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

Lee, O. (1999). Science knowledge, world views, and information sources in social and cultural contexts: making sense after natural a disaster. American Educational Research Journal, 36(2), 187-219 // g1,CC,COSC,SCON,LING,g6,CSC,GEN.

Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65-93 // g8, CTL.

Lee, O., Buxton, C., Lewis, J., & LeRoy, K. (2006). Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636 // g7, GC, INQUIRY.

Lee, O., Deaktor, R., Enders, C., & Lambert, J. (2008). Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 45(6), 726-747 // g6, AF, g8, CTL, g9.

Lee, O., Lewis, S. E., Adamson, K., Maerten-Rivera, & Secada, W., G. (2008). Urban elementary school teachers' knowledge and practices in teaching science to english language learners. Science Education, 92(4), 733-758 // g8, CTL.

Lee, O., & Luykx, A. (2007). Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 171-197). Mahwah // g1, g9.

Lee, O., Maerten-Rivera, J., Penfield, R., LeRoy, K., & Secada, G. (2008). Science achievement of English language learners in urban elementary schools: Results of a first-year professional development intervention. Journal of Research in Science Teaching, 45(1), 31-52 // g7, g8, CTL, TPD.

Lee, P., Lehman, J. , Eichinger, D. , Frederick, F. (1997). The effects of concept mapping and metacognitive cues in a hypermedia-based genetic program. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Chicago 1997 // g7,B.

Lee, S.-J. (2007). Exploring students' understanding concerning batteries - theories and practices. International Journal of Science Education, 29(4), 497-516 // g6, P, E.

Lee, T. Y., Howe, R. W. (1993). An ethnographic analysis of variables related to an elementary school science teacher success. 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. 65-71). Taipei: National Taiwan Normal University // g8,CTL.

Lee, T. Y. (1993). An understanding of a beginning elementary school teacher's science teaching - A case study. 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. 85-91). Taipei: National Taiwan Normal University // g8,CTL.

Lee, Y., Law, N. (2001). Exploration in promoting conceptual change in electrical concepts via ontological category shift. International Journal of Science Education, 23(2), 111-150 // g1,CC,g7,P,E,CIRC.

Lee, Y. (2007). Developing decision-making skills for socio-scientific issues. Journal of Biological Education, 41(4), 170-177 // g7, B, HEALTH, STS, AFF.

Lee, Y. (2008). Exploring the roles and nature of science: A case study of severe acute respiratory syndrome. International Journal of Science Education, 30(4), 515-542 // g1, g7, B, CSC, STS.

Lee, Y. C. (2007). From a museum demonstration to problem solving: Promoting the construction of concepts. Physics Education, 42(4), 378-384 // g7, P, M, PRESSURE.

Lefevre, R., Escant, A. (1986). Intervention de l'optique dans la vie quotidienne en relation avec les conceptions. In A. Giordan, Martinand, J. L. (Ed.), Feuilles d'epistemologie appliquee et de didactique des sciences (pp. 75-81). Paris: Instaprint // g6,P,O.

Lefevre, R. (1987). Modeles de la lumiere: Les conceptions des etudiants de 1ere annee universitaire. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 297-302). Chamonix: Centre Jean Franco // g6,P,O.

Legg, M. J., Legg, J. C. , Greenbowe, T. J. (2001). Analsysis of success in general chemistry based on diagnostic testing using logistic regression. Journal of Chemical Education, 78(8), 1117-1121 // g7,C.

Leggett, M. (2003). Lessons that non-scientists can teach us about the concept of energy: A human-centred approach. Physics Education, 38(2), 130-134 // g7, P, EN, STS.

Lehner, H. (1979). Erkenntnis durch Irrtum als Lehrmethode. Bochum: Kamp // g1.

Lehr, J., McCallie, E., Davies, S., Caron, B., Gammon, B., & Duensing, S. (2007). The value of ''dialogue events' as sites of learning: An exploration of research and evaluation frameworks. International Journal of Science Education, 29(12), 1467-1488 // g7, INFORMAL.

Lehrer, R., Schauble, L. (1998). Reasoning about structure and function: Children's conceptions of gears. Journal of Research in Science Teaching, 35(1), 3-25 // g6,P,M,SIMM,ANA,ANTHRO.

Lehtelae, P. (1999). Role-playing, conceptual change and the learning process: A case study of 7^th grade pupils. 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. 294-296). Kiel: IPN Kiel // g7,P,M.

Leighton, J. P., Bisanz, G. L. (2003). Children's and adults' knowledge and models of reasoning about the ozone layer and its depletion. International Journal of Science Education, 25(1), 117-139 // g6, STS.

Leino, J. (1994). Theoretical considerations on constructivism. In M. Ahtee, Pehkonen, E. (Ed.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 13-18). Helsinki: Department of Teacher Education, University of Helsinki // g1.

Leinonen, E., Rossi, M. (1994). Physics teachers' teamwork - taking into account the development of the pupils' ideas. In M. Ahtee, Pehkonen, E. (Ed.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 145-148). Helsinki: Department of Teacher Education, University of Helsinki // g7,P,T.

Leisner, A., Mikelskis, H. F. (2003). Untersuchung der langfristigen Entwicklung metakonzeptueller Kompetenz im Physik- und Chemieunterricht der Sekundarstufe I. In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 138-140). Münster: LIT // g7, CTL, MODEL.

Leisner, A., Mikelskis, H. F. (2004). Erwerb metakonzeptueller Kompetenz durch ein systematisches Lernen über Modelle. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 120-122). Münster: LIT Verlag // g7, P, MODEL.

Leisner, A., & Mikelskis, H. F. (2005). Statusreport zur Entwicklung von Modellkompetenz in der Sek. I. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 321-323). Münster: LIT Verlag // g7, MODEL, GC.

Leisner, A., & Mikelskis, H. F. (2005). Statusreport zur Entwicklung von Modellkompetenz in der Sek. I. 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, MODEL.

Leisner-Bodenthin, A. (2006). Zur Entwicklung von Modellkompetenz im Physikunterricht. Zeitschrift für Didaktik der Naturwissenschaften, 12, 91-110 // g7, P, MODEL.

Leite, L., Afonso, A. (2001). Portuguese school textbooks' illustrations and students' alternative conceptions on sound. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 167-168). Paris: Elsevier // g6,P,S,TXT.

Leite, L., Mendoza, J., & Borsese, A. (2007). Teachers' and prospective teachers' explanations of liquid-state phenomena: A comparative study involving three European countries. Journal of Research in Science Teaching, 44(2), 349-374 // g8, C, P.

Lemanowski, V. (2004). The hidden earth part three: Group work and its effect on geo-visualization learning. Paper presented at the NARST Conference 2004, VANCOUVER // g7, ES, MMEDIA.

Lemberger, J., Hewson, P. W. , Park, H-.Y. (1999). Relationships between prospective secondary teachers´ classroom practice and their conceptions of biology and of teaching science. Science Education, 83(3), 347-371 // g8,CTL,CSC.

Lemeignan, G., Weil-Barais, A. (1994). A developmental approach to cognitive change in mechanics. International Journal of Science Education, 16(1), 99-120 // g6,g7,P,M,E,N.

Lemke, J. K. (1982). Talking phyiscs. Physics Education, 17, 263-267 // g4.

Lemke, J. K. (1990). Talking science. Norwood, NJ: Ablex // g1,g4.

Lemke, J. L. (1998). Analysing verbal data: Principles, methods and problems. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 1175-1190). Dordrecht, The Netherlands: Kluwer Academic Publishers // g5.

Lemke, J. L. (2001). Articulating Communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316 // g1,SCON.

Lemmer, M., Smit, J. J. A. , Vreken, N. J. (1999). Students' perceptions of time. 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. 98-100). Kiel: IPN Kiel // g6,TIME.

Lenton, G., Stevens, B. , Illes, R. (2000). Numeracy in science: Pupils' understanding of graphs. School Science Review, 82(299), 15-24 // g6,GRAPH.

Leo, E., Galloway, D. (1996). Conceptual links between cognitive acceleration through Science Education and motivational style: a critique of Adey and Shayer. International Journal of Science Education, 18(1), 35-49 // g1.

Leon, P., Bolivar, S. (2001). A multidisciplinary perspective for the analysis of scientific discourse in high level teaching. 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. 521-523). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,DISCOURSE,VIDEO.

Leonhard, T., & Schallies, M. (2006). Coaching als Ansatz für eine wissenschaftliche Lehrerbildung? Grundfragen Forschungsvorhaben und Zwischenergebnisse. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 192-194). Münster: LIT Verlag // g8, CTL.

Leou, M., Abder, P., Riordan, M., & Zoller, U. (2006). Using 'HOCS-centered learning' as a pathway to promote science teachers' metacognitive development. Research in Science Education, 36(1-2), 69-84 // g8, CTL, GC.

Lepsius, A. P. (1999). Ein Forschungsauftrag. Bonn: Studienseminar fuer das Lehramt SII Bonn // g7,P,OSCI.

Lerman, S. (2007). Directions for literacy research in science and mathematics education. International Journal of Science and Mathematics Education, 5(4), 755-759 // g1.

Leske, S., & Bögeholz, S. (2008). Biologische Vielfalt regional und weltweit erhalten - zur Bedeutung von Naturerfahrung, Interesse an der Natur, Bewusstsein über deren Gefährdung und Verantwortung. Zeitschrift für Didaktik der Naturwissenschaften, 14, 167-184 // g6, B, BIODIV, AFF.

Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339 // g7, STS.

Lethelae, P.-L. (2001). Role-playing, conceptual change, and the learning process: A case study of 7th grade pupils. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 211-216). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,AT,CTL.

Levaevaara, H. (1994). Development of secondary school students' conceptions of energy using concept maps. In M. Ahtee, Pehkonen, E. (Ed.), Constructivist viewpoints for school teaching and learning in mathematics and science (pp. 149-152). Helsinki: Department of Teacher Education, University of Helsinki // g7,P,EN.

Levin, I., Simons, H. (1986). The nature of children's and adults' concepts of time, speed, and distance and their sequence in development: Analysis via circular motion. In I. Levin (Ed.), Stage and structure: Reopening the debate (pp. 77-105). Norwood, N. J.: Alex Publishing Company // g6,P,M.

Levin, I., Gardosh, R. , V. N. (1987). The development of the concept of speed. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 297-301). Ithaca: Cornell University // g6,P,M.

Levin, I., Siegler, R. S. , Druyan, S. (1990). Misconceptions about motion: Development and training effects. Child Development, 61, 1544-1557 // g6,g7,P,M.

Levins, L. (1992). Students' understanding of concepts related to evaporation. Research in Science Education, 22, 263-272 // g6,P,T.

Levinson, R. (2006). Towards a theoretical framework for teaching controversial socio-scientific issues. International Journal of Science Education, 28(10), 1201-1224 // g1, STS.

Levitt, K. E. (2001). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22 // g8,CTL.

Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Krajcik, J. (2007). Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge. Science Education, 91(4), 579-603 // g7, C.

Lewandowska, D. (1991). Schuelervorstellungen ueber Grundbegriffe aus der Elektrizitaetslehre. Physik in der Schule, 29(4), 144-149 // g6,P,E.

Lewandowska, D. (1995). Lernschwierigkeiten bei der Aneignung des Begriffes "elektrischer Widerstand". Physik in der Schule, 33(10), 350-355 // g6,P,E.

Lewicki, D. (1993). Effects of a constructivist method of instruction on learning. 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) // g7,C.

Lewis, E. L., Linn, M. C. (1994). Heat energy and temperature concepts of adolecents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31(6), 657-677 // g6,g7,P,T.

Lewis, J., Leach, J. , Wood-Robinson, C. (2000). All in the genes? - young people's understanding of the nature of genes. Journal of Biological Education, 34(2), 74-79 // g6,B,GENETICS.

Lewis, J., Leach, J. , Wood-Robinson, C. (2000). Chromosomes: the missing link - young peole's understanding of mitosis, meiosis, and fertilisation. Journal of Biological Education, 34(4), 189-199 // g6,B,GENETICS.

Lewis, J., Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? International Journal of Science Education, 22(2), 177-196 // g6,B.

Lewis, J., Leach, J. , Wood-Robinson, C. (2000). What's in the cell? - young people's understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3), 129-132 // g6,B,GENETICS.

Lewis, J., Leach, J. (2001). Reasoning about socio-scientific issues in the 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. 527-529). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,B,GENETICS,STS.

Lewis, J. (2002). The effectiveness of mini-projects as a preparation for open-ended investigations. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 139-150). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, B, GENETICS, LAB.

Lewis, J., Kattmann, U. (2004). Traits, genes, particles and information: Re-visiting students' understandings of genetics. International Journal of Science Education, 26(2), 195-206 // g6, B, GENETICS.

Lewis, J. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum. Journal of Research in Science Teaching, 43(3), 255-281 // g1, INQUIRY, CSC.

Lewis, J., & Leach, J. (2004). Classroom discussion of gene technology - Could students engage in reasoned discussion of socio-scientific issues? In H. Gropengießer, A. Janßen-Bartels & E. Sander (Eds.), Lehren fürs Leben (pp. 41-50). Köln: Aulis Verlag Deubner // g1, SCON, g7, B, GENETICS, LPRO.

Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues: The role of science knowledge. International Journal of Science Education, 28(11), 1267-1288 // g7, B, GENETICS, STS.

Lewis, S. E., & Lewis, J. E. (2008). Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer-led guide inquiry. Journal of Research in Science Teaching, 45(7), 794-811 // g7, C, INQUIRY.

Lewthwaite, B. (2004). ''Are you saying I'm to blame?'' Exploring the influence of a principal on elementary science delivery. Research in Science Education, 34(2), 137-152 // g8, CTL.

Lewthwaite, B. (2005). ''The growth is there-but it's not that evident, is it!'': A study in science delivery improvement. Journal of Science Teacher Education, 16(2), 121-139 // g8, CTL.

Lewthwaite, B. (2006). Constraints and contributors to becoming a science teacher-leader. Science Education, 90(2), 331-347 // g8, CTL.

Lewthwaite, B. (2008). Towards treating chemistry teacher candidates as human. Research in Science Education, 38(3), 343-364 // g8, CTL.

Liang, L. L., & Gabel, D. L. (2005). Effectiveness of a constructivist approach to science instruction for prospective elementary teachers. International Journal of Science Education, 27(10), 1143-1162 // g8, CTL, LAB, VIDEO.

Liangshen, Q., Yuying, G. (2000). Getting to know our teachers and students - a research on teachers and students' understanding physics concepts and expectations to physics course. In L. Xingkai, Kaihua, Z (Ed.), Proceedings of the '99 International Conference of Physics Teachers and Educatiors (pp. 199-204). Guilin, China: Guangxi Normal University Press // g6,g8,P.

Libby, R. (1995). Piaget and organic chemistry. Journal of Chemical Education, 72(7), 626-631 // g7,C.

Licht, P. (1985). Concept development in electricity: A strategy and some provisional results. Paper prepared for the International Symposium on Physics Teaching. Universite Libre de Bruxelles // g6,g7,P,E.

Licht, P. (1987). A strategy to deal with conceptual and reasoning problems in introductory electricity education. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 275-284). Ithaca: Cornell University // g7,P,E.

Licht, P. (1988). De ontwikkeling van een diagnostisch instrument voor de vaststelling van specifieke intuitieve ideeen over stroom en spanning. Tijdschrift voor Didactiek der ß-wetenschappen, 6(2), 99-114 // g5,g6,P,E.

Licht, P., Eijkelhof, H. M. C. , Boschhuizen, R. , Bouma, J. (1988). Results of an international inventory of experiences with preservice and inservice education on pupils' preconceptions. Paper prepared for the 13th conference of the Association for Teacher Education in Europe, Barcelona // g6.

Licht, P. (1990). A microscopic model for a better understanding of the concepts of voltage and current. 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. 316-327). Utrecht: CD-ß Press // g7,P,E.

Licht, P. (1991). Teaching electrical energy, voltage and current: an alternative approach. Physics Education, 26(5), 272-277 // g7,P,E.

Lichtfeld, M., Fischler, H. (1994). Erkenntnisse aus der Erprobung des Unterrichtskonzepts zur Einfuehrung in die Quantenphysik. Physik in der Schule, 32(10), 336-339 // g7,P,Q.

Lichtfeld, M. (1994). Erkenntnisse aus der Evaluation eines Unterrichtskonzeptes zur Einfuehrung in die Quantenphysik. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Freiburg i.Br. , September 1994 (pp. 61-70). Alsbach: Leuchtturm-Verlag // g6,g7,P,O.

Lichtfeld, M. (1995). Molekuele befinden sich in einem Atom und sind klein - sie umrahmen den Atomkern - Zweiter Zwischenbericht zum Forschungsprojekt WezAb. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Dresden, September 1995 (pp. 219-221). Alsbach: Leuchtturm-Verlag // g6,P,C,AT.

Lichtfeldt, M. (1988). Physikalisches Verstaendnis fuer die Quantenmechanik in der gymnasialen Oberstufe. In K. Wiebel (Ed.), Zur Didaktik der Physik/Chemie (pp. 364-366). Alsbach: Leuchtturm // g6,P,Q.

Lichtfeldt, M. (1988). Schuelervorstellungen in der Quantenphysik. In Brennpunkt Lehrerbildung (pp. 18-20). Berlin: Freie Universitaet Berlin // g6,P,Q.

Lichtfeldt, M. (1989). Aenderungen von Schuelervorstellungen durch Quantenphysikunterricht in der gymnasialen Oberstufe. In K. Wiebel (Ed.), Zur Didaktik der Physik/Chemie (pp. 234-236). Alsbach: Leuchtturm // g6,P,Q.

Lichtfeldt, M. (1989). Bohrs Atommodell - vom Modell zur Schuelervorstellung. In P. Kriesel, Lichtfeldt, M. (Ed.), Physikunterricht im Spannungsfeld zwischen Natur- und Erziehungswissenschaften (pp. 66-76). Berlin: Freie Universitaet // g6,P,AT,Q.

Lichtfeldt, M. (1989). Evaluation eines Unterrichtsentwurfes zur Einfuehrung in die Quantenphysik. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1989 in Bonn (pp. 394-400). Giessen: Deutsche Physikalische Gesellschaft, Fachausschuss Didaktik der Physik // g6,g7,P,Q.

Lichtfeldt, M. (1990). Quantenphysikalische Begriffs- und Wortbedeutungsentwicklung bei Schuelern vor dem Hintergrund ihrer Vorstellungen. In W. Kuhn (Ed.), Vortraege auf der Physikertagung 1990 (pp. 350-358). Giessen: DPG Fachausschuss Didaktik der Physik // g6,P,Q,.

Lichtfeldt, M. (1990). Schuelervorstellungen und Quantenphysik - ein unueberwindbares Hindernis fuer den Unterrricht ? 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. 299-301). Alsbach: Leuchtturm // g6,P,Q.

Lichtfeldt, M. (1991). Einfuehrung in die Quantenphysik. Die Schwierigkeiten der Schueler beim Erlernen der neueren Physik. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Didaktik der Physik und Chemie in Weingarten (pp. 261-263). Alsbach: Leuchtturm // g6,P,Q.

Lichtfeldt, M. (1992). Lernprozesse in der Quantenphysik - veranschaulicht durch den Wandel von Begriffsnetzen. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Hamburg, September 1991 (pp. 322-324). Alsbach: Leuchtturm // g6,P,Q.