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



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Ritchie, S. M., Russell, B. (1991). The construction and use of a metaphor for science teaching. Research in Science Education, 21, 281-289 // g8,g9,CTL,ANA.

Ritchie, S. M. (1994). Metaphor as a tool for constructivist science teaching. International Journal of Science Education, 16(3), 293-303 // g8,CTL,ANA.

Ritchie, S. M. (1999). The craft of intervention: A personal practical theory for a teacher´s within-group interactions. Science Education, 83(2), 213-231 // g8,CTL,CSC.

Ritchie, S. M., Rigano, D.L. (2002). Discourses about a teacher's self-initiated change in praxis: storylines of care and support. International Journal of Science Education, 24(10), 1079-1094 // g8, CTL, DISCOURSE.

Ritchie, S. M. (2002). Student positioning within groups during science activities. Research in Science Education, 32(1), 35-54 // g7, LAB, GEN.

Ritchie, S. M. (2006). Metaphors we write by. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 177-188). Springer: Dordrecht, The Netherlands // g1, ANA, WRITING.

Ritchie, S. M., Aubusson, P. J., & Harrison, A. G. (2006). Metaphorically thinking. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 189-196). Springer: Dordrecht, The Netherlands // g1, ANA.

Ritchie, S. M., Bellocchi, A., Poltl, H., & Wearmouth, M. (2006). Metaphors and analogies in transition: Beginning teachers' lived experience. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 143-154). Springer: Dordrecht, The Netherlands // g8, CTL, ANA.

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Rivard, L. (1998). Gender and ability as mediating factors influencing the use of language-based activities for learning science. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-22 // g7,B,DISCOURSE.

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Rivard, l. P., Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593 // g1,CON,DISCOURSE,WRITING,g7,B,ECOLOGY,GEN.

Rivard, L. P. (2004). Are language-based activities in science effective for all students, including low achievers? Science Education, 88(3), 420-442 // g7, B, ECOLOGY.

Rivet, A., & Krajcik, J. (2008). Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science. Journal of Research in Science Teaching, 45(1), 79-100 // g7, CONTEXT.

Roach, L. E. (2001). Exploring students' conceptions of density: Assessing nonmajors' understanding of physics. Journal of College Science Teaching, 30(6), 386-390 // g6, P, M.

Roald, I., Mikalsen, O. (2000). What are the Earth and the heavenly bodies like? A study of objectual conceptions among Norwegian deaf and hearng pupils. International Journal of Science Education, 22(4), 337-356 // g6,P,AS.

Roald, I., Mikalsen, O. (2001). Configuration ans dynamics of the Earth-Sun-Moon system: An investigation into conceptions of deaf and hearing pupils. International Journal of Science Education, 23(4), 423-440 // g6,P,AS.

Robbins, J. (2005). 'Brown paper packages'? A sociocultural perspective on young children's ideas in science. Research in Science Education, 35(2-3), 151-172 // g1, SCON, g5, g6.

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Roberts, D. A., Chastko, A. M. (1990). Absorption, refraction, reflection: An exploration of beginning science teacher thinking. Science Education, 74(2), 197-224 // g8,g9,CTL,.

Roberts, D. A. (2007). Scientific literacy/ science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah: Lawrence Erlbaum Associates // g1.

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Robertson, A. (1991). Student-teachers' conceptualisations of evolutionary processes. Occasional paper from the Department of Mathematics and Science Education, University of British Columbia, 1-15 // g5,g8,B.

Robertson, A. (2007). Development of shared vision: Lessons from a science education community collaborative. Journal of Research in Science Teaching, 44(5), 681-705 // g8, CTL.

Robertson, W. C., Gallagher, J., & Miller, W. (2004). Newton's first law: Not so simple after all. Science and Children, 41(6), 25-29 // g7, P, M, FORCE.

Robertson, W. W., Richardson, E. (1975). The development of some physical science concepts in Secondary School students. Journal of Research in Science Teaching, 12(4), 319-325 // g6,P.

Robinault, K. (2001). Influence of computer-mediated communication on cognitive activities of students during labwork. 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. 2 (pp. 597-599). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,LAB,MMEDIA.

Robottom, I., Hart, P. (1993). Towards a meta-research agenda in science and environmental education. International Journal of Science Education, 15(5), 591-605 // g5.

Rodrigues, S., Bell, B. (1995). Chemically speaking: A description of student-teacher talk during chemistry lessons using and building on students' experiences. International Jounal of Science Education, 17(6), 797-809 // g6,C.

Rodriguez, A. J. (1999). Strategies for counterresistance: toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 35(6), 589-622 // g1,SCON,SITL,g8,CTL.

Rodriguez, A. J. (2000). Linking Bakthin with feminist poststructuralism to unravel the allure of auto/biographies. Research in Science Education, 30(1), 13-22 // g1,BAKTHIN,g5.

Rodriguez, A. J., & Niaz, M. (2004). A reconstruction of structure of the atom and its implications for general physics textbooks: A history and philosophy of science perspective. Journal of Science Education and Technology, 13(3), 409-424 // g1, TXT, AT, g3.

Rodriguez, A. J., Zozakiemicz, C., & Yerrick, R. (2005). Using prompted praxis to improve teacher professional development in culturally diverse schools. School Science and Mathematics, 105(7), 352-362 // g8, CTL, g9.

Rodriguez, S., Talisayon, V. (1993). Expert system and problem solving patterns in freely falling bodies. 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,M.

Roehrig, G. H., Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24 // g8, CTL, CSC.

Roehrig, G. H., & Garrow, S. (2007). The impact of teacher classroom practices on student achievement during the implementation of a reform-based chemistry curriculum. International Journal of Science Education, 29(14), 1789-1812 // g7, C, INQUIRY.

Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883-907 // g8, CTL.

Roehrig, G. H., & Luft, J. A. (2004). Inquiry teaching in high school chemistry classrooms: The role of knowledge and beliefs. Journal of Chemical Education, 81(10), 1510-1516 // g8, CTL.

Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. Journal of Research in Science Teaching, 43(9), 963-985 // g8, CTL.

Rogan, J. M. (1988). Conceptual mapping as a diagnostic aid. School Science and Mathematics, 88(1), 50-59 // g5.

Rogan, J. M. (1988). Development of a conceptual framework of heat. Science Education, 72(1), 103-113 // g7,P,T,AT.

Rogan, J. M. (2007). How much curriculum change is appropriate? Defining a zone of feasible innovation. Science Education, 91(3), 439-460 // g1, gp, VIDEO.

Rogers, F. (2000). Using a teaching model to correct known misconceptions in electrochemistry. Journal of Chemical Education, 77(1), 104-109 // g7,C.

Rogers, L., Newton, L. (2001). Integrated learning systems - an 'open' approach. International Journal of Science Education, 23(4), 405-422 // g7,MMEDIA.

Rogers, L., & Finlayson, H. (2003). Does ICT in science really work in the classroom? Part 1, the individual teacher experience. School Science Review, 84(309), 105-112 // g8, CTL, MMEDIA.

Rogers, W. P. (1961). What do children belief ? Science Education, 45, 133-137 // g6.

Rohr, M., Reimann, P. (1997). Reasoning with multiple representations when acquiring the particulate model of matter. Occasional paper, University of Heidelberg, Germany, 1-29 // g7,P,AT,.

Rohr, M., Reimann, P. (1999). A cognitive model to describe the process of learning the particulate model of matter and its instructional consequences. 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. 195-197). Kiel: IPN Kiel // g7,P,AT,ANA.

Rohr, M., Brunner, M., Rapp, A. F., Albrecht, J. (2001). Ein Einstieg in das Teilchenmodell der Stoffe durch die aktive Konstruktion von dynamischen Teilchensimulationen. Chimica didactica, 27(2), 101-121 // g7, C, AT.

Rojacher, J., Wehr, A., Hock, K., & Anton, M. A. (2005). Einstellung und Motivation der Mitarbeiter und Videoanalyse der Instruktionskompetenz. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 342-344). Münster: LIT Verlag // g8, CTL, INFORMAL.

Rojero, F. F. (1991). Au dela de l'education a l'environnement. In A. Giordan, Martinand, J.-L. , Souchon, C. (Ed.), Ecole et medias face aux defis de l'environnement. Actes des 13. journees int. sur la communication, l'ed. et la culture scient. et indust. (pp. 235-240). Chamonix: Centre Jean Franco // g7,STS.

Rolf, R., Fischer, H. . (1996). Der Einfluss unterschiedlich offener Lernumgebungen auf die Lernentwicklung. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 281-283). Alsbach/Bergstrasse: Leuchtturm-Verlag // g1.

Rollnick, M., Rutherford, M. (1990). African primary school teachers - what ideas do they hold on air and air pressure ? International Journal of Science Education, 12(1), 101-113 // g8,P,M,.

Rollnick, M., Rutherford, M. (1993). The use of a conceptual change model and mixed language strategy for remediating misconceptions on air pressure. International Journal of Science Education, 15(4), 363-381 // g7,g8,P,M.

Rollnick, M., Jones, B. , Perold, H. , Bahr, M. (1998). Puppets and comics in primary science: The development and evaluation of a pilot multimedia package. International Journal of Science Education, 20(5), 533-550 // g7,P,O.

Rollnick, M., Zwane, S. , Staskun, M. , Lotz, S. , Green, G. (2001). Improving pre-laboratory preparation of first year university chemistry students. International Journal od Science Education, 23(10), 1053-1071 // g6,LAB.

Rollnick, M., Dlamini, B. , Lotz, S. , Lubben, F. (2001). Views of South African chemistry students in university bridging programms on the reliability of experimental data. Research in Science Education, 31(4), 553-573 // g6,CSC,LAB.

Rollnick, M., Lubben, F., Lotz, S., Dlamini, B. (2002). What do underprepared students learn about measurement from introductory laboratory work? Research in Science Education, 32(1), 1-18 // g7, LAB.

Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387 // g8, CTL, C, PCK.

Romanelli, L., G es, M. C. (1993). Teachers conceptions about their mediation role at the construction of the knowledge of the atom concept. 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) // g8,CTL.

Rondonuwu, F. S., Dulfer, G. H. (1992). Students' conceptions of water waves. Journal of Science and Mathematics Education in South East Asia, 15(1), 63-67 // g6,P,M.

Ronen, M., Ganiel, U. (1988). From assumption of knowledge to knowledgeable considerations: A class activity on "ionizing radiation and its biological effects". International Journal of Science Education, 10(5), 523-529 // g6,P,STS.

Ronen, M., Eylon, B.-S. (1993). Learning with ray - a simulation environment for geometrical optics. 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. 213-222). Braga, Portugal: GIREP // g7,P,O.

Ronen, M., Eylon, B.-S. (1993). To see or not to see: The eye in geometrical optics - when and how? Physics Education, 28(1), 52-59 // g6,g7,P,O.

Ronen, M., Eliahu, M. (1997). Addressing students' common difficulties in basic electricity by qualitative simulation-based activities. Physics Education, 32(6), 392-399 // g7,P,E.

Roon, P. H. v. (1992). "Work" and "heat" in teaching thermodynamics. In H.-J. Schmidt (Ed.), Empirical research in chemistry and physics education (pp. 135-148). Dortmund, Hongkong: The International Council of Association for Science Education // g6,P,T,.

Roon, P. H. v., Sprang, H. F. van, Verdonk, A. H. (1994). 'Work' and 'heat': on the road towards thermodynamics. International Journal of Science Education, 16(2), 131-144 // g6,P,T,.

Rop, C. J. (2002). The meaning of student inquiry questions: A teacher's beliefs and responses. International Journal of Science Education, 24(7), 717-736 // g8,CTL,DISCOURSE,STUDENT QUESTIONS.

Rop, C. J. (2003). Spontaneous inquiry questions in high school chemistry classrooms: perceptions of a group of motivated learners. International Journal of Science Education, 25(1), 13-33 // g6, CTL.

Roschelle, J. (1990). Designing for conversations. Paper presented at AAAI Symposium on Knowledge-Based Environments for Learning and Teaching, Stanford, and at AERA Symposium on Dynamic Diagrams for Model-Based Science Learning // g7,P,M.

Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. The Journal of the Learning Sciences, 2(3), 235-276 // g1,CC,SCON,ANA,g7,P,M,FORCE,LPRO.

Roschelle, J. (1998). Beyond romantic versus sceptic: A microanalsysis of conceptual change in kinematics. International Journal of Science Education, 20(8), 1025-1042 // g7,P,M,FORCE,ACCEL,LPRO,ANA.

Rosebery, A., Puttnick, G. (1998). Teacher professional development as situated sense-making: A case study in Science Education. Science Education, 82(6), 649-677 // g8,CTL.

Roseman, J. E. (1993). Mapping the progression of understanding of evolution by natural selection. 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,B.

Rosenfeld, M., & Rosenfeld, S. (2006). Understanding teacher responses to constructivist learning environments: Challenges and resolutions. Science Education, 90(3), 385-399 // g8, CTL.

Rosenquist, M. L., Popp, B. D. , McDermott, L. C. (1982). Some elementary conceptual difficulties with heat and temperature. Paper presented at the national meeting of the American Association of Physics Teachers in San Francisco // g6,P,T,.

Rosenquist, M. L., Popp, B. D. , McDermott, L. C. (1983). Helping students overcome conceptual difficulties with heat and temperature. Paper presented at the summer meeting of the American Association of Physics Teachers in Ashland // g7,P,T.

Rosenquist, M. L., McDermott, L. C. (1987). A conceptual approach to teaching kinematics. American Journal of Physics, 55(5), 407-415 // g7,P,M.

Rosenthal, D. B. (1993). Images of scientists: A comparison of biology and liberal studies majors. School Science and Mathematics, 93(4), 212-216 // g6,CSC,GEN.

Ross, B. H. B. (1989). High school students' concepts of acids and bases. Paper presented at the annual meeting of the Canadian Society of Studies in Education, Quebec City // g6,C.

Ross, B. H. B., Munby, H. (1991). Concept mapping and misconceptions: A study of high-school students' understandings of acids and basis. International Journal of Science Education, 13(1), 11-23 // g6,C,.

Ross, K., & Law, E. (2003). Children's naive ideas about melting and freezing. School Science Review, 85(311), 99-102 // g6, P, T, CHSTATE.

Ross, K. A. (1982). Concept profiles and the cultural context. European Journal of Science Education, 4(3), 311-323 // g1.

Ross, K. A. (1991). Burning: A constructive not a destructive process. School Science Review, 72(251), 39-49 // g7,g6,C,.

Ross, K. E. K., Shuell, T. J. (1993). Children's beliefs about earthquakes. Science Education, 77(2), 191-205 // g6.

Ross, P., Tronson, D., & Ritchie, R. J. (2006). Modelling photosynthesis to increase conceptual understanding. Journal of Biological Education, 40(2), 84-87 // g7, B, PHYSIO, MODEL.

Ross, P. M., Tronson, D. A., & Ritchie, R. J. (2008). Increasing conceptual understanding of glycolysis & the krebs cycle using role-play. The American Biology Teacher, 70(3), 163-168 // g7, B, PHYSIO.

Rossa, E. (1992). Schuelerinnen und Schueler widerlegen ihre Vermutungen im Experiment. Chemie in der Schule, 39(6), 227-229 // g1.

Rosser, R., Narter, D. (1998). What sort of stuff is sound? Children and adults intuitions about a physical phenomenon. Poster presented at the annual meeting of AERA, San Diego, 1998, 1-12 // g6,P,S.

Rost, J. (1983). Network theories of semantic memory and their implications for teaching physics. Proceedings of the first international workshop. Research on Physics Education. La Londe les Maures, 185-211 // g1.

Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2006). Effect of bead and illustrations models on high school students' achievement in molecular genetics. Journal of Research in Science Teaching, 43(5), 500-529 // g7, B, GENETICS, MODELS.

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Roth, G. (1996). Neurobiologische Grundlagen des Lernes und des Gedaechtnisses. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 67-86). Alsbach/Bergstrasse: Leuchtturm-Verlag // g1,NEURO.

Roth, J., Aufschnaiter, S. v. (2001). The adventure of food inside the human body: Primary students' conceptions about the structure and the function of the human digestive system. 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. 2 (pp. 748-750). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,EMAG,LPRO.

Roth, J., Aufschnaiter, S. v. (2001). Bedeutungsentwicklungprozesse von DiplomphysikerInnen. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 363-365). Alsbach: Leuchtturm-Verlag // g6,P,LPRO,VIDEO.

Roth, J., v. Aufschnaiter, S. (2003). Detailed investigation of professional physicists solving physics tasks. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 155-161). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, EXNO, PROSOL, g6, P, VIDEO.

Roth, K., & Chen, C. (2007). Teacher learning from videocase of science teaching. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g8, CTL, VIDEO.

Roth, K. J., Smith, E. L. , Anderson, C. W. (1983). Student's conceptions of photosynthesis and food for plants. Paper presented at the annual meeting of the American Educational Research Association, Montreal // g6,B.

Roth, K. J. (2007). Science teachers as researchers. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1205-1259). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, g9.

Roth, W., Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76(5), 531-557 // g5,g6,P,Q,.

Roth, W., Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503-534 // g7,P,O,Q,.

Roth, W. (1993). Construction sites: Science labs and classrooms. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 145-170). Washington, DC: AAAS Press // g1,g7,P.

Roth, W., Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152 // g6,CTL,.

Roth, W. (1993). Heisenberg's uncertainty principle and interpretive research in science education. Journal of Research in Science Teaching, 30(7), 669-680 // g5.

Roth, W. (1993). In the name of constructivism: Science education research and the construction of local knowledge. Journal of Research in Science Teaching, 30(7), 799-803 // g1.

Roth, W., Bowen, G. M. (1993). An investigation of problem framing and solving in a grade 8 open-inquiry science program. Paper submited to The Journal of the Learning Sciences, 1-20 // g7,B,.

Roth, W. (1993). Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in open-inquiry science. Science Education, 77(4), 351-373 // g5,g8,CTL.


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