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

Galili, I. (1995). Mechanics background influences students' conceptions in electromagnetism. International Journal of Science Education, 17(3), 371-387 // g6,P,E.

Galili, I. (1995). A modern understanding the origins of students' difficulties to operate with the weight concept. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 221-235). New York: Plenum Press // g3,g6,P,M,WEIGHT.

Galili, I., Lavrik, V. (1996). From instrumental to conceptual knowledge - An example of change in teaching content and conception. Paper presented at the Second International Conference on Teacher Education: Stability, Evolution and Revolution, June, 1996 // g6,P,O,AS.

Galili, I., Kaplan, D. (1996). Students' operations with the weight concept. Science Education, 80(4), 457-487 // g6,P,M,WEIGHT.

Galili, I., Bar, V. (1997). Children's operational knowledge about weight. International Journal of Science Education, 19(3), 317-340 // g6,P,M,WEIGHT.

Galili, I., Lavrik, V. (1998). Flux concept in learning about light: A critique of the present situation. Science Education, 82(5), 591-613 // g6,g7,P,O,LIGHT,AS.

Galili, I., Hazan, A. (1999). The influence of historically oriented course on the content knowledge of students in optics. 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. 288-290). Kiel: IPN Kiel // g7,P,O.

Galili, I., Hazan,A. (2000). Learners´ knowledge in optics: Interpretations, structure and analysis. International Journal of Science Education, 22(1), 57-88 // g6,P,O.

Galili, I., Hazan, A. (2001). The effect of an experimental HPS-based optics course on students' content knowledge and views about science. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 201-204). Paris: Elsevier // g3,g7,P,O,CSC.

Galili, I., Hazan, A. (2001). The influence of a historically oriented course on the content knowledge of students in optics. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 247-252). Dordrecht,The Netherlands: Kluwer Academic Publishers // g3,g7,P,O.

Galili, I. (2001). Weight versus garvitational force: Historical and educational perspectives. International Journal od Science Education, 23(10), 1073-1093 // g3,g6,P,M,WEIGHT.

Galili, I., Lehavi, Y. (2003). The importance of weightlessness and tides in teaching gravitation. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 231-239). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, g8, P, M, GRAV, TIDES.

Galili, I., Tseitlin, M. (2003). Newton's first law: Text, translations, interpretations and physics education. Science & Education, 12(1), 45-73 // g3, g7, P, M, FORCE.

Galili, I., & Lehavi, Y. (2006). Definitions of physical concepts: A study of physics teachers' knowledge and views. International Journal of Science Education, 28(5), 521-541 // g8, P.

Galili, I., Weizman, A., & Cohen, A. (2004). The sky as a topic in science education. Science Education, 88(4), 574-593 // g6, P, AS.

Galili, I. L., Y. (2001). The importance of synergetic use of weightlessness and Tides in physics instruction. 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. 1 (pp. 389-391). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,TXT,g6,g8,P,M,GRAVITY.

Gallagher, J. J. (1987). A summary of research in Science Education - 1985; students' conceptual reasoning. Science Education, 71(3), 307-325 // g1.

Gallagher, J. J. (1989). Research on secondary school teachers' practices, knowledge, and beliefs: A basis for restructuring. In M. Matyas, Tobin, K., Fraser, B. (Ed.), Looking into windows: Qualitative research in Science Education (pp. 43-57). Washington, DC: American Association for the Advancement of Science // g8,g9,CTL.

Gallagher, J. J., Jamison, N. , Cline, D. (1990). Using research to improve teaching and learning in science. A training manual for middle and high school science teachers. Washington, D. C.: American Federation of Teachers // g1,g8.

Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about philosophy of science. Science Education, 75(1), 121-133 // g8,g9,CSC,CTL,.

Gallagher, J. J. (1993). The nature of interpretive research and its potential applications in Taiwan. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g5.

Gallagher, J. J. (1993). Secondary science teachers and constructivist practice. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 181-191). Washington, DC: AAAS Press // g8,g9,CTL.

Gallagher, J. J. (1996). Implementing teacher change at the school level. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 222-232). New York: Teachers College Press // g9.

Gallagher, J. P. (1979). Cognitive/information processing psychology and instruction: Reviewing recent theory and practice. Instructional Science, 8, 393-414 // g1.

Gallard, A. J. (1993). Learning science in multicultural environments. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 171-180). Washington, DC: AAAS Press // g8,CTL.

Gallard, A. J., Gallagher, J. J. (1994). A case study of a national science curriculum and teacher conflict. International Journal of Science Education, 16(6), 639-648 // g8,CTL.

Gallegos, L., Jerezano, M. E. , Flores, F. (1993). Preconceptions in the students' construction of food chains. 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.

Gallegos, L., Jerezano, M. E. , Flores, F. (1994). Proceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31(3), 259-272 // g6,B,.

Gallos, M. R., van den Berg, E., & Treagust, D. F. (2005). The effect of integrated course and faculty development: Experiences of a university chemistry department in the Philippines. International Journal of Science Education, 27(8), 985-1006 // g8, CTL, g9.

Galmbacher, M., Heuer, D., Lippitsch, S., Plötzner, R., & Scherrer, S. (2005). Lernen mit dynamisch-ikonischen Repräsentationen in Abhängigkeit von Lernvoraussetzungen beim Schüler. 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, M, MMEDIA.

Galmbacher, M., Heuer, D., Lippitsch, S., Scherrer, S., & Plötzner, R. (2005). Erwerb qualitativ physikalischer Konzepte durch dynamisch-ikonische Repräsentationen von Strukturzusammenhängen. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 375-377). Münster: LIT Verlag // g7, P, M, MMEDIA.

Gamble, R. (1986). Cognitive momentum. Physics Education, 21(g1), 24-27 // g1.

Gamble, R. (1986). Proportionality and quantitative relationships in physics. Physics Education, 21, 354-359 // g6.

Gamble, R. (1989). Force. Physics Education, 24, 79-82 // g6,P,M.

Gang, S. (1995). Removing preconceptions with a "learning cycle". The Physics Teacher, 33(6), 346-354 // g7,P,M,BUOY.

Ganiel, U., Idar, J. (1985). Student misconceptions in science - How can computers help ? Journal of Computers in Mathematics and Science Teaching, 4, 14-19 // g7,P,M.

Ganiel, U., Eylon, B. S. (1987). Electrostatics and electrodynamics - the missing link in students' conceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 168-179). Ithaca: Cornell University // g6,P,E.

Ganiel, U. (2000). Linking electrostatics to electrodynamics, macro to micro: Student understanding of electric circuits. In L. Xingkai, Kaihua, Z (Ed.), Proceedings of the '99 International Conference of Physics Teachers and Educatiors (pp. 69-76). Guilin, China: Guangxi Normal University Press // g6,g7,P,E,CIRC.

Gao, L., Adcock, H. , Carr, M. , Hume, A. , Nicholson, D. , Silvester, J. , Smith, D. (1989). An account of action research investigating teacher change. Research in Science Education, 19, 112-122 // g8,g9,CTL,.

Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence. Research in Science Education, 33(4), 467-481 // g8, CTL, g9.

Garcia-Mila, M., & Andersen, C. (2007). Development change in notetaking during scientific inquiry. International Journal of Science Education, 29(8), 1035-1058 // g7, INQUIRY.

Gardner, H. (1991). The unschooled mind. How children think and how schools should teach: Basic Books // g1.

Gardner, P. L. (1972). Words in science - An investigation of non-technical vocabulary difficulties amongst form I,II,III and IV science students in Victoria. Melbourne: Australian Science Education Project // g4.

Gardner, P. L. (1984). Circular motion: Some post-instructional alternative frameworks. Research in Science Education, 14, 136-145 // g6,P,M,.

Gardner, P. L. (1986). Physics students' comprehension of motion with constant velocity. The Australian Science Teachers Journal, 31(4), 27-32 // g6,P,M.

Garlick, R., & Laugksch, R. C. (2008). Teaching children to ask investigable questions in science. School Science Review, 90(331), 119-127 // g8, CTL, INQUIRY.

Garnett, P., Garnett, P. , Hackling, M. (1995). Students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95 // g6,C.

Garnett, P. J., Tobin, K. , Swingler, D. G. (1985). Reasoning abilities of secondary school students aged 13-16 and implications for the teaching of science. European Journal of Science Education, 7, 387-397 // g6.

Garnett, P. J., Treagust, D. F. (1989). Difficulties experienced by senior high school chemistry students of electrochemistry: Electric circuits and oxidation-reduction equations. Paper presented at the annual meeting of the National Association for Research in Science Teaching // g6,P,E,C,.

Garnett, P. J., Garnett, P. J. , Treagust, D. F. (1990). Implications of research on students' understanding of electrochemistry for improving science curricula and classroom practice. International Journal of Science Education, 12(2), 147-156 // g6,g7,C,.

Garnett, P. J., Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29(2), 121-142 // g6,P,E,C,.

Garnett, P. J., Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (Galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29(10), 1079-1099 // g6,P,E,C,.

Garnett, P. J., Garnett, P. J. , Hackling, M. W. (1995). Students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95 // g6,g7,C,AT.

Garrard, J. E., Brumby, M. N. (1984). Students' perceptions of health. Research in Science Education, 14, 1-13 // g6,B.

Garrard, J. E., Brumby, M. N. (1985). Living and learning in a hectic world: Students' perceptions of stress. Research in Science Education, 15, 58-67 // g6,B,.

Garrard, J. E. (1987). Learning in science: Some wider perspectives. Research in Science Education, 17, 11-22 // g1,g5.

Garrido, E., Carvalho, A. M. (1993). Teacher-students dialogue in 10th grade physics classrooms. 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.

Garrison, J. (1995). An alternative to Von Glaserfeld's subjectivism in science education: Deweyan social constructivism. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 432-440). Minneapolis: University of Minnesota // g1,DEWEY.

Garrison, J. (1995). Deweyan pragmatism and the epistemology of contemporary social constructivism. American Educational Research Journal, 32(4), 716-740 // g1,SCON,SITL,DEWEY.

Garrison, J. (1997). An alternative to von Glasersfeld's subjectivism in science education: Deweyan social constructivism. Science & Education, 6(6), 543-554 // g1,CON,DEWEY.

Garrison, J. (2000). A reply to Davson-Galle. Science & Education, 9(6), 615-620 // g1,SCON.

Garrison, J. (2003). Questioning the cultural function of science education: An endorsement and response to Rudolph. Science Education, 87(1), 80-89 // g1, CTS.

Garrison, J. W., Bentley, M. L. (1989). Science Education, conceptual change and breaking with everyday experience. Studies in Philosophy and Education, 10, 19-35 // g1.

Garrison, L., & Amaral, O. (2006). Designing and using program-specific evaluation instruments. Electronic Journal of Science Education, 11(1), 1-13 // g8, CTL.

Gartley, W., Bernasconi, M. (1967). The concept of death in children. Journal of Genetic Psychology, 110, 71-85 // g6,B.

Gates, L., Jay, B. (1978). Children's understanding of "all" and "some". Science Education, 62(3), 359-363 // g6.

Gatt, S. (1999). Using scaffolding and cognitive conflict in a teaching scheme. 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. 291-293). Kiel: IPN Kiel // g7,P,M,FORCE.

Gatt, S. V. (2001). Cognitive development and alternative frameworks. 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. 862-864). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,M,FORCE.

Gauld, C. (1989). A study of pupils' responses to empirical evidence. In R. Millar (Ed.), Doing science: Images of science in Science Education (pp. 160-179). London, New York, Philadelphia: The Falmer Press // g6,P,E,CSC,.

Gauld, C. (1991). History of science, individual development and science teaching. Research in Science Education, 21, 133-140 // g3.

Gauld, C. (1993). The historical context of Newton's third law and the teaching of mechanics. Research in Science Education, 23, 95-103 // g3,g6,P,M.

Gauld, C. (1995). The Newtonian solution to the problem of impact in the 17th and 18th centuries and teaching Newton's third law today. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 441-452). Minneapolis: University of Minnesota // g3,g7,P,M,FORCE.

Gauld, C. (1998). Making more plausible what is hard to believe: Historical justifications and illustrations of Newton's third law. Science & Education, 7(2), 159-172 // g7,P,M,FORCE.

Gauld, C. (1998). Solutions to the problem of impact in the 17th and 18th centuries and teaching Newton's third law today. Science & Education, 7(1), 49-67 // g3,g7,P,M,FORCE.

Gauld, C. F. (1979). Physics teaching and cognitive functioning. A Neo-Piagetian perspective. The Physics Teacher, 17(8), 513-518 // g1.

Gauld, C. F. (1984). Empirical evidence and conceptual change. In R. Osborne, Gilbert, J. (Ed.), Some issues of theory in Science Education (pp. 66-80). Hamilton: Science Education Research Unit, University of Waikato // g3.

Gauld, C. F. (1985). Teaching about electric circuits. Working paper. Science Education Research Unit. University of Waikato, 1-37 // g7,P,E.

Gauld, C. F. (1986). Models, meters and memory. Research in Science Education, 16, 49-54 // g6,P,E.

Gauld, C. F. (1987). Student beliefs and cognitive structure. Research in Science Education, 17, 87-93 // g1.

Gauld, C. F. (1988). The cognitive context of pupils' alternative frameworks. International Journal of Science Education, 10(3), 267-274 // g6,P,E,g7.

Gauld, C. F. (1988). The "pupil-as-scientist" metaphor in Science Education. Research in Science Education, 18, 35-41 // g1.

Gayford, C. (2002). Controversial environmental issues: a case study for the professional development of science teachers. International Journal of Science Education, 24(11), 1191-1200 // g8, CTL.

Gayford, C. G. (1986). Some aspects of the problems of teaching about energy in school biology. European Journal of Science Education, 8(4), 443-450 // g6,P,EN.

Ge, Y.-P. (2004). Uncovering the teaching repertoire of process skills as exhibited by an exemplary teacher. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CTL.

Gearhart, J. (2004). Students misattribution of a gas-like model to explain particle movement and heat transfer in solids. Paper presented at the NARST Conference 2004, VANCOUVER // g6, P, AT, T.

Gebhardt, C., Bayrhuber, H. (1998). Research on school students´ conceptions and moral judgement about gene technology. In H. Bayrhuber, Brinkman, F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 205-211). Kiel: IPN - Materialien // g6,B.

Geddis, A. N. (1990). The tyranny of the "right answer": the systematic distortion of scientific knowledge. Paper presented at the annual conference of the Canadian Society for the Study o Education, 1-22 // g1.

Geddis, A. N. (1992). Using truth strategies to develop a more adequate view of observation for the science classroom. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 347-357). Kingston, Ontario: The Faculty of Education, Queens University // g1,g6.

Geddis, A. N. (1993). Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education, 15(6), 673-683 // g8,P,E,CTL,ANA.

Geelan, D. (1997). Epistemological anarchy and the many forms of constructivism. Science & Education, 6(1-2), 15-28 // g1,CON,RCON,SCON,KELLY,PIAGET,VYGOTSKY.

Geelan, D. R., Taylor, P. C. (2001). Writing our lived experience: Beyond the (pale) hermeneutic? Electronic Journal of Science Education, 5(4) // g5.

Geelan, D. R. (2002). Teacher expertise and explanatory frameworks in a successful physics classroom. Paper presented at the Annual Conference of the National Association for Reasearch in Science Teaching (NARST), April 7-10, New Orleans, USA // g8,CTL,VIDEO.

Geelan, D. R., Wildy, H., Louden, W., Wallace, J. (2004). Teaching for understanding and/or teaching for the examination in high school physics. International Journal of Science Education, 26(4), 447-462 // g8, CTL, VIDEO.

Geisler, R. (1998). Das Verstaendnis des "Hoerens" in der Biologie und in den Vorstellungen der Schueler. Oldenburg: Universitaet Oldenburg, Oldenburger Vor-Drucke // g6,B,P,S.

Gellert, E. (1962). Children's conceptions of the content and functions of the human body. Genetic Psychology Monographs, 65, 293-405 // g6,B.

Gelman, R. (1983). What preschoolers know about animate and inanimate objects. In D. Rogers, Sloboda, J. A. (Ed.), The acquisition of symbolic skills (pp. 297-324). New York: Plenum Press // g6,B,.

Gelman, S., Gottfried, G. (1996). Children's causal explanations of animate and inanimate motion. Child Development, 67(5), 1970-1987 // g6,CAUSALITY.

Genet, M. F., Gagliardi, R. (1986). Repr sentation spontan e sur l' nergie des leves de 1Uere (16-18 ans). In A. Giordan, Martinand, J. L. (Ed.), Feuilles d'epistemologie appliquee et de didactique des sciences (pp. 51-57). Paris: Instaprint // g6,P,EN.

Genin, C., Pellet, A. , Michaud-Bonnet, J. (1987). Structuration mathematique des representations des eleves scientifiques a propos des grandeurs physiques vectorielle. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 112-116). Chamonix: Centre Jean Franco // g6,g7,P.

Gennaro, E. D. (1981). Assessing Junior High Students' understanding of density and solubility. School Science and Mathematics, 81, 399-404 // g6,C,P,M.

Gentner, D., Gentner, D. R. (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner, Stevens, A. L. (Ed.), Mental models (pp. 99-129). Hillsdale and London: Lawrence Erlbaum // g6,P,E,ANA.

Gentner, D., Stevens, A. L. (1983). Mental Models. Hillsdale, New Jersey, London: Lawrence Erlbaum Ass. // g1.

Gentner, D., Markmann, A. (1997). Structure mapping in analogy and similarity. American Psychologist, 52(1), 45-56 // ANA.

George, J., Glasgow, J. (1987). Conventional science and street science in the West Indies. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 220-232). Ithaca: Cornell University // g6.

George, J., Glasgow, J. (1988). Patterns in Caribbean science-related cultural beliefs which may affect learning in school science. Paper presented at the CARIERA/UWI/Bristol Conference, St. Lucia , West Indies // g4,g6,B.

George, J., Glasgow, J. (1988). Sources of students' conceptions in science: The cultural context. Paper prepared for the seminar "Learning in Science: Issues for Research and Practice", Leeds // g6.

George, J., Glasgow, J. (1989). Some cultural implications of teaching towards common syllabi in science: a case study from the Caribbean. School Science Review, 70(254), 115-123 // g4,g6,B.

George, J. (1999). World view analysis of knowledge in a rural village: Implications for Science Education. Science Education, 83(1), 77-97 // g6,B.

Georghiades, P. (2000). Beyond conceptual change learning in science education: focussing on transfer, durability and metacognition. Educational Research, 42(2), 119-140 // g1,CC,g7,P,E.

Georghiades, P. (2001). 'Situated metacognition' and the 'metacognitive instances' approach: Towards the integration of metacognitive thinking into school science. 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. 1 (pp. 392-394). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,CIRCUIT,CTL.

Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383 // g1, CTL.