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

Hirschfeld, L. (1997). Race, causality and the attribution of theory-like understanding: A reply to Kim. Cognition, 64(3), 349-352 // g6,B.

Hirschfeld, L. A. (1995). Do children have a theory of race? Cognition, 54(2), 209-252 // g6,B.

Hirvonen, P. (1999). Can students adopt a new instructional approach in the laboratory? 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. 552-554). Kiel: IPN Kiel // g6,LAB,CTL.

Hirvonen, P. E., Sormunen, K. , Viiri, J. (2001). Surface charge theory - foundation for understanding direct current circuits. 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. 438-440). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,CIRCUIT.

Hisano, J., Utges, G. (2001). Simulation about electric field and potnetial a study of its effectiveness in the construction of conceptual models. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 641-644). Paris: Elsevier // g7,P,E,MAG,MMEDIA.

Hise, Y. A. v. (1988). Student misconceptions in mechanics: An international problem ? The Physics Teacher, 26(11), 498-502 // g6,g7,P,M.

Hmelo, C. E., Holton, D. L. , Kolodner, J. L. (2000). Designing to learn about complex systems. The Journal of the Learning Sciences, 9(3), 247-298 // g7,B,HUMAN.

Hmelo-Silver, C. E., Nagarajan, A., Day, R.S. (2001). "It's harder than we thought it would be": A comparative case study of expert-novice experimentation strategies. Science Education, 86(2), 219-243 // g1,LAB,INQUIRY,EXNO,g6.

Hoadley, C. M., Linn, M. C. (2000). Teaching science through online, peer discussions: SpeakEasy in the knwoledge integration environment. International Journal of Science Education, 22(8), 839-858 // g7,P,O,LIGHT,MMEDIA.

Hobden, P. (1998). The role of routine tasks in Science Education. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 219-231). Dordrecht, Netherlands: Kluwer Academic Press // g1,PROSOL.

Hodson, D. (1985). Philosophy of science, science and Science Education. Studies in Science Education, 12, 25-57 // g1.

Hodson, D. (1986). The nature of scientific observation. School Science Review, 68(242), 17-29 // g1.

Hodson, D. (1986). Philosophy of science and science education. Journal of Philosophy of Education, 20(2), 215-225 // g1.

Hodson, D., Hodson, J. (1998). From constructivism to social constructivism: A Vygotskian perspective on teaching and learning science. School Science Review, 79(289), 33-41 // g1,SCON,VYGOTSKY.

Hodson, D., Hodson, J. (1998). Science education as enculturation: some implications for practice. School Science Review, 80(290), 17-24 // g1,SCON,APPR,g7,g6.

Hoepp, G. (1970). Evolution der Sprache und der Vernunft. Heidelberg: Springer // g4.

Hoettecke, D. (2001). Die Vorstellungen von Schuelern und Schuelerinnen von der "Natur der Naturwissenschaften". Zeitschrift fuer Didaktik der Naturwissenschaften, 7, 7-23 // g1,g6,g8,CSC.

Hoeve-Brouwer, G. M. v., Vos, W. de. (1994). Chemical bonding or chemical structure? In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 238-245). Hong Kong: International Council of Associations for Science Education // g6,g7,C.

Hofer, B., Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140 // g1,g6,CTL.

Hoffman, J. L., Wu, H.-K., Krajcik, J. S., Soloway, E. (2003). The nature of middle school learners' science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40(3), 323-346 // g7, MMEDIA, VIDEO.

Hoffmann, K., Jung, W. , Wiesner, H. . (1975). Welche Informationen liefern Assoziationen von Schuelern fuer den Physikunterricht ? In H. Dahncke (Ed.), Zur Didaktik der Physik und Chemie (pp. 279-288). Hannover: Schroedel // g5.

Hoffmann, K., Wiesner, H. . (1982). Lassen sich Alltagsvorstellungen ueber optische Phaenomene durch Unterricht wirksam korrigieren ? physica didactica, 9, 299-317 // g6,g7,P,O.

Hoffmann, K., Wiesner, H. . (1984). Ein subjektivistischer Zugang zur Optik in der Sekundarstufe I. Bericht ueber einen Unterrichtsversuch zur Vermittlung der Sender-Empfaenger-Vorstellung. Naturwissenschaften im Unterricht - Physik/Chemie, 32, 7-11 // g6,g7,P,O.

Hofheinz, V., & Gröger, M. (2005). Konzeptuell fundiertes naturwissenschaftliches Arbeiten. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 181-183). Münster: LIT Verlag // g6, GC, LAB.

Hofstein, A., Shore, R., Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study. International Journal of Science Education, 26(1), 47-62 // g7, LAB, CTL.

Hofstein, A., & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Sience Education, 28(9), 1017-1040 // g1, C.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54 // g1, LAB.

Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806 // g7, C, LAB, INQUIRY.

Hogan, K., Fisherkeller, J. (1996). Representing students' thinking about nutrient cycling in ecosystems: Bidimensional coding of a complex topic. Journal of Research in Science Teaching, 33(9), 941-970 // g5,g6,B,.

Hogan, K. (1997). Relating students' personal frameworks for science learning to their cognition in collaborative contexts. Paper presented at the Annual Meeting of AERA, Chicago, 1997, 1-30 // g6,CTL,CSC,DISCOURSE.

Hogan, K. (1999). Assessing depth of sociocognitive processing in peer groups´ science discussions. Research in Science Education, 29(4), 457-477 // g7,DISCOURSE,LPRO.

Hogan , K. (1999). Relating students´ personal framework for science learning to their cognition in collaborative contexts. Science Education, 83(1), 1-32 // g7,CTL,DISCOURSE,LPRO,AFF.

Hogan, K. (1999). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882 // g7,C,AT,DISCOURSE.

Hogan, K. (1999). Thinking aloud together: a test of an intervention to foster students´ collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085-1109 // g7,CTL.

Hogan, K. (2000). Assessing student's systems reasoning in ecology. Journal of Biological Education, 35(1), 22-28 // g6,B,ECOLOGY,GC.

Hogan, K. (2000). Exploring a process view of students' knowledge about the nature of science. Science Education, 84(1), 51-70 // g1,CSC.

Hogan, K., Thomas, D. (2001). Cognitive comparisons of students' systems modelling in ecology. Journal of Science Education and Technology, 10(4), 319-345 // g7, B, ECOLOGY, MMEDIA.

Hogan, K., Maglienti, M. (2001). Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions. Journal of Research in Science Teaching, 38(6), 663-687 // g1,SCON,g6,g8,CSC,GC.

Hogan, K. (2002). Small groups ecological reasoning while environmental management decision. Journal of Research in Science Teaching, 39(4), 341-368 // g7,B,ECOLOGY,LPRO.

Hohenshell, L. M., & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2-3), 261-289 // g7, B, PHYSIO, WRITING.

Hohenshell, L. M., Hand, B., & Staker, J. (2004). Promoting conceptual understanding of biotechnology: Writing to a younger audience. The American Biology Teacher, 66(5), 333-339 // g7, B, BIOTECH.

Hohenstein, J., & Ran, L. (2007). Use of questions in exhibit labels to generate explanatory conversation among science museum visitors. International Journal of Science Education, 29(12), 1557-1580 // g7, INFORMAL.

Hojnacki, S. K., Resnick, L. B. (1987). Coherence and consistency in naive physics reasoning. Paper presented at the annual meeting of the American Educational Research Association, Washington, D. C. // g6,P,M.

Hokayem, H., & BouJaoude, S. (2008). College students' perceptions of the theory of evolution. Journal of Research in Science Teaching, 45(4), 395-419 // g7, B, EVOLUTION, CSC, g8.

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362 // g1.

Holding, B. (1985). Aspects of secondary students' understanding of elementary ideas in chemistry: Summary report. Leeds: University of Leeds, Centre for Studies in Science and Mathematics Education // g6,C.

Holding, B. (1987). Investigation of schoolchildren's understanding of the process of dissolving with special reference to the conservation of matter and the development of atomistic ideas. Leeds: The University of Leeds, School of Education // g1,g3,g6,P,AT,C.

Holgersson, I. (2001). Young children and molecules - expamples from a longitudinal study on children's views of matter. 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. 89-91). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,AT.

Holla, E. (1963). Deutung eines technischen Vorgangs durch Knaben einer 8. Volksschulklasse. Schule und Psychologie, 10, 321-331 // g6,P,E.

Holland, L. A., Tomechko, S., Leigh, A. M., Oommen, A., Bradford, A., & Burns, A. E. (2004). Real-time distance research with IP network videoconferencing: Extending undergraduate research opportunities. Journal of Chemical Education, 81(8), 1224-1228 // g7, C, MMEDIA.

Holliday, W. G., Yore, L. D. , Alvermann, D. E. (1994). The reading-science learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31(9), 877-893 // g1.

Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26(2), 160-189 // g10,CTL.

Hollon, R. E., Anderson, C. W. (1985). The curricular significance of college students' conceptions of heat and temperature. Paper presented at the annual meeting of the American Educational Research Association, Chicago // g6,g7,P,T.

Hollon, R. E. (1993). Getting to the point: Interactions among teachers' thoughts, classroom discourse, and student tasks in high school chemistry. 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,CSC.

Homp, D. (1992). Schuelervorstellungen und Lernen bei der Auseinandersetzung mit dem elektrischen Stromkreis. Bremen: Universitaet Bremen, Institut fuer Didaktik der Physik // g6,g7,P,E,ANA.

Höner, K., Steffensky, M. D., & Feuerbach, K. (2004). Chemie ist für mich, dass man in einem Labor Experimente durchführt: Vorstellungen von Kindern zur Chemie. chimica didactica, 30(3), 245-262 // g6, C, CTL.

Hong, J.-L., Chang, N.-K. (2004). Analysing of Korean high school students' decision-making processes in solving a problem involving biological knowledge. Research in Science Education, 34(1), 97-112 // g6, B, PROSOL.

Hong, Z.-R., Lin, H.-S., & Lawrenz, F. (2008). Promoting single-parent family children's attitudes toward science and science performance through extracurricular science intervention in Taiwan. International Journal of Science Education, 30(4), 469-494 // g6, AFF, INFORMAL.

Hope, J., Townsend, M. (1983). Student teachers' understanding of science concepts. Research in Science Education, 13, 177-183 // g6,P,M,B.

Hopf, M., Wiesner, H. (2003). Problemlösen beim Experimentieren. In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 159-161). MÜNSTER: LIT // g7, LAB.

Hopf, M., Wiesner, H. (2004). Lernen durch Experimentieren. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 63-65). Münster: LIT Verlag // g1, g7, LAB.

Hopf, M. (2006). Problemlösendes Experimentieren - Wirkungen auf Lernende. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, LAB.

Hopf, M., & Wiesner, H. (2005). Wirksamkeit von Problemorientierung bei Schülerexperimenten. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 149-151). Münster: LIT Verlag // g7, P, C, E, LAB.

Hori, T. (1993). On some problems of how learners' knowledge is interconnected in the understanding of scientific concepts. 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,P,M.

Horn, F., Wolff. H. . (1993). Gesundheit - Vorstellungen Jugendlicher und Hinweise fuer die Unterrichtsgestaltung. Biologie in der Schule, 42(10), 331-337 // g6,B.

Horn, F., Wolff, H. . (1994). Biologieunterricht und Gesundheitserziehung - Ergebnisse einer Rostocker Studie mit Konsequenzen fuer Lehren und Lernen. In L. Jaekel, Schallies, M. , Venter, J. , Zimmermann, U. (Ed.), Der Wandel im Lehren und Lernen von Mathematik und Naturwissenschaften (pp. 64-68). Weinheim: Deutscher Studienverlag // g6,B.

Horstendahl, M., Fischer, H. E. , Rolf, R. (1999). The levels of openness of experimental instruction and their influence on the cognitive and motivational development of physics students. 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. 360-362). Kiel: IPN Kiel // g7,P,ESTAT,AFF,LPRO.

Horstendahl, M., Fischer, H.E., Rolf, R. (2000). Konzeptuelle und motivationale Aspekte der Handlungsregulation von Schuelerinnen und Schuelern im Experimentalunterricht der Physik. Zeitschrift fuer Didaktik der Naturwissenschaften, 6, 7-25 // g6, LAB, VIDEO.

Hört, M., & Buck, P. (2003). Wie führen Chemielehrer an Realschulen in Baden-Württenberg Teilchen- und Atomvorstellungen im Chemieunterricht ein? chimica didactica, 29(1/2), 137-164 // g8, C, AT, CTL.

Horton, C. (2001). Student preconceptions and misconceptions in chemistry. Integrated Physics and Chemistry Modeling Workshop, Arizona State University, June 2001 // g6,C.

Horton, P. B., McConney, A. A. , Gallo, M. , Woods, A. L. , Senn, G. J. , Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111 // g7.

Hößle, C., Höttecke, D., & Kircher, E. (2004). Lehren und lernen über die Natur der Naturwissenschaften. Baltmannsweiler: Schneider Verlag Hohengehren // g1, CSC.

Höttecke, D. (2004). Schülervorstellungen über die ,,Natur der Naturwissenschaften''. In C. Hößle, D. Höttecke & E. Kircher (Eds.), Lehren und lernen über die Natur der Naturwissenschaften (pp. 264-277). Baltmannsweiler: Schneider Verlag Hohengehren // g1, CSC.

Höttecke, D. (2005). Die Vorstellungen von Physikstudierenden über die Natur der Naturwissenschaften. 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 // g6, P, CSC.

Höttecke, D. (2006). Studierende und die Natur der Naturwissenschaften. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 287-289). Münster: LIT Verlag // g8, CSC.

Höttecke, D., & Rieß, F. (2007). Rekonstruktion der Vorstellungen von Physikstudierenden über die Natur der Naturwissenschaften - eine explorative Studie. Physik und Didaktik in Schule und Hochschule, 1(6), 1-14 // g8, CSC.

Howard, D. R., Herr, J., & Hollister, R. (2006). Using trypsin & soybean trypsin inhibitor to teach principles of enzyme kinetics. The American Biology Teacher, 68(2), 99-105 // g7, B, PHYSIO.

Howard, R. W. (1988). Schemata: Implications for science teaching. The Australian Science Teachers Journal, 34(3), 29-34 // g1.

Howard, R. W. (1989). What is "understanding" in science teaching and how can it be promoted ? School Science Review, 70(252), 116-119 // g1.

Howe, A. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80(1), 35-51 // g1,VYGOTSKY,PIAGET.

Howe, A. C., Jones, L. (1993). Engaging children in science. New York: MacMillan Publishing Company // g1,g7.

Howe, A. C. (1993). A Vygotskian perspective on teaching for conceptual change. 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) // g1,VYGOTSKY.

Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher leader: Leadership developement as meaning making in a community of practice. Science Education, 87(2), 281-297 // g8, CTL.

Howe, C., Tolmie, Duchak-Tanner, V. , Rattray, C. (2000). Hypothesis testing in science: Group consensus and the acquisition of conceptual procedural change. Learning and Instruction, 10(4), 361-391 // g1,COSC,g7,CTL.

Howe, E. (2007). Untangling sickle-cell anemia and the teaching of heterozygote protection. Science & Education, 16(1), 1-19 // g1, CC.

Howe, E. M., & Rudge, D. W. (2005). Recapitulating the history of sickle-cell anemia research. Science & Education, 14(3-5), 423-441 // g3, g7, B, HEALTH.

Howes, E. V. (2002). Learning to teach science for all in the elementary grades:

What do preservice teachers bring? Journal of Research in Science Teaching, 39(9), 845-869 // g8, CTL.

Howitt, C. (2007). Pre-service elementary teachers' perceptions of factors in an holistic methods course influence their confidence in teaching science. Research in Science Education, 37(1), 41-58 // g8, CTL.

Hoz, R. (1983). Enhancement and assessment of the reliability of instruments for the measuremnet of conceptual framework. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 153-162). Ithaca, N. Y.: Cornell University // g5.

Hoz, R., Tomer, Y. , Bowman, D. , Chayoth, R. (1987). The use of concept mapping to diagnose misconceptions in biology and earth sciences. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 245-256). Ithaca: Cornell University // g5,g6,B.

Hoz, R., Tomer, Y. , Tamir, P. (1990). The relations between disciplinary and pedagogical knowledge and the lenght of teaching experience of biology and geography teachers. Journal of Research in Science Teaching, 27(10), 973-985 // g6,B,CTL.

Hoz, R., Bowmann, D. , Chacham, T. (1997). Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping. Journal of Research in Science Teaching, 34(9), 925-947 // g5.

Hoz, R., Kaplan, H. (1998). The effects of prior domain-specific knowledge on the acquisition of new contents in a "psychology of learning" course. Occasional paper, Ben-Gurion University of the Negev, 1-20 // g10.

Hron, A., Bollwahn, J. , Mandl, H. , Oestermeier, U. , Tergan, S.-O. (1992). Computer-based learning environment and automatic diagnosis system for superposition of motion. In A. Tiberghien, Mandl, H. (Ed.), Intelligent learning environments and knowledge acquisition in physics (pp. 123-135). Berlin, Heidelberg: Springer Verlag // g5,g6,P,M.

Hsi, S. (2007). Conceptualizing learning from the everyday activities of digital kids. International Journal of Science Education, 29(12), 1509-1530 // g7, INFORMAL.

Hsieh, J. K. (1999). An analysis based on constructivism from an expert elementary school teacher's pedagogical content knowledge. 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. 21-24). Kiel: IPN Kiel // g8,M,T,CHSTATE,CTL.

Hsieh, K. J. (2001). Fifth gradsers' conceptions about experimentation in science classroom. 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. 808-810). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,LAB.

Hsiung, C.-T., Hook, K. S. (1993). Autonomy: A constructivist learning environment. In N. T. N. U. National Science Council (Ed.), Abstracts and proposals of Papers presented at the 1993 International Conference on Interpretive Research in Science Education (pp. 37-42). Taipei: National Taiwan Normal University // g8,CTL.

Hsiung, C.-T., Tuan, H.-L. (1998). Science teacher education in selected countries in Asia. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 733-744). Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Hsu, L.-R. (2004). Using the POE strategy to explore students' alternative conceptions of combustibility. Paper presented at the NARST Conference 2004, VANCOUVER // g6, C.

Hsu, P.-L., & Yang, W.-G. (2007). Print and image integration of science texts and reading comprehension: A systemic functional linguistics perspective. International Journal of Science and Mathematics Education, 5(4), 639-659 // g7, TXT.

Hsu, R.-F. (1993). The fine structure of mental models on students' inferring understanding in science knowledge. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g6,P,M.

Hsu, Y.-S., Thomas, R.A. (2002). The impacts of a web-aided instructional simulation on science learning. International Journal of Science Education, 24(09), 955-979 // g7, ES, MMEDIA.

Hsu, Y.-S. (2004). An online course with a dynamic simulation for conceptual change. Paper presented at the NARST Conference 2004, VANCOUVER // g7, MMEDIA.

Hsu, Y.-S. (2007). Learning about seasons in a technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students' conceptual change. Science Education, 92(2), 320-344 // g7, AS.

Hsu, Y.-S., Wu, H.-K., & Hwang, F.-K. (2008). Fostering high school students' conceptual understandings about seasons: The design of a technology-enhanced learning environment. Research in Science Education, 38(2), 127-148 // g7, P, AS, MMEDIA.