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



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Besson, U., Viennot, L., Lega, J. (2003). A mesoscopic model of liquids for teaching fluids statics. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 221-229). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, M, PRESSURE.

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Bethge, T. (1988). Aspekte des Schuelervorverstaendnisses zu grundlegenden Begriffen der Atomphysik - Eine empirische Untersuchung in der Sekundarstrufe II. Bremen: Universitaet Bremen // g1,g6,P,Q,AT,EN,CSC.

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Bezzi, A. (1996). Geology: A science, a teacher, or a course?: How students construct the image of geological disciplines and that of their teachers. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 312-324). London: The Falmer Press // g5,g6,CTL.

Bezzi, A. (1996). Use of repertory grids in facilitating knowledge construction and reconstruction in geology. Journal of Research in Science Teaching, 33(2), 179-204 // g5,g7.

Bezzi, A. (1999). What is this thing called geoscience? Epistemological dimensions elicited with the repertory grid and thier implications for scientific literacy. Science Education, 83(6), 675-700 // g5,g6,g8,CSC.

Bhaduri, S. (2003). Science, society, and technology - three cultures and multiple visions. Journal of Science Education and Technology, 12(3), 303-316 // g1.

Bhattacharyya, G., & Bodner, G. M. (2005). ''It gets me to the product'': How students propose organic mechanisms. Journal of Chemical Education, 82(9), 1402-1407 // g7, C.

Bianchini, J. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065 // g1,GROUP-WORK,g7,B.

Bianchini, J. (1998). Learning science content in an inquiry-oriented classroom: An ethnographic study. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-57 // g7,P,E,C,LPRO,DISCOURSE.

Bianchini, J. A. (1999). From here to equity: The influence of status on student access to and understanding of science. Science Education, 83(5), 577-601 // g7,B,DISCOURSE.

Bianchini, J. A., Cavazos, L. M. , Helms, J. V. (2000). From professional lives to inclusive practice: Science teachers an scientists' views of gender and ethnicity in science education. Journal of Research in Science Teaching, 37(6), 511-547 // g8,CSC.

Bianchini, J. A., Colburn, A. (2000). Teaching the nature of science through inquiry to prospective elementary teacher: A tale of two researchers. Journal of Research in Science Teaching, 37(2), 177-209 // g6,g8,CTL,LPRO,DISCOURSE.

Bianchini, J. A., Solomon, E. M. (2003). Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers. Journal of Research in Science Teaching, 40(1), 53-76 // g8, CTL, CSC.

Bianchini, J. A., & Cavazos, L. M. (2007). Learning from students: inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching. Journal of Research in Science Teaching, 44(4), 586-612 // g8, CTL.

Bianchini, J. A., Johnston, C. C., Oram, S. Y., & Cavazos, L. M. (2003). Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Science Education, 87(3), 419-443 // g8, CTL, CSC, VIDEO.

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Bickhard, M. (1997). Constructivisms and relativisms: A shopper's guide. Science & Education, 6(1-2), 29-42 // g1,CON.

Biddulph, F. (1982). Learning in Science Project (Primary): Primary school children`s ideas about spiders. Working Paper (No.108) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g6,B,.

Biddulph, F., Osborne, R. (1983). Learning in Science Project (Primary): Children's ideas about metals. Working Paper (No.112) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g6,C,.

Biddulph, F. (1984). Learning in Science Project (Primary): Pupils' ideas about flowering plants. Working Paper (No.125) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g6,B.

Biddulph, F., Symington, D. , Osborne, R. (1984). Learning in Science Project (Primary): The place of children's questions in primary Science Education. Working Paper (No.132) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g7.

Biddulph, F. (1985). Learning in Science Project (Primary): Using children`s questions in the classroom: The experience of teachers and pupils. Working paper of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g7.

Biebricher, A. C. (2002). Entstehung und Bedeutung der Vielfalt der Lebewesen (Vol. 463). Oldenburg: Didaktisches Zentrum // g6, B, BIODIV.

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Biemans, H. J. A., Simmons, P. R.-J. (1999). Computer-assisted instructional strategies for promoting conceptual change. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 247-262). Oxford, UK: Pergamon // g1,CC,g7,MMEDIA.

Biemans, H. J. A., Deel, O. R. , Simons, P. R.-J. (2001). Differences between successful and less successful students while working with the CONTACT-2 strategy. Learning and Instruction, 11(4-5), 265-282 // g1,CC,MMEDIA,g7.

Bilgin, I. (2006). Promoting pre-service students' understanding of chemical equilibrium through discussions in small groups. International Journal of Science and Mathematics, 4(3), 467-484 // g7, C.

Bilica, K. (2004). Lessons from experts: Improving college science instruction through case teaching. School Science and Mathematics, 104(6), 273-278 // g9.

Billeh, V. Y., Pella, M. O. (1970). Cultural bias in the attainment of concepts of the biological cell by elementary school children. Journal of Research in Science Teaching, 7(2), 73-83 // g6,B.

Billeh, V. Y., Pella, M. O. (1972). Relationships between mental maturity, ability level and level of understanding of three categories of science concepts. Science Education, 56(1), 5-15 // g6,B.

Billett, S. (1996). Situated learning: Bridging sociocultural and cognitive theorising. Learning and Instruction, 6(3), 263-280 // g1,COSC,SCON,SITL.

Billingsley, B. (2000). Childrens' images of scientists: Stereotypes. In R. T. Cross, Fensham, P. T. (Ed.), Science and the Citizen (pp. 79-83). Melbourne: Arena Publications // g6, CSC.

Bingle, W. H., Gaskell, P. J. (1994). Scientific literacy for decisionmaking and the social construction of scientific knowledge. Science Education, 78(2), 185-201 // g1.

Birdsall, S. S. (2003). Maxims to help understand the world: Simple rules to guide learning about geographic complexity. Journal of Science Education and Technology, 12(2), 97-104 // g7, ES.

Birk, J. P., Kurtz, M. J. (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1), 124-128 // g7,C.

Birk, J. P., Lawson, A. E. (1999). The persistence of the candle-and-cylinder misconception. Journal of Chemical Education, 76(7), 914-916 // g6,C.

Birnie, H. H. (1989). The alternative conceptions of a particle theory of air possessed by year 1-5 primary students, their parents, and their teachers. Reseach in Science Education, 19, 25-36 // g6,g8,P,AT,M.

Bischoff, P., Anderson, O. (1998). A case study analysis of the development of knowledgs schema, ideational networks, and higher cognitive operations among high school students who studied ecology. School Science and Mathematics, 98(5), 228-237 // g6,B.

Bischoff, P. J., Anderson, O. R. (2001). Development of knowledge frameworks and higher order cognitive operations among secondary school students who studed a unit on ecology. Journal of Biological Education, 35(2), 81-88 // g6,B,ECOLOGY.

Bischoff, P. J. (2006). The role of knowledge structures in the ability of preservice elementary teachers to diagnose a child's understanding of moleculare kinetics. Science Education, 90(5), 936-951 // g8, P, AT.

Bisdikian, G., Psillos, D. (1998). Case Study: GR1 - A computer-based approach to relating graphs and physics: The case of heat and temperature. Thessaloniki: Aristotle University of Thessaloniki, Greece, TESME Group // g7,P,T,HEATEM,MMEDIA.

Bisdikian, G., & Psillos, D. (2002). Enhancing the linking of theoretical knowledge to physical phenomena by real-time graphing. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 193-204). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, T, LAB, MMEDIA.

Bishop, B. A., Anderson, C. W. (1985). Students conceptions of natural selection and its role in evolution. Paper presented at the annual conference of NARST, Indiana // g6,B.

Bissuel, G. (1994). The role of available information in learning about energy through the spontaneous use of analogy. In P. L. Lijnse (Ed.), European research in Science Education - Proceedings of the first Ph. D. Summerschool (pp. 266-271). Utrecht: CDß Press, Centrum voor ß-Didactiek // g6,P,EN,ANA.

Bizzo, N. M. V. (1993). Misconceptions or social reconceptualizations? The case of evolutionary knowledge. 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.

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Black, K. (2004). Science in the trenches: An explorartion of four pre-service teachers' first attempts at teaching science in the classroom. International Journal of Science and Mathematics Education, 2(1), 25-44 // g8, CTL, CSC.

Black, P., Solomon, J. (1983). Life world and science world: Pupils' ideas about energy. In G. Marx (Ed.), Entropy in the school. Proceedings of the 6th. Danube Seminar on Physics Education (pp. 43-55). Budapest: Roland Eoetvoes Physical Society // g6,g7,P,EN,ENT.

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Black, P., Simon, S. (1992). Progression in learning science. Research in Science Education, 22, 45-54 // g6,P,M,.

Black, P., Lucas, A. M. (1993). Children's informal ideas in science. London: Routledge // g1.

Black, P. (2000). Policy, practice and research: The case of testing and assessment. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 327-346). Buckingham: Open University Press // g1,ASSESSMENT.

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Blalock, C., Lichtenstein, M., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935-2005. International Journal of Science Education, 30(7), 961-978 // g5, AFF.

Blanco, A., Prieto, T. (1997). Pupils' views on how stirring and temperature affect the dissolution of a solid in a liquid: A cross-age study (12-18). International Journal of Science Education, 19(3), 303-315 // g6,C.

Blanco, R., Niaz, M. (1998). Baroque tower on a Gothic base: A Lakatosian reconstruction of students' and teachers' understanding of structure of the atom. Science & Education, 7(4), 327-360 // g6,g8,P,AT,Q,CSC.

Blank, L. M. (2000). A metacognitive learning cycle: A better warranty for student understanding? Science Education, 84(4), 486-506 // g1,LEARNING CYCLE,g7,B,ECOLOGY.

Blaschke, K., Heuer, D. (1999). Learning physics with multimedia- and experimental-supported workshop instruction. 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. 33-36). Kiel: IPN Kiel // g7,P,M,FORCE,ACCEL,MMEDIA.

Blaschke, K., Heuer, D. (2000). Dynamik-lernen mit multimedial-experimentell unterstuetztem Werkstatt-Unterricht. Physik in der Schule, 38(2), 86-91 // g7,P,M,MMEDIA.

Bleicher, R. (1994). High school students presenting science: An interactional sociolinguistic analysis. Journal of Research in Science Teaching, 31(7), 679-719 // g5.

Bleicher, R. (1996). High school students learning science in university research laboratories. Journal of Research in Science Teaching, 33(10), 1115-1133 // g6,DISCOURSE,APPR,LAB.

Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225 // g8, CTL.

Bleicher, R. E., Tobin, K. G., & McRobbie, C. J. (2003). Opportunities to talk science in a high school chemistry classroom. Research in Science Education, 33(3), 319-340 // g7, C, DISCOURSE.

Bleichroth, W. (1957). Zur Entwicklung des physikalischen Denkens im Volksschulalter. Zeitschrift fuer Naturlehre und Naturkunde, 5, 234-239 // g6.

Bleichroth, W. (1965). Was wissen unsere Volksschulkinder vom Atom ? Zeitschrift fuer Naturlehre und Naturkunde, 13, 89-94 // g6,P,AT.

Bliss, J. (1978). Ideas of chance and probability in children and adolescents. Physics Education, 13, 408-413 // g6,STAT,IRR.

Bliss, J., Ogborn, J. , Grize, F. (1979). The anaysis of qualitative data. European Journal of Science Education, 1(4), 427-440 // g5.

Bliss, J., Monk, M. , Ogborn, J. (1983). Qualitative data analysis for educational research. Canberra: Croom Helm // g5.

Bliss, J., Ogborn, J. (1985). Children's choices of uses of energy. European Journal of Science Education, 7, 195-203 // g6,P,EN.

Bliss, J., Morrison, I. , Ogborn, J. (1988). A longitudinal study of dynamics concept. International Journal of Science Education, 10(1), 99-110 // g6,P,EN,M.

Bliss, J. (1989). A common sense theory of motion: A theoretical and empirical approach. In P. Adey (Ed.), Adolescent development and school science (pp. 266-272). London: Falmer Press // g7,P,M.

Bliss, J., Ogborn, J. , Whitelock, D. (1989). Secondary school pupils' commonsense theories of motion. International Journal of Science Education, 11(3), 261-272 // g5,g6,P,M.

Bliss, J., Ogborn, J. (1989). Tools for exploratory learning. Journal of Computer Assisted Learning, 5, 37-50 // g7.

Bliss, J., Ogborn, J. (1992). Steps towards the formalisation of a psycho-logic of motion. In A. Tiberghien, Mandl, H. (Ed.), Intelligent learning environments and knowledge acquisition in physics (pp. 65-89). Berlin, Heidelberg: Springer Verlag // g6,P,M.

Bliss, J., Ogborn, J. (1993). A common-sense theory of motion. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 120-133). London: Routledge // g5,g6,P,M,.

Bliss, J. (1993). The relevance of Piaget to research into children's conceptions. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 20-44). London: Routledge // g1.

Bliss, J., Ogborn, J. (1994). Force and motion from the beginning. Learning and Instruction, 4, 7-25 // g6,P,M.

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