, Interaktionen und situatives Erleben beim Bearbeiten physikalischer Aufgaben. Berlin, Germany: Logos Verlag // g1,SCON,g7,P,E,DISCOURSE,LPRO,AFF,LAB.

Aufschnaiter, C. v., Schoster, A. , Aufschnaiter, S. v. (1999). The influence of students' individual experiences by physics learning environments on cognitive processes. In J. Leach, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 281-296). Dordrecht, The Netherlands: Kluwer // g7,P,E,ESTAT,AFF,LAB,LPRO,VIDEO.

Aufschnaiter, C. v., Aufschnaiter, S. v. (1999). Interactions, explanations and self-explanations: How do these processes influence cognitive development. 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. 217-219). Kiel: IPN Kiel // g5,g7,P,LAB,LPRO.

Aufschnaiter, C. v. (2001). Development of physics conceptions: How can processes be described? 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. 282-284). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CC,g7,P,E,ESTAT,LPRO,VIDEO.

Aufschnaiter, C. v., Aufschnaiter, S. v. (2001). Prozessbasierte Analysen kognitiver Entwicklung. In S. v. Aufschnaiter, Welzel, M. (Ed.), Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen (pp. 115-128). Muenster: Waxmann // g7,P,E,ESTAT,LPRO,VIDEO.

Aufschnaiter, C. v. (2001). Selbstorganisationsoffene Aufgaben in der Elektritaetslehre: Wie bearbeiten Schueler(innen) der Klassen 8 und 11 solche Aufgaben? In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 270-272). Alsbach: Leuchtturm-Verlag // g6,P,E,LPRO.

Aufschnaiter, C. v., Aufschnaiter, S. v. (2003). Theoretical framework and empirical evidence of students' cognitive processes in three dimensions of content, complexity, and time. Journal of Research in Science Teaching, 40(7), 616-648 // g1, SCON, g7, P, M, ESTAT.

Aufschnaiter, S., Welzel, M. (1997). Komplexitaetsanalyse als Instrument der Unterrichtsplanung. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 325-327). Alsbach: Leuchtturm-Verlag // g1,CON,g7.

Aufschnaiter, S. v., Duit, R. , Fillbrand, H. , Niedderer, H. (1970). Der einfache elektrische Stromkreis im 5. und 6. Schuljahr. Naturwissenschaften im Unterricht - Physik/Chemie, 18(4), 135-143, 182-188 // g6,P,E.

Aufschnaiter, S. v., Fischer, H. , Schmidt, D. , Schwedes, H. . (1990). Ein "konstruktivistisches" Forschungsprogramm zur Untersuchung von Denk- und Lernprozessen. 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. 232-234). Alsbach: Leuchtturm // g1.

Aufschnaiter, S. v., Fischer, H. E. (1991). Am Beispiel Ladung: Ist Lernen Ergebnis der Kommunikation mit einer objektiven Realitaet oder realitaetsunabhaengige Entwicklung subjektiver Vorstellungen ? In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Didaktik der Physik und Chemie in Weingarten (pp. 300-305). Alsbach: Leuchtturm // g1,g6,P,E.

Aufschnaiter, S. v. (1991). Lernen ist Selbstentwicklung eines kognitiven Systems. In H. Wiesner (Ed.), Aufsaetze zur Didaktik der Physik II. Festschrift zum 65. Geburtstag von Walter Jung (pp. 1-11). Bad Salzdetfurth: Franzbecker // g1.

Aufschnaiter, S. v., Fischer, H. E. , Schwedes, H. (1992). Kinder konstruieren Welten. In S. J. Schmidt (Ed.), Kognition und Gesellschaft (pp. 380-424). Frankfurt: Suhrkamp Taschenbuch Wissenschaft // g1,g7,P,E.

Aufschnaiter, S. v., Wetzstein, M. (1993). Lernergebnisse zu einer Unterrichtseinheit Elektrostatik. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 301-303). Alsbach: Leuchtturm // g6,g7,P,E.

Aufschnaiter, S. v., Fischer, H. E. , Welzel, M. , Breuer, E. , Langensiepen, B. (1994). Wie Schueler im Physikunterricht lernen - Didaktische Untersuchungen. In J. Bruhn (Ed.), Didaktik der Physik - Vortraege Fruehjahrstagung 1994 Hamburg (pp. 273-278). Hamburg: Deutsche Physikalische Gesellschaft // g1,g5.

Aufschnaiter, S. v., Fischer, H. -E. , Welzel, M. (1995). LiPs - Lernprozesse im Physikstudium - Anlage der Untersuchung. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Dresden, September 1995 (pp. 189-191). Alsbach: Leuchtturm-Verlag // g6,P,E.

Aufschnaiter, S. v., Welzel, M. (1996). Beschreibung von Lernprozessen. In R. Duit, Rhoeneck, C. von (Ed.), Lernen in den Naturwissenschaften (pp. 301-327). Kiel: IPN, Kiel // g1,CON,g7,P,E,LPRO.

Aufschnaiter, S. v. (1999). Development of complexity by dealing with physical qualities: One type of conceptual change? 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. 61-64). Kiel: IPN Kiel // g1,RCON,CC.

Aufschnaiter, S. v., Aufschnaiter, C.v., Schoster, A. (2000). Zur Dynamik von Bedeutungsentwicklungen unterschiedlicher Schüler(innen) bei der Bearbeitung derselben Physik-Aufgaben. Zeitschrift fuer Didaktik der Naturwissenschaften, 6, 37-57 // g7, P, E, ESTAT, LPRO, VIDEO.

Aufschnaiter, S. v. (2001). Development of complexity through dealing with physical qualities: One type of conceptual change? In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 199-204). Dordrecht,The Netherlands: Kluwer Academic Publishers // g1,CC.

Aufschnaiter, S. v., Welzel, M. (2001). Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen. Muenster: Waxmann // g5,g6,LPRO,VIDEO.

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Ault, C. R. (1985). Concept mapping as a study strategy in earth science. Journal of College Science Teaching, 15, 38-44 // g5.

Ault, C. R. (1987). Interview studies in teacher education: examples from extraordinary contexts. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 25-29). Ithaca: Cornell University // g1,g6,P,O,S.

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Ayas, A., Demirbas, A. (1997). Turkish secondary students' conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5), 518-521 // g6,C.

Aypay, A., Erdogan, M., & Sözer, M. (2007). Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey. Journal of Research in Science Teaching, 44(10), 1417-1435 // g7.

Azaiza, I., Bar, V., & Galili, I. (2006). Learning electricity in elementary school. International Journal of Science and Mathematics Education, 4(1), 45-71 // g6, g7, P, E, CIRCUIT.

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Baalmann, W., Frerichs, V. , Kattmann, U. (1998). Warum die Gorillas schwarz wurden - Didaktische Rekonstruktion in den Bereichen Genetik und Evolution. In H. Guenther-Arndt (Ed.), Fachdidaktik als Zentrum professioneller Lehrerbildung (pp. 35-50). Oldenburg: Oldenburger Vor-Drucke // g6,B,GENETICS,EVOLUTION.

Baalmann, W., Frerichs, V. , Kattmann, U. (1999). How the gorillas became dark - reserach in students´ conceptions to a rearrangement of teaching genetics and evolution. In O. de Jong, Kortland, K. , Waarlo, A. J. , Buddingh, J. (Ed.), Bridging the gap between theory and practice: What research says to the science teacher (pp. 171-189). Utrecht, The Netherlands: Utrecht Universitiy // g6,B.

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Bach, S. (1988). Schuelerprognosen ueber Mischungstemperaturen. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung f. Didaktik d. Physik/Chemie, September 1987 (pp. 287-289). Nuernberg: Leuchtturm-Verlag, Alsbach // g6,P,T,GEN.

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Bandiera, M. (2002). The biology textbook as a source of ideas about scientific knowledge and experimental activity. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 105-118). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, TXT, B, LAB.

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