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



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Towndrow, P. A., & Ling, T. A. (2008). Promoting inquiry through science reflective journal writing. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 279-283 // g7, WRITING, LAB, INQUIRY.

Traianou, A. (2006). Teachers' adequacy of subject knowledge in primary science: Assessing constructivist approaches from a sociocultural perspective. International Journal of Science Education, 28(8), 827-842 // g1, CON, SCON, g8.

Traupel, J., Fässler, M., Schorn, B., & Wiesner, H. (2005). Selbstgesteuertes Lernen an der Hochschule - Entwicklung und Evaluation eines tutoriell und multimedia gestützten Lernsystems. In V. Nordmeier & A. Oberländer (Eds.), Didaktik der Physik - Berlin 2005. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft. Berlin: Lehmanns Media // g7, P, MMEDIA.

Traupel, J., & Wiesner, H. (2006). Ein tutoriell und multimedial gestütztes Lernsystem für die Hochschule. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 260-262). Münster: LIT Verlag // g7, P, MMEDIA.

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Treagust, D., Venville, G. (1995). Consistancy between the roles of analogies in biology teaching and different perspectives of conceptual change. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g7,B,ANA.

Treagust, D., Venville, G. (1995). Consistency between the roles of analogies in biology teaching and different perspectives of conceptual change. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g1,g7,B,ANA.

Treagust, D., Harrison, A. , Venville, G. , Stocklmayer, S. , Thiele, R. (1995). Developing the wrong ideas from classroom analogies. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g7,ANA.

Treagust, D. (1996). Conceptual change: A multi-dimensional interpretive framework. Paper presented at the annual meeting of AERA, New York, April 1996, 1-12 // g1,CC.

Treagust, D., Harrison, A. , Venville, G. (1996). Using an analogical teaching approach to engender conceptual change. International Journal of Science Education, 18(2), 213-229 // g7,P,O,ANA.

Treagust, D. (1997). Diagnosing conceptual change learning using a multi-dimensional interpretive framework. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 91-101). Alsbach: Leuchtturm-Verlag // g1,CC,g7,B,C,P,AT.

Treagust, D. F. (1985). Diagnostic tests to evaluate student's misconceptions in science. Paper presented at the 58th Annual Meeting of the National Association for Research in Science Teaching, French Lick Spring, Indiana // g5.

Treagust, D. F., Haslam, F. (1986). Evaluating secondary student's misconceptions of photosynthesis and respiration in plants using a two-tier diagnostic instrument. Paper presented at the 59th Annual Meeting of the National Association for Research in Science Teaching, San Francisco, California // g6,B.

Treagust, D. F., Smith, C. L. (1986). Secondary students understanding of the solar system: implication for curriculum revision. In J. J. Hunt (Ed.), GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark (pp. 363-368). Noordwijk, Netherlands: European Space Agency Publications Division // g6,P,AS,.

Treagust, D. F. (1987). An approach for helping students and teachers diagnose misconceptions in specific science content areas. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 512-522). Ithaca: Cornell University // g5,g6,g7,P,C,B,AS.

Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10(2), 159-169 // g5,g6,B,C.

Treagust, D. F. (1989). The development and use of diagnostic instruments to evaluate students` misconceptions in science. Paper prepared for the annual meeting of the American Education Research Association, San Francisco // g5.

Treagust, D. F., Smith, C. L. (1989). Secondary students' understanding of gravity and the motion of planets. School Science and Mathematics, 89(5), 380-391 // g6,P,AS.

Treagust, D. F., Duit, R. , Lindauer, I. , Joslin, P. (1989). Teachers' use of analogies in their regular teaching routines. Research in Science Education, 19, 291-299 // g8,CTL,ANA.

Treagust, D. F. (1991). Implications for research. In J. Northfield, Symington, D. (Ed.), Learning in science viewed as personal construction (pp. 62-71). Perth, Australia: Key Centre for School Science and Mathematics // g5.

Treagust, D. F., Duit, R. , Joslin, P. , Lindauer, I. (1992). Science teachers' use of analogies: Observations from classroom practice. International Journal of Science Education, 14(4), 413-422 // g8,CTL,ANA.

Treagust, D. F. (1994). Teaching and learning science more effectively with analogies. 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. 136-146). Conception, Chile: Universidad de Conception // g1,ANA.

Treagust, D. F. (1995). Diagnostic assessment of students' science knowledge. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 327-346). Mahwah, New Jersey: Lawrence Erlbaum Associates // g5,g6,B,C,.

Treagust, D. F., Duit, R. , Fraser, B. J. (1996). Improving teaching and learning in science and mathematics. New York: Teachers College Press // g1,CC,Con,g5,g7,P,B,g9.

Treagust, D. F., Duit, R. , Fraser, B.J. (1996). Overview: Research on students´ preinstructional conceptions - the driving force for improving teaching and learning in science and mathematics. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 1-16). New York: Teachers College Press // g1,CC,CON.

Treagust, D. F., Graeber, W. (1999). Teaching approaches and learning outcomes for "chemical equilibrium" in senior high schools in Australia and Germany. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.2 (pp. 605-607). Kiel: IPN Kiel // g7,C.

Treagust, D. F., Harrison, A. G. (2000). In search of explanatory frameworks: An analysis of Richard Feynman's lecture 'Atoms in motion'. International Journal of Science Education, 22(11), 1157-1170 // g1,EXPLANATIONS,ANA,ANTHRO.

Treagust, D. F., Jacobowitz, R., Gallagher, J.L., Parker, J. (2001). Using assessment as a guide in teaching for understanding: A case study of a middle school science class learning about sound. Science Education, 85(2), 137-157 // g1, g7, P, S, ASSESSMENT.

Treagust, D. F., Chittleborough, G., Mamiala, T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353-1368 // g7, C.

Treagust, D. F., Chittleborough, G. D., Mamiala, T. L. (2004). Students' understanding of the descriptive and predictive nature of teaching models in organic chemistry. Research in Science Education, 34(1), 1-20 // g7, C, MODEL.

Treagust, D. F. (2007). General instructional methods and strategies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 373-391). Mahwah: Lawrence Erlbaum Associates // g1.

Treagust, D. F., & Chandrasegaran, A. L. (2007). The Taiwan national science concept learning study in an international perspective. International Journal of Science Education, 29(4), 391-404 // g5, g6.

Treagust, D. F., & Duit, R. (2008). Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! Cultural Studies of Science Education, 3(2), 387-395 // g1, CC.

Treagust, D. F., & Duit, R. (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges of science education. Cultural Studies of Science Education, 3(2), 297-328 // g1, CC.

Treffer, R. (1990). Fehlkonzepte erkennen durch Faktoranalyse von Multiple-Choice-Fragen - eine schnelle Moeglichkeit zur Kontrolle von Lernerfolgen. 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. 314-316). Alsbach: Leuchtturm // g6,P,M.

Tregidgo, D., Ratcliffe, M. (2000). The use of modelling for improving pupils' learning about cells. School Science Review, 81(296), 53-60 // g7,B,MODEL.

Trend, R. (1998). An investigation into understanding of geological time among 10- and 11-year-old children. International Journal of Science Education, 20(8), 973-988 // g6.

Trend, R. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education, 22(5), 539-555 // g6,ES.

Trend, R. D. (2001). Deep time framework: A preleminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Education, 38(2), 191-221 // g6,g7,ES.

Trendel, G., Fischer, H. E., Reyer, T., & Wackermann, R. (2006). Aufbau und Durchführung der lernprozessorientierten Lehrerfortbildung. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 171-173). Münster: LIT Verlag // g9.

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Tretter, T. R., & Jones, M. G. (2003). Relationships between inquiry-based teaching and physical science standardized test scores. School Science and Mathematics, 103(7), 345-350 // g7, P, INQUIRY.

Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006). Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 43(3), 282-319 // g6, GC.

Tretter, T. R., Jones, M. G., & Minogue, J. (2006). Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching, 43(10), 1061-1085 // g6, GC.

Triona, L. M., & Klahr, D. (2003). Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students' ability to design experiments. Cognition and Instruction, 21(2), 149-173 // g7, LAB.

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Trumbull, D. J., Scarano, G., & Bonney, R. (2006). Relations among two teachers' practices and beliefs, conceptualizations of the nature of science, and their implementation of student independent inquiry projects. International Journal of Science Education, 28(14), 1717-1750 // g8, CSC, CTL, INQUIRY.

Trumper, R. (1990). Being constructive: An alternative approach to the teaching of the energy concept - part one. International Journal of Science Education, 12(4), 343-354 // g6,g7,P,EN,.

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Trumper, R. (1991). Being constructive: An alternative approach to the teaching of the energy concept - part two. International Journal of Science Education, 13(1), 1-10 // g7,P,EN,.

Trumper, R. (1993). Children's energy concepts: A cross-age study. International Journal of Science Education, 15(2), 139-148 // g6,P,EN.

Trumper, R., Gorsky, P. (1993). Learning about energy: The influence of alternative frameworks, cognitive levels, and closed-mindedness. Journal of Research in Science Teaching, 30(7), 637-648 // g6,P,EN.

Trumper, R. (1995). The need of changes in elementary school teachers' training. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 261-267). New York: Plenum Press // g6,P,EN.

Trumper, R., Gorsky, P. (1996). A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers. Physics Education, 31(4), 227-236 // g6,P,M,FORCE.

Trumper, R. (1996). Teaching about energy through a spiral curriculum: Guiding principles. Journal of Curriculum and Supervision, 12(1), 66-75 // g7,P,EN.

Trumper, R. (1997). Applying conceptual conflict strategies in the learning of the energy concept. Research in Science & Technological Education, 15(1), 5-18 // g7,P,EN.

Trumper, R. (1997). The need for a change in elentary school teacher training: The case of the energy concept as an example. Educational Research, 39(2), 157-174 // g6,P,EN.

Trumper, R. (1997). A survey of conceptions of energy of Israeli preservice high school biology teachers. International Journal of Science Education, 19(1), 31-46 // g6,g8,B,P,EN.

Trumper, R. (1999). A longitudinal study of physics students' conceptions of force in pre-service training for high school teachers. 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. 253-255). Kiel: IPN Kiel // g6,P,M,FORCES.

Trumper, R. (2001). Assessing students' basic astronomy conceptions from Junior High School through University. Australian Science Teachers' Journal, 47(1), 21-31 // g6,P,AS.

Trumper, R. (2001). Assessing students' basic astronomy conceptions from Junior High School through university. 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. 668-670). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,AS.

Trumper, R. (2001). A cross-age study of junior high school students' conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111-1123 // g6,P,AS.

Trumper, R., Gelbman, M. (2001). A microcomputer-based contribuiton to scientific and technological literacy. Journal of Science Education and Technology, 10(3), 213-221 // g7, P, E, MMEDIA.

Trumper, R. (2001). University students' conceptions of basic astronomy concepts. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 217-220). Paris: Elsevier // g6,P,AS.

Trumper, R. (2006). Teaching future teachers basic astronomy concepts - seasonal changes - at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906 // g8, P, AS.

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Tsai, C. (1998). An analysis of scientific epistemological beliefsand learning orientations of Taiwanese eighth graders. Science Education, 82(4), 473-489 // g7,CSC.

Tsai, C. (1998). An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20(4), 413-425 // g6,P,AT,CSC.

Tsai, C.-C. (1999). "Laboratory exercises help me memorize the scientific truths": A study of eight graders´ scientific epistemological views and learning in laboratory activities. Science Education, 83(6), 654-674 // g6,CSC,LAB.

Tsai, C.-C. (1999). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21(11), 1201-1222 // g7,CSC,STS.

Tsai, C.-C. (2000). The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22(10), 1099-1116 // g7,P,O,E,AT,CSC,STS.

Tsai, C.-C. (2000). Enhancing science instruction: The use of "conflict maps". International Journal of Science Education, 22(3), 285-302 // g5,g7,g8,CTL.

Tsai, C.-C. (2000). Relationships between student scientific epistomological beliefs and perceptions of constructivist learning environments. Educational Research, 42(2), 193-206 // g6,CSC,CTL.

Tsai, C.-C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students' worldviews. International Journal od Science Education, 23(10), 1007-1016 // g6,ES,CSC.

Tsai, C.-C. (2001). A review and discussion of epistimological commitments, metacognition, and critical thinking with suggestions on their enhancement in Internet-assisted chemistry classrooms. Journal of Chemical Education, 78(7), 970-974 // g6,C,CSC.


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