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



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Stavy, R., Tirosh, D. (1996). Intuitive rules in science and mathematics: The case of 'more of A - more of B'. International Journal of Science Education, 18(6), 653-667 // g6,GC.

Stavy, R., Tsamir, P. , Tirosh, D. , Lin, F. L. , McRobbie, C. (2001). Intuitive rules: A cross-cultural study. 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. 643-645). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,GC.

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Stead, B., Osborne, R. (1980). Light. Working Paper No. 23, University of Waikato, Learning in Science Project, 1-24 // g6,P,O.

Stead, B. (1980). Living. Working Paper No.15, University of Waikato, Learning in Science Project, 1-22 // g6,B.

Stead, B. (1980). Plants. Working Paper No.24, University of Waikato, Learning in Science Project, 1-19 // g6,B.

Stead, K., Osborne, R. (1981). What is friction ? - Some children's ideas. The Australian Science Teacher Journal, 27(3), 51-57 // g6,P,M,T,.

Stead, K., Osborne, R. (1981). What is gravity? Some children's ideas. New Zealand Science Teacher, 30, 5 // g6,P,M.

Stead, K. (1983). Insights into students' outlooks on science with personal constructs. Research in Science Education, 13(2), 163-176 // g1,g5,g6,CSC.

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Steffe, L. P., D´Ambrosio, B. S. (1996). Using teaching experiments to enhance understanding of students´ mathematics. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 65-76). New York: Teachers College Press // g5.

Stehlik, S., & Pade, J. (2006). Schüler begegnen der Nichtlinearen Dynamik - ein Projekt zur Untersuchung von Schülervorstellungen anhand des chaotischen Wasserrads. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g6, P, NONLIN.

Stein, J. S. (1987). Raising laboratory learning to a conceptual level: Does MBL help? In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 471-479). Ithaca: Cornell University // g7,P,T.

Steinberg, M., Clement, J. J. (1999). Envolving mental models of electric circuits. 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. 303-305). Kiel: IPN Kiel // g7,P,E,CIRC,ANA.

Steinberg, M. S. (1983). Reinventing electricity. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 388-401). Ithaca, N. Y.: Cornell University // g6,P,E.

Steinberg, M. S. (1985). Construction of causal models: Experimenting with capacitor controlled transients as a means of promoting conceptual change. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 367-379). Kiel: Schmidt & Klaunig // g7,P,E.

Steinberg, M. S., Clement, J. J. (2001). Evolving mental models of electric circuits. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 235-240). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,E,CIRC,LPRO,ANA.

Stenhouse, D. (1986). Conceptual change in Science Education: Paradigms and language-games. Science Education, 70(4), 413-425 // g1,g4.

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Stepans, J. I., Beiswenger, R. E. , Dyche, S. (1986). Misconceptions die hard. The Science Teacher, 53(9), 65-69 // g6,P,M.

Stepans, J. I., Dyche, S. (1987). Using the personal interview to determine student misunderstandings in science and some suggestions for alleviating those misunderstandings. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 466-480). Ithaca: Cornell University // g6,g7,P,M,B.

Stepans, J. I., Dyche, S. , Beiswenger, R. (1988). The effect of two instructional models in bringing about a conceptual change in the understanding of science concepts by prospective elementary teachers. Science Education, 72(2), 185-195 // g7,P,M.

Stepans, J. I. (1991). Developmental patterns in students' understanding of physics concepts. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 89-115). Hillsdale: Lawrence Erlbaum Associates // g6,g7,P,M,AT,.

Stepans, J. I., Saigo, B. W. (1993). Barriers which may keep teachers from implementing what we know about identifying and dealing with students' science and mathematics misconceptons. 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,g9,CTL.

Stephens, A., & Clement, J. (2007). Analyzing the use of teaching strategies in a model based curriculum: Promoting expert reasoning and imagery enhancement in high school students. Paper presented at the NARST 2007 annual meeting, New Orleans // g7, P, M, MODEL, ANA.

Stephens, S.-A., McRobbie, C. J. , Lucas, K. B. (1999). Model-based reasoning in a year 10 classroom. Research in Science Education, 29(2), 189-208 // g7,P,E,RESIS,ANA.

Sterling, D., Matkins, J., Frazier, W., & Logerwell, M. (2007). Science camp as a transformative experience for students, parents, and teachers in the urban setting. School Science and Mathematics, 107(4), 134-148 // g7, INFORMAL.

Stern, E., Moeller, K. , Hardy, I. , Jonen, A. (2001). Warum schwimmt ein Baumstamm? Physik Journal, 1(3), 63-67 // g7,P,M,BUOY.

Stern, J. (2000). The design of learning software: Principles learned from the computer as learning partner project. Journal of Science Education and Technology, 9(1), 49-65 // g7, MMEDIA.

Stevens, A. L., Collins, A. (1978). Multible conceptual models of a complex system. Cambridge, Mass.: University press // g6,.

Stevensson, J. (2004). Developing technological knowledge. International Journal of Technology and Design Education, 14(1), 5-19 // g1, TECHNOLOGY.

Steward, M. S., Steward, D. S. (1981). Children's conceptions of medical procedures. In R. Bibace, Walsh, M. (Ed.), New directions for child development: Childrens' conceptions of health, illness, and bodily functions (pp. 67-83). San Francisco: Jossey-Bass // g6,B.

Stewart, A. R. (1928). A study of difficulties in chemistry. School Science and Mathematics, 28(8), 838-848 // g6,C.

Stewart, J., Kirk, J. V. , Rowell, R. (1979). Concept maps: A tool for use in biology teaching. The American Biology Teacher, 41(3), 171-175 // g7,B.

Stewart, J. (1979). Content and cognitive structure: Critique of assessment and representation techniques used by Science Education researches. Science Education, 63(3), 395-405 // g5.

Stewart, J. (1980). Techniques for assessing and representing information in cognitive structure. Science Education, 64(2), 223-235 // g5.

Stewart, J. (1982). Difficulties experienced by High School students when learning basic mendelian genetics. The American Biology Teacher, 44(2), 80-82 // g6,B,.

Stewart, J., Atkin, J. A. (1982). Information processing psychology: A promising paradigm for research in science teaching. Journal of Research in Science Teaching, 19(4), 321-332 // g1.

Stewart, J. (1983). Student problem solving in high school genetics. Science Education, 67(4), 523-540 // g6,B.

Stewart, J. (1985). Cognitive science and Science Education. European Journal of Science Education, 7(1), 1-17 // g1.

Stewart, J., Streibel, M. , Colins, A. (1987). Computers as tutors: Mendel as an example. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 477-489). Ithaca: Cornell University // g7,B.

Stewart, J., Dale, M. (1989). High school students' understanding of chromosome/gene behavior during meiosis. Science Education, 73(4), 501-521 // g6,B.

Stewart, J., Hafner, B. , Dale, M. (1990). Students' alternative views of meiosis. The American Biology Teacher, 52(4), 228-232 // g6,B.

Stewart, J., Rudolph, J.L. (2001). Considering the nature of scientific problems when designing science curricula. Science Education, 85(3), 207-222 // g7, B, GENETICS, EVOLUTION, PROSOL, MODEL.

Stieff, M., & Wilensky, U. (2003). Connected chemistry-incorperating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302 // g7, C, MMEDIA.

Stilwell, S., Brody, M. L. (1987). Cross cultural analysis of student understanding of marine science and natural resource concepts related to the gulf of Maine. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 490-498). Ithaca: Cornell University // g6,B,STS.

Stinner, A. (1992). Science textbooks and science teaching: From logic to evidence. Science Education, 76(1), 1-16 // g1.

Stinner, A. (1992). Scientific literacy and the teaching of physics. Physics in Canada(3), 162-168 // g1.

Stinner, A. (1993). A brief history of force. La Physique au Canada(3), 135-144 // g3,g6,P,M.

Stinner, A. (1993). The role of verbal argumentation in learning science. 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) // g1.

Stinner, A. (1994). The story of force: From Aristotle to Einstein. Physics Education, 29(2), 77-85 // g3,g7,P,M.

Stinner, A. (1995). Contextual settings, science stories, and large context problems: Toward a more humanistic Science Education. Science Education, 79(5), 555-581 // g1,g7.

Stinner, A. (1995). Science textbooks: Their present role and future form. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 275-296). Mahwah, New Jersey: Lawrence Erlbaum Associates // g1,g7.

Stinner, A. (1996). Providing a contextual base and a theoretical structure to guide the teaching of science from early years to senior years. Science & Education, 5(3), 247-266 // g1.

Stinner, A., Williams, H. (1998). History and philosophy of science in the science curriculum. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 1027-1046). Dordrecht, The Netherlands: Kluwer Academic Publishers // g3.

Stocklmayer, S., Treagust, D. (1996). Images of electricity: How do novices and experts model electric current? International Journal of Science Education, 18(2), 163-178 // g6,g8,P,E,.

Stocklmayer, S., Gilbert, J.K. (2002). New experiences and old knowledge: towards a model for the personal awareness of science and technology. International Journal of Science Education, 24(8), 835-858 // g6, STS, PUS.

Stocklmayer, S., & Gilbert, J. (2002). Informal chemical education. In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 143-164). Dordrecht: Kluwer Academic Publishers // g1, C, INFORMAL.

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Stoddart, T., Abrams, R. , Gasper, E. , Canady, D. (2000). Concept maps as assessment in science inqiuiry learning - a report of methology. International Journal of Science Education, 22(12), 1221-1246 // g5.

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Stofflett, R. T. (1994). The accomodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31(8), 787-810 // g8,g9,CTL,.

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Strack, D. (1987). Ein Unterrichtsversuch in einer Elektroinstallateurklasse zur Beruecksichtigung von Schuelervorstellungen in der Elektrotechnik am Beispiel der Beruehrungsspannung. Hausarbeit im Rahmen der Zweiten Staatspruefung fuer das Lehramt an der Oberstufe - Berufliche Schulen - im Berufsfach Elektrotechnik, 1-31 // g6,g7,P,E.

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Strang, J., Shayer, M. (1993). Enchancing high school students' achievement in chemistry thought a thinking skills approach. International Journal of Science Education, 15(3), 319-337 // g7,C.

Strauch, G. (1993). Creating meaning: Story and text in the science 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) // g1.

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Strauss, S. (1997). Cognitive development and science education: Toward a middle level model. In W. Damon, Sigel, I. , Renninger, K. (Ed.), Handbook of child psychology, Vol. 4. Child psychology in practice (pp. 1-41). New York: Wiley // g1,Piaget,VYGOTSKY,ANA,COSC,SCON,g8,CTL.

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Strike, K. A., Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231-240 // g1.

Strike, K. A. (1983). Misconceptions and conceptual change: Philosophical reflections on the research program. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 67-78). Ithaca, N. Y.: Cornell University // g1.

Strike, K. A., Posner, G. J. (1983). On rationality and learning: A reply to West and Pines. Science Education, 67(1), 41-43 // g1.

Strike, K. A., Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 211-231). Orlando: Academic Press // g1.

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Strommen, E. (1995). Lions and tigers and bears, oh my! Children's conceptions of forests and their inhabitants. Journal of Research in Science Teaching, 32(7), 683-698 // g6,B.

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Stylianidou, F., Booham, R., Ogborn, J. (2003). Computer modelling and simulation in science lessons: Using research into teachers' transformations to inform training. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 361-369). Dordrecht, The Netherlands: Kluwer Academic Publishers // g8, g9, MMEDIA, CTL.

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