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



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Lichtfeldt, M. (1993). Sprechen, Denken und Handeln von Schuelerinnen und Schuelern im Physikunterricht - Fachdidaktische Zugaenge und Ergebnisse - am Beispiel der Entwicklung von Atomvorstellungen. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Kiel, September 1993 (pp. 127-159). Kiel: Leuchtturm-Verlag // g1,g4,g5,g6,g7,P,AT.

Lichtfeldt, M. (1994). Zwischen den Wasserteilchen ist Sauerstoff - und der blubbert beim Kochen hoch! 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. 274-276). Alsbach: Leuchtturm-Verlag // g6,P,AT,.

Lichtfeldt, M. (1996). Development of pupils' ideas of the particulate nature of matter: Long-term research projekt. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 212-228). London: The Falmer Press // g6,P,AT.

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Lichtfeldt, M. (1996). Schueler(innen)assoziatioen zu Woertern aus dem Umfeld des Atombegriffs. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 308-310). Alsbach/Bergstrasse: Leuchtturm-Verlag // g5,g6,P,AT.

Lichtfeldt, M., Fischler, H. , Peuckert, J. (1997). Die Teilchenstruktur der Materie im Physikunterricht der Sekundarstufe I (Teil 2): Exemplarische Ergebnisse einer Quer- und Laengsschnittuntersuchung im Rahmen des Forschungsprojekts 'Wege zum Atombegriff (WezAb)'. In F. D. d. P. Deutsche Physikalische Gesellschaft (Ed.), Didaktik der Physik (pp. 578-583). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g6,P,AT.

Lichtfeldt, M. (1997). Wege zum Atombegriff II: Lernpfade. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 352-354). Alsbach: Leuchtturm-Verlag // g7,P,AT,LPRO.

Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom. The interplay between teachers' epistemological moves and student' practical epistemology. Science Education, 90(1), 148-163 // g21, SCON, g7, g8, CTL, DISCOURSE.

Lie, S., Sjoberg, S. , Ekeland, P. , Enge, M. (1985). Ideas in mechanics. A norwegian study. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 255-277). Utrecht: GIREP/SVO/UNESCO // g6,P,M.

Liegeois, L., Mullet, E. (2002). High school students' understanding of resistance in simple series electric circuits. International Journal of Science Education, 24(6), 551-564 // g1,COSC,g6,g7,P,E,RESIS.

Liegeois, L., Chasseigne, G., Papin, S., Mullet, E. (2003). Improving high school students' understanding of potential difference in simple electric circuits. International Journal of Science Education, 25(9), 1129-1145 // g7, P, E, CIRC.

Liew, C. W., Treagust, D. (1995). A predict-observe-explain teaching sequence for learning about students' understanding of heat and expansion of liquids. Australian Science Teachers Journal, 41(1), 68-71 // g6,P,T.

Lightman, A. P., Miller, J. D. , Leadbeater, B. J. (1987). Contemporary cosmological beliefs. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 309-321). Ithaca: Cornell University // g6,P,AS,GEN.

Lightman, A. P., Sadler, P. M. (1988). The earth is round ? Who are you kidding ? Science and Children, 25(5), 24-26 // g6,P,AS.

Lijnse, P. (1998). Curriculum development in physics education. In A. Tiberghien, Jossem, E. , Barojas, J. (Ed.), Connecting research in physics education (pp. 1-17). Ohio: ICPE Books // g1,CON.

Lijnse, P. (2000). Didactics of science: The forgotten dimensions in science education research? In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 308-326). Buckingham: Open University Press // g1,CON,g7.

Lijnse, P., Klaassen, K. (2004). Didactical structures as an outcome of research on teaching-learning sequences? International Journal of Science Education, 26(5), 537-554 // g1, g7, P.

Lijnse, P. (2005). Reflections on a problem posing approach. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 15-26). Dordrecht: Springer // g1.

Lijnse, P. L. (1990). Energy between the life-world of pupils and the world of physics. Science Education, 74(5), 571-583 // g6,g7,P,EN.

Lijnse, P. L., Eijkelhof, H. M. C. , Klaasen, C. W. J. M. , Scholte, R. L. J. (1990). Pupils' and mass-media ideas about radioactivity. International Journal of Science Education, 12(1), 67-78 // g6,P,.

Lijnse, P. L., Licht, P. L. , Vos, W. de, Waarlo, A. J. (1990). Relating macroscopic phenomena to microscopic particles: a central problem in secondary science education. Utrecht: CD-ß Press // g6,g7,P,AT,C,B.

Lijnse, P. L., Klaassen, C. W. J. M. , Eijkelhof, H. M. C. (1993). Development research as a way to an empirical based "didactical" structure of physics: the case of radioactivity. Paper to be presented at the annual meeting of the American Educational Research Association and the National Association of Research in Sience Teaching, Atlanta, 1-8 // g7,P,AT.

Lijnse, P. L. (1995). "Development research" as a way to an empirically based "didactical structure" of science. Science Education, 79(2), 189-199 // g1.

Lijnse, P. L., Klaassen, C. W. J. M. (1995). Over het interpreteren van leraar- en leerlinguitspraken in natuurwetenschappelijk onderwijs. TDß, 13(1), 38-63 // g5.

Limon, M., Carretero, M. (1999). Conflicting data and conceptual change in history experts. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 137-160). Oxford, UK: Pergamon // g10.

Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11(4-5), 357-380 // g1,CC.

Lin, C.-C., & Tsai, C.-C. (2008). Exploring the structural relationships between high school students' scientific epistemological views and their utilization of information commitments toward online science information. International Journal of Science Education, 30(15), 2001-2022 // g6, CSC.

Lin, C.-Y., Hu, R. (2003). Students' understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. International Journal of Science Education, 25(12), 1529-1544 // g6, B, PHYSIO, EN.

Lin, C.-Y., Hu, R., & Changlai, M.-L. (2005). Science curriculum components favored by Taiwanese biology teachers. Research in Science Education, 35(2-3), 269-280 // g8, CTL, B.

Lin, H. (1983). A "cultural" look at physics students and physics classrooms - An example of anthropological work in science education. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 194-213). Ithaca, N. Y.: Cornell University // g1,g2.

Lin, H. (1996). Beginning teachers' and their students' conceptions of science teaching. Proceedings of the National Science Council, Republic of China, 6(1), 16-24 // g6,g8,CTL.

Lin, H., Shiau, B. (1996). The effectiveness of teaching science with pictorial analogies. Research in Science Education, 26(4), 495-511 // g7,p,M,PRESSURE,ANA.

Lin, H., Cheng, H. , Lawrenz, F. (2000). The assessment of student and teachers' understanding of gas laws. Journal of Chemical Education, 77(2), 235-238 // g6,g8,C.

Lin, H.-S., Chen, C.-C. (2002). Promoting preservice chemistry teachers' understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773-792 // g8, CSC.

Lin, H.-S., Hung, J.-Y. , Hung, S.-C. (2002). Using the history of science to promote students' problem-solving ability. International Journal of Science Education, 24(5), 453-464 // g3,g7,P,M,BLOY,C,PROSOL.

Lin, H.-S., Chiu, H.-L., Chou, C.-Y. (2004). Student understanding of the nature of science and their problem-solving strategies. International Journal of Science Education, 26(1), 101-112 // g7, CSC, PROSOL.

Lin, H.-S., Lee, S. T., & Treagust, D. F. (2005). Chemistry teachers' estimations of their students' learning achievement. Journal of Chemical Education, 82(10), 1565-1569 // g6, g8, C, CTL.

Lin, J.-W. (2004). Exploring mental models and causes of students' misconceptions in acids and bases. Paper presented at the NARST Conference 2004, VANCOUVER // g6, C.

Lin, J.-Y. (2007). Responses to anomalous data obtained from repeatable experiments in the laboratory. Journal of Research in Science Teaching, 44(3), 506-528 // g7, LAB.

Lin, S. W., Yang, J. H. (1993). The instructional representations and their knowledge base: A case study of a junior high school biology teacher. 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. 43-46). Taipei: National Taiwan Normal University // g8,CTL.

Lin, S.-Y., Tu, C.-M., Cheng, Y.-J., & Changlai, M.-L. (2007). Effects of constructivist teaching, prior knowledge, scientific thinking in biology, understanding of nature of science on 7th graders' genetics concept learning. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g6, B, GENETICS, CSC.

Lin, T.-C., & Cheng, Y.-J. (2007). The influence of teaching with situated learning rationale on 7th graders' learning in biology. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g7, B, AFF.

Lin, X., Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology enviroment: effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36(7), 837-858 // g7,B,MMEDIA.

Lind, G., Friege, G., Kleinschmidt, L., & Sandmann, A. (2004). Beispiellernen und Problemlösen. Zeitschrift für Didaktik der Naturwissenschaften, 10, 29-49 // g1, CCSC, PROSOL, g7, P.

Lindemann-Matthies, P. (2005). 'Loveable' mammals and 'lifeless' plants: How children's interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655-677 // g6, B, AFF.

Lindemann-Matthies, P. (2006). Investigating nature on the way to school: Responses to an educational programme by teachers and their teachers and their pupils. International Journal of Science Education, 28(8), 895-918 // g7, B, INFORMAL.

Lindemann-Matthies, P., & Kamer, T. (2006). The influence of an interactive educational approach on visitors' learning in a Swiss zoo. Science Education, 90(2), 296-315 // g7, B, INFORMAL.

Linder, C., Leonard-McIntyre, C. , Marshall, D. , Nchodu, M. (1997). Physics tutors' metalearning development through an extension of Schoen's reflective practice. International Journal of Science Education, 19(7), 821-833 // g8,CTL.

Linder, C., Marshall, D. (2001). Phenomenography and reflection: Making use of systems of variation to improve science teaching and learning - an example from introductory physics. 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. 51-53). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,VIDEO.

Linder, C. J. (1987). Tertiary physics: a case study in students' conceptions of sound. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 322-334). Ithaca: Cornell University // g6,P,S.

Linder, C. J., Erickson, G. L. (1989). A study of tertiary physics students' conceptualizations of sound. International Journal of Science Education, 11, 491-501 // g5,g6,P,S,AT.

Linder, C. J. (1990). Is conceptual change something science teachers should be striving for ? Paper presented to the XVIII annual conference of the Canadian Society for the Study of Education, Victoria // g1,g5,g6,P,S.

Linder, C. J. (1992). Is teacher-reflected epistemology a source of conceptual difficulty in physics? International Journal of Science Education, 14(1), 111-121 // g6,CSC,CTL,.

Linder, C. J. (1992). Understanding sound: so what is the problem? Physics Education, 27(5), 258-264 // g6,P,S,.

Linder, C. J. (1993). A challenge to conceptual change. Science Education, 77(3), 293-300 // g1.

Linder, C. J. (1993). Characterization of meaningful learning: Conceptual change or contextual appreciation? 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.

Linder, C. J. (1993). University physics students' conceptualizations of factors affecting the speed of sound propagation. International Journal of Science Education, 15(6), 655-662 // g6,P,S,.

Linder, C. J. (1994). A response to Rankin's comment. Science Education, 78(3), 321-322 // g1.

Lindgren, J., & Bleicher, R. E. (2005). Learning the learning cycle: The differential effect on elementary preservice teachers. School Science and Mathematics, 105(2), 61-72 // g8, CTL.

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Lindwall, O., & Lymer, G. (2008). The dark matter of lab work: Illuminating the negotiation of disciplined perception in mechanics. Journal of the Learning Sciences, 17(2), 180-224 // g7, LAB, P, M, LPRO.

Ling Wong, S., Hodson, D., Kwan, J., & Hin Wai Yung, B. (2008). Turning crisis into opportunity: Enhancing student-teachers' understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417-1439 // g7, g8, B, HEALTH, CSC, INQUIRY, STS.

Lingbiao, G. (1992). The generative style of teaching physics teaching practice using the generative learning model. In D. K. Nachtigall, Bartsch, H. , Scholz, C. (Ed.), International Conference on Physics Teachers' Education. Proceedings (pp. 209-216). Dortmund: University of Dortmund // g7,P.

Lingbiao, G., Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in P.R. China: Identification and cross-cultural comparisons. International Journal of Science Education, 24(1), 61-80 // g8,CTL.

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Linn, M. (1993). Using technology to teach thermodynamics: Achieving integrated understanding. In D. Ferguson (Ed.), Advanced educational technologies for mathematics and science (pp. 5-60). Berlin: Springer-Verlag // g7,P,T.

Linn, M., Clark, H. (1995). How can assessment practices foster problem solving. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (pp. 142-180). Manhattan, Kansas: NARST // g1,g5,g7,P,T.

Linn, M., Muilenburg, L. (1996). Creating lifelong science learners: What models form a firm foundation? Educational Researcher, 25(5), 18-24 // g7,P,T.

Linn, M. (2003). WISE research - Promoting international collaboration. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 297-307). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, MMEDIA, g7.

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Linn, M. C., Pulos, S. M. , Gans, A. (1981). Correlates of formal reasoning: content and problem effects. Journal of Research in Science Teaching, 18(5), 435-447 // g1.

Linn, M. C. (1982). Theoretical and practical significance of formal reasoning. Journal of Research in Science Teaching, 19(9), 727-742 // g1.

Linn, M. C. (1983). Content, context and process in reasoning during adolescence: Selecting a model. Journal of Early Adolescence, 3(1/2), 63-82 // g1.

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Linn, M. C. (1987). Using the computer as a laboratory partner: cognitive consequences. Paper prepared for the symposium "Computers in school: cognitive and social processes", 2nd EARLI conference, Tuebingen, 1-13 // g7,P,T.

Linn, M. C., Burbules, N. C. (1993). Construction of knowledge and group learning. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 91-119). Washington, DC: AAAS Press // g7.

Linn, M. C. (1998). The impact of technology on science instruction: Historical trends and current opportunities. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 265-294). Dordrecht, Netherlands: Kluwer Academic Press // g1,MMEDIA,SCON,g7,P,T.

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