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



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Hahn, K. E., & Polik, W. F. (2004). Factors influencing success in physical chemistry. Journal of Chemical Education, 81(4), 567-572 // g7, C.

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Haidar, A. (1997). Prospective chemistry teachers' conceptions of the conservation of matter and related concepts. Journal of Research in Science Teaching, 34(2), 181-197 // g8,C.

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Haidar, A. H. (1999). Emirates pre-service and in-science techers´ views about the nature of science. International Journal of Science Education, 21(8), 807-822 // g6,g8,CSC.

Haidar, A. H. (2002). Emirates secondary school science teachers' perspective of the nexus between modern science and arab culture. International Journal of Science Education, 24(6), 611-626 // g8,CTL,CSC.

Haigh, M. (2007). Can investigative practical work in high school biology foster creativity? Research in Science Education, 37(2), 123-140 // g7, B, LAB.

Hainsworth, M. (1956). The effect of previous knowledge on observation. School Science Review, 37(132), 234-242 // g6.

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Hake, R. R. (1999). Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74 // g6,P,M,FORCE.

Hake, R. R. (2002). Comment on 'How do we know if we are doing a good job in physics teaching?' by Robert Ehrlich. American Journal of Physics, 70(10), 1058-1059 // g7, P.

Hakkarainen, K. (2004). Pursuit of explanation within a computer-supported classroom. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 26(8), 979-996 // g7, MMEDIA, INQUIRY.

Halai, N., & McNicholl, J. (2004). Teachers' comceptions of the nature of science: A comparative study from Pakistan and England. School Science Review, 86(314), 93-99 // g8, CTL, CSC.

Halkia, K. (2003). Teachers' views and attitudes towards the communication code and the rhetoric used in press science articles. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 415-423). Dordrecht, The Netherlands: Kluwer Academic Publishers // g8, CTL.

Halkia, K., & Mantzouridis, D. (2005). Students' views and attitudes towards the communication code used in press articles about science. International Journal of Science Education, 27(12), 1395-1411 // g1, TXT, g7, CSC, INFORMAL.

Hall, G. S., Browne, C. E. (1903). Children's ideas of fire, heat, frost and cold. Pedagogic Seminar, 10, 27-85 // g6,P,T.

Hall, J. R. (1973). Conservation concepts in elementary chemistry. Journal of Research in Science Teaching, 10, 143-146 // g6,C.

Hallden, O. (1983). Teachers' questions and pupils problems: a commentary. European Journal of Science Education, 5(3), 333-336 // g6.

Hallden, O. (1986). The concept of task as pupils' perceptions of teachers' assingments. Research Bulletins from the Institute of Education, University of Stockholm, Research in Progress Report, XII:IV, 1-28 // g1.

Hallden, O. (1988). Alternative frameworks and the concept of task. Cognitive constraints in pupils' interpretations of teachers' assignments. Scandinavian Journal of Educational Research, 32, 123-140 // g6,CTL.

Hallden, O. (1988). The evolution of the species - pupil perspectives and school perspectives. In R. Duit, Saeljoe, R. (Ed.), Students' conceptions of subject matter content. Proceedings of a symposium at the 2.Eur. Conf. for Research on Learning and Instruction, Tuebingen, Sept. 1987 (pp. 21-55). Kiel: IPN // g6,B.

Hallden, O. (1988). The evolution of the species: pupil perspectives and school perspectives. International Journal of Science Education, 10(5), 541-552 // g6,B.

Hallden, O. (1990). Questions asked in common sense contexts and in scientific contexts. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 119-130). Utrecht: CD-ß Press // g6,B,.

Hallden, O., Hansson, G. , Skoog, G. (1993). Evolutionary reasoning in answers to two questions used to measure the development of understanding evolutionary theory. 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.

Hallden, O. (1994). Conceptual change and contextualization. Paper presented at the Symposium on Conceptual Change, September 1.-3. , 1994, Jena // g1,CC.

Hallden, O. (1999). Conceptual change and contextualization. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 53-66). Oxford, UK: Pergamon // g1,CC.

Halldén, O., Strömdahl, H. (2003, August 26-28). Alternative frames of reference and intentional analysis of utterances. Paper presented at the 10th European Conference on Research on Learning and Instruction, Padua, Italy // g1, CC.

Halldén, O., Scheja, M., & Haglund, L. (2008). The contextuality of knowledge: An intentional approach to meaning making and conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 509-532). New York: Routledge // g1, CC, PIAGET, AFF, COSC.

Haller, K., Welzel, M. , Aufschnaiter, S. von. (1996). Was soll, kann, darf, muss ein physikalisches Praktikum leisten? Lernprozessforschung im Physikstudium. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 257-259). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,P,LPRO.

Haller, K., Niedderer, H. , v.Aufschnaiter, S. (1999). Talking about physics during labwork activities. 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. 351-353). Kiel: IPN Kiel // g7,P,LAB,LPRO.

Halloun, I. (1996). Schematic modeling for meaningful learning of physics. Journal of Research in Science Teaching, 33(9), 1019-1041 // g7,P,M,FORCE.

Halloun, I. (1998). Schematic concepts for schematic models of the real world: The Newtonian concept of force. Science Education, 82(2), 239-263 // g7,P,M,FORCE,E.

Halloun, J. A., Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065 // g6,P,M.

Hameed, H., Hackling, M. W. , Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221-230 // g7,C.

Hamida, J. B. (1980). Modeles de fonctionnement de circuits electriques simples chez des enfants de 12 ans. Paris: Universite Paris VII // g6,P,E.

Hamilton, D. (1993). A 'peer interview about complex events' method as used in an investigation of students' preinstructional knowledge of mechanics. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g5,g6,P,M.

Hamilton, D. (1996). The peer interview about complex events: A new method for the investigation of preinstructional knowledge. International Journal of Science Education, 18(4), 493-506 // g5.

Hammann, M., Hoi Phan, T. T., Ehmer, M., & Grimm, T. (2008). Assessing pupils' skill in experimentation. Journal of Biological Education, 42(2), 66-72 // g7, LAB, INQUIRY, B.

Hammelev, D., Paulsen, A. (2001). Do students benefit from hands on activities in gene technology? 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. 432-434). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,B,GENETICS,LAB.

Hammer, D. (1990). Metaknowledge in introductory physics. Paper presented at the annual meeting of the American Educational Research Association, Boston // g6,CSC,CTL,.

Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183 // g6,CSC,.

Hammer, D. (1994). Students' beliefs about conceptual knowledge in introductory physics. International Journal of Science Education, 16(4), 385-403 // g6,CSC,.

Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79(4), 393-413 // g6,CSC,.

Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13(3), 401-430 // g5,g6,P,M.

Hammer, D. (1996). Misconceptions or p-prims. How might alternative perspectives of cognitive structure influence instructional perceptions and intentions. Journal of the Learning Sciences, 5(2), 97-127 // g1,CON,P-PRIMS,g7,P,M,FORCE,LPRO,DISCOURSE.

Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316-1325 // g1,CON,P-PRIMS.

Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485-529 // g6,g7,P,E,LPRO,DISCOURSE.

Hammer, D., Schifter, D. (2001). Practices of inquiry in teaching and research. Cognition and Instruction, 19(4), 441-478 // g8, CTL, INQUIRY.

Hammer, H. D. (1990). Hinfuehrung zur Gibbs-Helmholtz-Beziehung aus Alltagserfahrungen und Alltagsvorstellungen zum Verstaendnis der Richtung von Prozessen. 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. 302-304). Alsbach: Leuchtturm // g7,C.

Hammond, L., & Brandt, C. (2004). Science and cultural process: Defining an anthropological approach to science education. Studies in Science Education, 40, 1-47 // g1, SCON, CSC.

Hamne, P., Bernhard, J. (2001). Educating pre-service teachers using hands-on and microcomputer based labs as tools for concept subtitutions. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 663-666). Paris: Elsevier // g6,P,M,MMEDIA.

Hampson, B. (2000). The strength of ideas in construction projects: A teacher's window of perception. Research in Science Education, 30(3), 269-288 // g8,CTL,LPRO,VIDEO.

Hamza, K. M., & Wickman, P.-O. (2007). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92(1), 141-164 // g7, C, E, LPRO.

Han, J., & Roth, W.-M. (2006). Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld. Science Education, 90(2), 173-201 // g1, LING, TXT, C, AS.

Hancock, C. H. (1940). An evaluation of certain popular science misconceptions. Science Education, 24(4), 208-213 // g6,B.

Hand, B., Peterson, R. (1995). The development, trial and evaluation of a constructivist teaching and learning approach in a preservice science teacher education program. Research in Science Education, 25(1), 75-88 // g8,g9,CTL,.

Hand, B. (1996). Diagnosis of teachers´ knowledge bases and teaching roles when implementing constructivist teaching / learning approaches. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 212-221). New York: Teachers College Press // g9.

Hand, B., Vaughan, P. (1997). A model to guide writing for learning in science. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 201-227). Reading, UK: The University of Reading, Faculty of Education and Community Science // g7,g8,CTL.

Hand, B., Bendigo, V. , Treagust, D. (1997). Monitoring teachers' referents for classroom practise using metaphors. International Journal of Science Education, 19(2), 183-192 // g8,CTL,ANA.

Hand, B., Treagust, D. , Vance, K. (1997). Student perceptions of the social constructivist classroom. Science Education, 81(5), 561-575 // g6,g8,CTL,g9.

Hand, B. (1999). A writing in science framework designed to enhance science literacy. International Journal of Science Education, 21(10), 1021-1036 // g7,CSC,CTL.

Hand, B., Prain, V., Wallace, C. (2002). Influences of writing tasks on students' answers to recall and higher-level test questions. Research in Science Education, 32(1), 19-34 // g7, WRITING.

Hand, B., Prain, V. (2002). Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86(6), 737-755 // g8, CTL.

Hand, B., Hohenshell, L., Prain, V. (2004). Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210 // g7, B.

Hand, B., Wallace, C. W., Yang, E.-M. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149 // g7, B, LAB.

Hand, B., & Prain, V. (2006). Moving from border crossing to convergence of perspectives in language and science literacy research and practice. International Journal of Science Education, 28(2-3), 101-107 // g1.

Hand, B., Yang, O. E.-M., & Bruxvoort, C. (2007). Using writing-to-learn science strategies to improve year 11 students' understanding of stoichiometry. International Journal of Science and Mathematics Education, 5(1), 125-143 // g7, C.

Hand, B. M., Treagust, D. F. (1988). Application of a conceptual conflict teaching strategy to enhance student learning of acids and bases. Research in Science Education, 18, 53-63 // g7,C.

Hand, B. M. (1988). Is conceptual conflict a viable teaching strategy ?: The students' viewpoint. The Australian Science Teachers Journal, 34(4), 22-26 // g7,C.

Hand, B. M. (1989). Student understandings of acids bases: A two year study. Research in Science Education, 19, 133-144 // g6,C,.

Hand, B. M., Treagust, D. F. (1991). Student achievement and science curriculum development using a constructive framework. School Science and Mathematics, 91(4), 172-176 // g7,C.

Hand, B. M., Lovejoy, C. , Balaam, G. (1991). Teachers' reaction to a change to a constructivist teaching/learning strategy. Australian Science Teacher Journal, 37(1), 20-24 // g8,CTL.

Haney, J., Czerniak, C. , Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993 // g8,CTL.

Haney, J. J., Mc Arthur, J. (2002). Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science Education, 86(6), 783-802 // g8, CTL.

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (2003). Constructivist beliefs about the science classroom learning environment: Perpectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8), 366-377 // g8, CTL.

Haney, R. E. (1965). The development of a non-verbal test of children's concepts of animals. Journal of Research in Science Teaching, 3(3), 198-203 // g5,g6,B.

Hanley, P., Maringe, F., & Ratcliffe, M. (2008). Evaluation of professional development: Deploying a process-focused model. International Journal of Science Education, 30(5), 711-725 // g8, CTL.

Hanley, P., Osborne, J., & Ratcliff, M. (2008). Teaching twenty first century science. School Science Review, 90(330), 105-112 // g6, g8, CSC.

Hannaway, O. (1975). The chemists and the word. The didactic origins of chemistry. Baltimore, London: The John Hopkins University Press // g4.

Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20(6), 737-753 // g6,P,M,FORCE.

Hanrahan, M. U. (2006). Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms. Science Education, 90(1), 8-43 // g1, DISCOURSE, g8, CTL.

Hanson, L., & Redfors, A. (2006). Swedish upper secondary studens' view of the origin and development of the universe. Research in Science Education, 36(4), 355-379 // g6, P, AS, CSC.

Hanuscin, D. (2004). Teaching nature of science in a physical science content course for teachers: A study of undergraduate lab instructors. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CSC.

Hanuscin, D. L., Akerson, V. L., & Phillipson-Mower, T. (2006). Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants. Science Education, 90(5), 912-935 // g7, g8, CSC.

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41 // g7, P, AFF.

Hänze, M., & Berger, R. (2007). Kooperatives Lernen im Gruppenpuzzle und im Lernzirkel. Unterrichtswissenschaft, 35(3), 227-213 // g7, P, AFF.

Happs, J. C. (1981). Soils - Some aspects of student understanding of soil. A working paper of the Science Education Research Unit, University of Waikato, NZ // g6,B.

Happs, J. C. (1982). Classifying rocks and minerals. New Zealand Science Teacher, 34, 20 -25 // g6.

Happs, J. C. (1982). Glaciers. Working paper of the Science Education Research Unit, University of Waikato, NZ // g6,.

Happs, J. C. (1982). Mountains. Working paper of the Science Education Research Unit, University of Waikato, NZ // g6,.

Happs, J. C. (1982). Some aspects of student understanding of soil. The Australian Science Teachers Journal, 28(3), 25-31 // g6.

Happs, J. C. (1982). Some aspects of student understanding of two New Zealand landforms. New Zealand Science Teacher, 32, 4 -9 // g6.

Happs, J. C. (1982). Some aspects of students understanding of rocks and minerals. Working paper of the Science Education Research Unit, University of Waikato, NZ // g6,.

Happs, J. C. (1983). Using socio-cognitive conflict to establish an understanding of the scientific meaning of rock. Research in Science Education, 13, 61-71 // g7,.

Happs, J. C. (1984). Harnessing alternative frameworks in teacher training: An example from the earth sciences. Research in Science Education, 14, 167-172 // g6,g7.

Happs, J. C. (1984). Soil genesis and development: Views held by New Zealand students. The Journal of Geography, 177-180 // g6,B.

Happs, J. C. (1985). Cognitive learning theory and classroon complexity. Research in Science and Technological Education, 3(2), 159-174 // g6,g7.

Happs, J. C. (1985). Regression in learning outcomes: Some examples from the earth sciences. European Journal of Science Education, 7, 431-443 // g6.

Happs, J. C. (1986). Constructivism and subjectivity in adult decision-making about water quality. Paper presented at the 12th annual conference of the Western Australian Science Education Association, University of Western Australia // g6,STS.

Happs, J. C., Scherpenzeel, L. (1987). Achieving long term conceptual change using the learners prior knowledge and a novel teaching setting. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 172-181). Ithaca: Cornell University // g6,g7,B.

Happs, J. C., Stead, K. (1989). Using the repertory grid as a complementary probe in eliciting student understanding and attitudes towards science. Research in Science & Technological Education, 7(2), 207-220 // g5,g6,CTL,.

Happs, J. C. (1991). Challenging pseudoscientific and paranormal beliefs held by some pre-service primary teachers. Research in Science Education, 21, 171-177 // g8.

Harding, P., Hare, W. (2000). Portaying science accurately in classrooms: Emphasizing open-mindeness rather than relativism. Journal of Research in Science Teaching, 37(3), 225-236 // g1,CON,CSC,CTL.

Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students' understanding of ''Floating and sinking''. Journal of Educational Psychology, 98(2), 307-326 // g7, P, BUOY, LPRO.

Hardy, M., Taylor, P. (1995). Von Glaserfeld's radical constructivism: Assertions, criticisms and implications. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 523-533). Minneapolis: University of Minnesota // g1,CON.

Hardy, M., Taylor, P. (1997). Von Glasersfeld's radical constructivism: A critical review. Science & Education, 6(1-2), 135-150 // g1,CON,RCON.

Hardy, T., Bearlin, M. , Kirkwood, V. M. (1990). Outcomes of the primary and early childhood science and technology education project at the university of Canberra. Research in Science Education, 20, 124-151 // g9.

Hardy, T., Kirkwood, V. M. (1991). Toward creating effective learning environments for science teachers: The role of the science educator in the tertiary setting. ASERA Conference, 1-15 // g8,g9,CTL.

Hardy, T., Kirkwood, V. M. (1994). Towards creating effective learning environments for science teachers: The role of a science educator in the tertiary setting. International Journal of Science Education, 16(2), 231-251 // g9.

Harel, G., Hoz, R. (1987). Declarative and procedural knowledge and isomorphisms of speed problems. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 203-210). Ithaca: Cornell University // g6,P,M.

Harlen, W. (1968). The development of scientific concepts in young children. Educational Research, 11, 4-13 // g6.

Harlen, W., Osborne, R. (1985). A model for learning and teaching applied to primary science. Journal of Curriculum Studies, 17(2), 133-146 // g1,g8.

Harlen, W. (1992). Research and the development of science in the primary school. International Journal of Science Education, 14(5), 491-503 // g1.

Harlen, W., Holroyd, C. (1997). Primary teachers' understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19(1), 93-105 // g8,B,C,P,E,O.

Harlen, W. (1998). Teaching for understanding in pre-secondary science. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 183-197). Dordrecht, Netherlands: Kluwer Academic Press // g1,g7.

Harlow, A., & Jones, A. (2004). Why students answer TIMSS science test items the way they do. Research in Science Education, 34(2), 221-238 // g5.


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