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



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Harrison, A., Treagust, D. (1995). Students' preferred models of atomic and molecular structure. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g6,P,C,ANA.

Harrison, A. (1996). Learning about atoms and molecules: Using an ontological perspective to enhance our understanding of conceptual change. Paper presented at the annual meeting of AERA, New York, April 1996, 1-15 // g6,g7,C,LPRO.

Harrison, A., Treagust, D. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534 // g6,C,AT,ANA,.

Harrison, A., & De Jong, O. (2005). Exploring the use of multiple analogical modes when teaching and learning chemical equilibrium. Journal of Research in Science Teaching, 42(10), 1135-1159 // g7, C, ANA.

Harrison, A., & De Jong, O. (2005). Using multiple analogies: Case study of a chemistry teacher's preparations, presentations and reflections. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 353-364). Dordrecht: Springer // g8, CTL, ANA.

Harrison, A. G., Treagust, D. F. (1993). Evaluation of a model for teaching with analogies. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, 1-24 // g7,P,O,ANA.

Harrison, A. G., Treagust, D. F. (1993). Teaching with analogies: A case study in grade-10 optics. Journal of Research in Science Teaching, 30(10), 1291-1307 // g7,P,O,ANA.

Harrison, A. G., Treagust, D. F. (1994). Science analogies - Avoid misconceptions with this systematic approach. The Science Teacher, 61(4), 40-43 // g7,B,ANA.

Harrison, A. G., Grayson, D. J. , Treagust, D. F. (1999). Investigating a grade 11 students´ evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-88 // g1,CON,AUSUBEL,g7,P,T,HEATEM,LPRO.

Harrison, A. G., Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3), 352-381 // g1,MODEL,ANA,g7,P,AT,C.

Harrison, A. G., Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026 // g1,MODEL,ANA.

Harrison, A. G. (2001). How do teachers and textbook writers model scientific ideas for students? Research in Science Education, 31(3), 401-435 // g1,g6,MODEL,ANA,TXT.

Harrison, A. G. (2006). The affective dimension of analogy. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 51-64). Springer: Dordrecht, The Netherlands // g1, g7, P, O, g8, CTL, ANA, AFF.

Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 189-212). Dordrecht: Kluwer Academic Publishers // g1, g7, C, AT.

Harrison, A. G., & Treagust, D. F. (2006). Particles and matter: Problems in learning about the submicroscopic world. In H. Fischler & C. S. Reiners (Eds.), Die Teilchenstruktur der Materie im Physik- und Chemieunterricht (pp. 53-76). Berlin: Logos Verlag Berlin // g3, g6, g7, P, C, AT.

Harrison, A. G., & Treagust, D. F. (2006). Teaching and learning mith analogies: Friend or foe? In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 11-24). Springer: Dordrecht, The Netherlands // g1, ANA, g7, P, E, O.

Harrison, C., Hofstein, A., Eylon, B.-S., & Simon, S. (2008). Evidence-based professional development of science teachers in two countries. International Journal of Science Education, 30(5), 577-592 // g8, CTL, g9.

Harrison, J. K. (2005). Science education and health education: Locating the connections. Studies in Science Education, 41, 51-90 // g1, g7, B, STS.

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Hart, C. (1987). A teaching sequence for introducing forces to year 11 physics students. The Australian Science Teachers Journal, 33(1), 25-28 // g7,P,M.

Hart, C., Mulhall, P. , Berry, A. , Loughran, J. , Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675 // g1,LAB,g7,CSC,LPRO.

Hart, C. (2002). If the sun burns you is that a force? Some definitional prerequisites for understanding Newton's laws. Physics Education, 37(3), 234-238 // g7, P, M, FORCE.

Hart, C. (2008). Models in physics, models for physics learning, and why the distinction may matter in the case of electric circuits. Research in Science Education, 38(5), 529-544 // g7, P, E, CIRC, g8, CTL, MODEL, ANA.

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Hartmann, S. (2003). Multiple layers in students' understanding of force and motion. Paper presented at the 6th ESERA summerschool, Radovljica, Slovenia // g7, P, M, FORCE.

Hartmann, S., Niedderer, H. (2003). Wie vielfältig erklären Schüler und Schülerinnen Bewegungen? Eine Untersuchung zu kognitiven Schichten im Bereich Mechanik. In V. Nordmeier (Ed.), Didaktik der Physik. Beiträge zur Frühjahrstagung der DPG (Tagungs-CD). Augsburg // g7, P, M, FORCE.

Hartmann, S., Niedderer, H. (2004). Erklärungsvielfalt - Bildungschance oder Gefahr? In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 117-119). Münster: LIT Verlag // g6, P, M, FORCE.

Hartmann, S., & Niedderer, H. (2005). Parallel conceptions in the domain of force and motion. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 471-481). Dordrecht: Springer // g6, P, M, FORCE.

Hashweh, M. (1996). Palestinian science teachers' epistemological beliefs: A preliminary survey. Research in Science Education, 26(1), 89-102 // g8,CTL,CSC.

Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249 // g1.

Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching & Teacher Education, 3(2), 109-120 // g8,P,M,B,CTL.

Hashweh, M. Z. (1988). Describtive studies of students' conceptions in science. Journal of Research in Science Teaching, 25(2), 121-134 // g1,g5,g6,P,M.

Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63 // g6,C.

Haslam, F., Treagust, D. F. (1987). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203-211 // g6,B.

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Hatano, G., Inagaki, K. (1996). Cognitive and cultural factors in the acquisition of intuitive biology. In D. Olson, Torrance, N. (Ed.), The handbook of education and human development. New models of learning, teaching and schooling. (pp. 683-708). Cambridge and Oxford: Blackwell // g1,g7,B.

Hatano, G., Inagaki, K. (1997). Qualitative changes in intuitive biology. European Journal of Psychology Education, 12(2), 111-130 // g6,g7,B.

Hatzinikita, V., Dimopoulos, K., & Christidou, V. (2008). PISA test items and school textbook related to science: A textual comparison. Science Education, 92(4), 664-687 // g1, TXT.

Hatzinikita, V., Koulaidis, V., & Hatzinikitas, A. (2005). Modeling pupils' understanding and explanations concerning changes in matter. Research in Science Education, 35(4), 471-495 // g7, P, AT.

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Haupt, P. (1979). Lernvorgaenge bei der Begriffsbildung im Chemieunterricht. Dargestellt am Beispiel: Verbrennung - Oxidation. In H. Haertel (Ed.), Zur Didaktik der Physik und Chemie (pp. 55-57). Hannover: Schroedel // g6,C.

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Hauslein, P. L., Good, R. G. , Cummins, C. L. (1992). Biology content cognitive structure: from science student to science teacher. Journal of Research in Science Teaching, 29(9), 939-964 // g8,B.

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