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



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Bar, V., Travis, A. S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28(4), 363-382 // g6,P,M.

Bar, V., Zinn, B. (1992). The development of children's concepts of weight and gravity. In H. Kuehnelt, Berndt, M. , Staszel, M. , Turb, I. (Ed.), Teaching about reference frames: From Copernicus to Einstein, Proceedings of GIREP (pp. 344). Tonia: Nicholas Copernicus University Press // g6,P,M.

Bar, V., Zinn, B. (1993). Air as a conducting medium in children's ideas about action at a distance. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (distributet electronically). Ithaca, New York // g6,P,M,MAG.

Bar, V., Zinn, B. , Goldmuntz, R. (1994). Children's concepts about weight and free fall. Science Education, 78(2), 149-169 // g6,P,M.

Bar, V., Galili, I. (1994). Stages of children's views about evaporation. International Journal of Science Education, 16(2), 157-174 // g6,P,M.

Bar, V., Zinn, B. (1995). Abstract physical concepts as concrete realizations in the history of science and in pupils' ideas about action at a distance. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 75-86). Minneapolis: University of Minnesota // g3,g6,P,M,GRAVITY,E,MAG,T.

Bar, V., Zinn, B. , Rubin, E. (1997). Children's ideas about action at a distance. International Journal of Science Education, 19(10), 1137-1157 // g6,P,M,E,S,T,MAG,GRAVITY.

Bar, V., Zinn, B. (2001). Using popper's method of reduction in teaching about the dark areas of the moon. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 305-308). Paris: Elsevier // g7,P,AS.

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Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K. Yamagata-Lynch, L., Johnson, C. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Technology, 9(1), 7-25 // g7, P, AS, MODEL, MMEDIA.

Barab, S. A., Hay, K. E. , Yamagata-Lynch, L. C. (2001). Constructing networks of action-relevant episodes: An In Situ research methology. The Journal of the Learning Science, 10(1&2), 63-112 // g5,g7,P,M,MMEDIA,FORCE,LPRO.

Barab, S. A., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accomodating local adaption. Science Education, 87(4), 454-467 // g8, CTL, g9.

Barak, J., Gorodetsky, M. , Chipman, D. (1995). Effect of qualitative thermodynamic approach to teaching energy on system oriented understanding of biology. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 87-96). Minneapolis: University of Minnesota // g7,B,EN.

Barak, J., Gorodetsky, M. , Chipman, D. (1997). Understanding of energy in biology and vitalistic conceptions. International Journal of Science Education, 19(1), 21-30 // g6,g8,B,EN.

Barak, J., Gorodetsky, M. (1999). As "process" as it can get: Students´ understanding of biological processess. International Journal of Science Education, 21(12), 1281-1292 // g6,B,gC.

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Barbas, A., & Psillos, D. (2002). Evolution of students' reasoning about microscopic processes in electrostatics under the influence of interactive simulations. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 243-254). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, E, ESTAT, MMEDIA, LAB.

Barbetta, M. G., Loria, A. , Mascellani, V. , Michelini, M. (1985). An investigation on students' frameworks about motion and the concepts of force and energy. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 219-226). Utrecht: GIREP/SVO/UNESCO // g6,P,M,EN.

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Barbosa, M. V., Gomes, M. M. M. , Pereira, M. P. , Pestana, M. E. M. (1990). Imaginer des explications en science: Analyse d'une epreuve de l'Olympiade de Chimie. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XII (pp. 473-475). Chamonix: Centre Jean Franco // g6,P,AS.

Barbosa, R., Jòlfili, Z., Watts, M. (2004). Cooperating in constructing knowledge: Case studies from chemistry and citizenship. International Journal of Science Education, 26(8), 935-950 // g7, C, MMEDIA.

Barbour, B. (1984). Theories of learning: Pask. In R. Osborne, Gilbert, J. (Ed.), Some issues of theory in Science Education (pp. 42-63). Hamilton: Science Education Research Unit, University of Waikato // g1.

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Barenholz, H., Tamir, P. (1987). The design, implementation and evaluation of a microbiology course with special reference to misconceptions and concept maps. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. I (pp. 32-45). Ithaca: Cornell University // g7,B.

Bargellini, A., Riani, P. , Berni, T. , Innocenti, E. D. , Gallo, M. , Manghesi, L. , Morelli, M. (1988). Communication et activite experimentale au niveau de l`ecole primaire. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles (pp. 267-271). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6,C.

Barke, H.-D. (2001). Structural chemistry and spatial ability in different cultures. Chemistry Education: Research and Practice in Europe, 2(3), 227-239 // g6,C.

Barke, H.-D., Wirbs, H. (2002). Structural units and chemical formulae. Chemistry Education: Research and Practice in Europe, 3(2), 185-200 // g7,C.

Barke, H. D. (1982). Die neue Konstante k(TAP)- die Arbeit eines Schuelers. Praxis der Naturwissenschaften - Chemie, 31, 306-308 // g6,C.

Barke, H. D. (1982). Probleme bei der Verwendung von Symbolen im Chemieunterricht. Eine empirische Untersuchung an Schuelern der Sekundarstufe I. Naturwissenschaften im Unterricht - Physik/Chemie, 30(4), 131-133 // g6,C.

Barke, H. D. (1982). Schuelerversuche mit Strukturmodellen. Empirische Untersuchungen zum praktischen Einsatz von Modellen bei der Einfuehrung von chemischen Symbolen. Der Chemieunterricht, 13(4), 4-21 // g6,C.

Barke, H. D. (1986). "Irgendwas muss doch da sein" - der Horror vacui in den Schuelervorstellungen vom Aufbau der Gase. Internes Arbeitspapier, Universitaet Hannover // g6,P,AT.

Barke, H. D. (1990). pH-neutral oder elektrisch neutral? Ueber Schuelervorstellungen zur Struktur von Salzen. Der Mathematisch-Naturwissenschaftliche Unterricht, 43(7), 415-420 // g6,C.

Barke, H. D. (1991). Strukturvorstellungen zum Verstaendnis der Chemie. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Didaktik der Physik und Chemie in Weingarten (pp. 174-176). Alsbach: Leuchtturm // g6,P,AT.

Barker, M. (1986). The description and modification of children's views of plant nutrition. University of Waikato // g6,B.

Barker, M., Carr, M. (1989). Photosynthesis - can our pupils see the wood for the trees ? Journal of Biological Education, 23(1), 41-44 // g7,B.

Barker, M., Carr, M. (1989). Teaching and learning about photosynthesis. Part 1: An assessment in terms of students' prior knowledge. International Journal of Science Education, 11(1), 49-56 // g6,B.

Barker, M., Carr, M. (1989). Teaching and learning about photosynthesis. Part 2: A generative learning strategy. International Journal of Science Education, 11(2), 141-152 // g7,B,.

Barker, M. (1991). Science in the classroom. Hamilton, New Zealand: Waikato Educational Centre // g1,g7.

Barker, M. (1995). Esteeming prior knowledge: Historical views and students' intuitive ideas about plant nutrition. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 97-102). Minneapolis: University of Minnesota // g3,g6,B.

Barker, M. (1995). A plant is an animal standing on its head. Journal of Biological Education, 29(3), 201-208 // g3,g6,B,ANA.

Barker, M. (1998). Understanding transpiration - more than meets the eye. Journal of Biological Education, 33(1), 17-20 // g6,B.

Barker, V. (1994). An investigation of 16-18 year old students' understanding of basic chemical ideas. In P. L. Lijnse (Ed.), European research in Science Education - Proceedings of the first Ph. D. Summerschool (pp. 175-183). Utrecht: CDß Press, Centrum voor ß-Didactiek // g6,C.

Barker, V., Millar, R. (1999). Students´ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course. International Journal of Science Education, 21(6), 645-666 // g7,C.

Barker, V., Millar, R. (2000). Studens' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22(11), 1171-1200 // g7,C.

Barman, C., Barman, N. , Miller, J. (1996). Two teaching methods and students' understanding of sound. School Science and Mathematics, 96(2), 63-67 // g6,g7,P,S.

Barman, C. R., Mayer, D. A. (1994). An analysis of high school students' concept & textbook presentations of food chains & food webs. The American Biology Teacher, 56(3), 160-163 // g6,B.

Barman, C. R., Griffiths, A. K. , Okebukola, P. A. O. (1995). High school students' concepts regarding food chains and food webs: A multinational study. International Journal of Science Education, 17(6), 775-782 // g6,B.

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