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

Loch, W. (1970). Sprache. In J. Speck, Wehle, G. (Ed.), Handbuch paedagogischer Grundbegriffe, Band II (pp. 481-528). Muenchen: Koesel // g4.

Lochhead, J. (1983). Beyond Emile - misconceptins for education in the twenty-first century. Paper presented at the annual meeting of the American Educational Research Association, Montreal // g1,g7.

Lochhead, J. (1991). Guest comment: Why is good teaching so clearly confusing? A tale of two theories. American Journal of Physics, 59(11), 969-970 // g1.

Lochhead, J. (1993). Misconceptions about preparation and background. 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.

Lock, R., Kaye, D. , Mason, H. . (1995). Pupil perceptions of local habitats. School Science Review, 76(277), 57-60 // g6,B.

Lock, R. (1996). Biotechnology and genetic engineering: Student knowledge and attitudes: Implications for teaching controversial issues and the public understanding of science. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 229-242). London: The Falmer Press // g6,g7,B,STS.

Lock, R. (2002). Does science education research count? School Science Review, 84(307), 13-18 // g1.

Lock, R., & Soares, A. (2006). Supporting student teachers' subject knowledge and approaches to teaching and learning the physical sciences. School Science Review, 88(322), 29-36 // g8, CTL.

Lock, R., & Tilling, S. (2002). Ecology fieldwork in 16 to 19 biology. School Science Review, 84(307), 79-87 // g7, B, ECOLOGY.

Loeck, G. (1992). Fehlvorstellungen beim kinetischen Begriff des chemischen Gleichgewichts. 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. 199-201). Alsbach: Leuchtturm // g6,C.

Loeffler, G. (1985). Sources of misconceptions. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 284-289). Utrecht: GIREP/SVO/UNESCO // g6,P,M.

Loeffler, G., Koehnlein, W. (1985). Weg in die Naturwissenschaften - ein bruchloser Weg ? physica didactica, 12(4), 39-50 // g1.

Loeffler, G. (1990). Ueber die Auffassung von Teilchen, die Schueleraeusserungen zugrunde liegt. 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. 229-231). Alsbach: Leuchtturm // g6,P,AT.

Loeffler, G. (1991). Analyse von Wahrnehmung und Ausdruck als methodischer Weg zur Einsicht, wie Kinder erkennen. In R. Lauterbach, Koehnlein, W. , Spreckelsen, K. , Bauer, H. F. (Ed.), Wie Kinder erkennen (pp. 21-33). Kiel: IPN // g1,g2.

Loeffler, G. (1992). Das Ordnen von Sachen. In R. Lauterbach, Koehnlein, W. , Spreckelsen, K. , Klewitz, E. (Ed.), Wege des Ordnens (pp. 73-86). Kiel: IPN // g1.

Loeffler, G. (1992). Ein Beispiel aus dem Unterricht zum Lernen von Physik. 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. 232-234). Alsbach: Leuchtturm // g6,P,M,.

Loeffler, G. (1992). Piagets und Inhelders Interviews zum kindlichen Atomismus unter einem phaenomenologischen Gesichtspunkt reinterpretiert. chimica didactica, 18(2), 85-99 // g6,P,AT.

Loeffler, G. (1994). Analyse und Reinterpretation von Untersuchungen von Novick und Nussbaum zum Teilchenbild der Materie. chimica didactica, 20(1), 5-34 // g6,P,AT.

Löfgren, L., & Helldén, G. (2008). Following young students´ understanding of three phenomena in which transformations of matter occur. International Journal of Science and Mathematics Education, 6(3), 481-504 // g7, P, AFF.

Loftus, M. (1996). Students' ideas about electromagnetism. School Science Review, 77(280), 93-94 // g6,P,E.

Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students' voice. Research in Science Education, 38(4), 501-527 // g6, AFF, g8, CTL.

Logan, P. (1981). Language and physics. Physics Education, 16, 74-77 // g4.

Lomask, M. S., Baron, J. B. , Greig, J. (1998). Large-scale science performance assessment in Connecticut: Challenges and resolutions. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 823-844). Dordrecht, The Netherlands: Kluwer Academic Publishers // g5.

Long, K., Kamii, C. (2001). The measurement of time: Childrens' construction of transitivity, unit iteration, and conservation of speed. School Science and Mathematics, 101(3), 125-135 // g6,SPEED,TIME.

Longbottom, J. (1999). Reconceptualising Science Education. 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. 438-440). Kiel: IPN Kiel // g1.

Longden, B. (1982). Genetics - are there inherent learning difficulties ? Journal of Biological Education, 16, 135-140 // g6,B.

Longden, K., Black, P. , Solomon, J. (1991). Children's interpretation of dissolving. International Journal of Science Education, 13(1), 59-68 // g6,P,AT.

Lonka, K., Joram, E. , Bryson, M. (1990). Students' changing conceptions of knowledge and learning. Poster presented at annual meeting of the American Educational Research Association, Boston MA // g6,CTL.

Lonning, R. A. (1993). Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science. Journal of Research in Science Teaching, 30(9), 1087-1101 // g6,P,AT,.

Looft, W. R., Charles, D. C. (1969). Modification of the life concept in children. Develomental Psychology, 1(4), 445 // g6,B.

Looft, W. R. (1973). Animistic thought in children: Effect of two response modes. Perceptual and Motor Skills, 36, 59-62 // g6,B.

Looft, W. R. (1974). Animistic thought in children: Understanding of 'living' across its associated attributes. Journal of Genetic Psychology, 124, 235-240 // g6,B.

Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. The American Biology Teacher, 68(6), 342-346 // g7, INQUIRY, LAB.

Lorenzo, M. (2005). The development, implentation, and evaluation of a problem solving heuristic. International Journal of Science and Mathematics Education, 3(1), 33-58 // g7, C, PROSOL.

Lorenzo-Barral, F. M., Mendoza-Rodriguez, J. (1993). Changing students conceptions about the nonconservation of volume in solutions. 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,g7,P,M.

Lorsbach, A. W., Tobin, K. , Briscoe, C. , LaMaster, S. U. (1992). An interpretation of assessment methods in middle school science. International Journal of Science Education, 14(3), 305-317 // g8,CTL.

Lorsbach, A. W., Tobin, K. (1992). Research matters - to the science teacher. Constructivism as a referent for science teaching. NARST News, 34(3), 9-11 // g1.

Losh, S., Wilke, R., & Pop, M. (2008). Some methodogical issues with ''Draw a scientist tests'' among young children. International Journal of Science Education, 30(6), 773-792 // g5, g6, CSC.

Loss, R., Zadnik, M. , Treagust, D. (1994). Teaching and learning abstract physical science concepts in a computer based multimedia environment. In C. McBeath, Atkinson, R. (Ed.), 2nd International Interactive Multimedia Symposium 1994 (pp. 311-316). Perth, Western Australia: Curtin University of Technology, Perth // g,P,MMEDIA.

Lott, G. W., Smith, E. L. (1983). Teaching for conceptual change: Some ways of going wrong. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 57-66). Ithaca, N. Y.: Cornell University // g1.

Lotter, C., Harwood, W. S., & Bonner, J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347 // g8, CTL, INQUIRY.

Louca, L., & Zacharia, Z. (2008). The use of computer-based programming environments as computer modelling tools in early science education: the cases of textual and graphical program languages. International Journal of Science Education, 30(3), 287-324 // g7, MMEDIA, VIDEO, MODEL.

Louden, W., Wallace, J. D. (1990). The constructivist paradox: Teachers' knowledge and constructivist science teaching. Research in Science Education, 20, 181-190 // g8,CTL.

Louden, W., Wallace, J. (1994). Knowing and teaching science: The constructivist paradox. International Journal of Science Education, 16(6), 649-657 // g8,CTL,.

Louden, W., Wallace, J. , Groves, R. (2001). Spinning a web (case) around professional standards: Capturing the complexity of science teaching. Research in Science Education, 31(2), 227-244 // g9.

Loughran, J. (1994). Bridging the gap: An analysis of the needs of second-year science teachers. Science Education, 78(4), 365-386 // g8,g9,CTL,.

Loughran, J., Derry, N. (1997). Researching teaching for understanding: The students' perspective. International Journal of Science Education, 19(8), 925-938 // g6,CTL,.

Loughran, J., Milroy, P. , Berry, A. , Gunstone, R. , Mulhall, P. (2001). Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31(2), 289-307 // g8,CTL.

Loughran, J., Mulhall, P., Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391 // g8, PCK, CTL.

Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320 // g8, CTL, PCK.

Loughran, J. J. (2007). Science teacher as learner. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1043-1065). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, g9.

Loureiro, M. J. (1992). From research in science education to the conception of an ITS. In A. Tiberghien, Mandl, H. (Ed.), Intelligent learning environments and knowledge acquisition in physics (pp. 229-244). Berlin, Heidelberg: Springer Verlag // g7,P,E.

Lovell, K. (1966). The growth of basic mathematical and scientific concepts in children. London: University of London Press // g6.

Lovell, K. (1973). Understanding of scientific concepts at different developmental levels and a technique for investigating the degree of understanding. Illustrated by reference to electrostatic and gravitational potential. In K. Frey, Lang, M. (Ed.), Kognitionspsychologie und naturwissenschaftlicher unterricht - Cognitive processes and science instruction. (pp. 286-304). Bern: Huber // g6,P,E,M.

Lovell, K. (1974). Intellectual growth and understanding science. Studies in Science Education, 1, 1-19 // g1.

Lovell, K. (1978). Das Wachsen des naturwissenschaftlichen Verstaendnisses im Kinde. Der Physikunterricht, 12(4), 20-31 // g6.

Lovell, K. (1980). The relevance of cognitive psychology. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 1-20). Leeds: University of Leeds // g1.

Loverude, M. E., Kautz, C. H., & Heron, P. R. L. (2002). Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas. American Journal of Physics, 70(2), 137-148 // g6, P, T.

Loving, C., Kang, R., Arslanyilmaz, A., Shimek, C., Herbert, B., & Pedersen, S. (2007). Novice science and mathematics teachers' levels of success with inquiry: A multi-case study of the effects of professional development. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g8, CTL, INQUIRY.

Loving, C. C. (1992). From constructive realism to deconstructive anti-realism: Helping science teachers find a balanced philosophy of science. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 45-70). Kingston, Ontario: The Faculty of Education, Queens University // g1,g9.

Loving, C. C., Foster, A. (2000). The religion-in-the-science-classroom issue: Seeking graduate student conceptual change. Science Education, 84(4), 445-468 // g1,CC,g7,LPRO.

Lowe, J. (1997). Scientific concept development in Solomon Island students: A comparative analysis. International Journal of Science Education, 19(7), 743-759 // g6,P,O,C,B,CROSS-CULTURE.

Lowe, R. (1999). Constraints on the effectiveness of diagrams as resources for conceptual change. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 223-246). Oxford, UK: Pergamon // g6,WEATHER.

Lubben, F., Netshisaulu, T. , Campbell, B. (1999). Students´ use of cultural metaphors and their scientific understandings related to heating. Science Education, 83(6), 761-774 // g6,g7,P,M,HEATEM,ANA.

Lubben, F., Campbell, B., Buffler, A., Allie, S. (2001). Point and set reasoning in practical science measurement by entering university freshmen. Science Education, 85(4), 311-327 // g6, LAB.

Lucas, A. (1995). Playing the notes but ignoring the tune: the narrowness of biology education research. Journal of Biological Education, 29(3), 195 // g1.

Lucas, A. M., Linke, R. D. , Sedgwick, P. P. (1979). Schoolchildren's criteria for "alive": A content analysis approach. Journal of Psychology, 103, 103-112 // g6,B.

Lucas, A. M. (1983). Scientific literacy and informal learning. Studies in Science Education, 10, 1-36 // g1.

Lucas, A. M., McManus, P. , Thomas, G. (1986). Investigating learning from informal sources: Listening to conversations and observing play in science museums. European Journal of Science Education, 8(4), 341-352 // g5.

Lucas, A. M. (1987). Public knowledge of biology. Journal of Biological Education, 21(1), 41-45 // g6,B,GEN.

Lucas, A. M. (1988). Public knowledge of elementary physics. Physics Education, 23, 10-16 // g6,P,M,T,O,S,GEN.

Lucas, A. M. (1993). Constructing knowledge from fragments of learning. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 134-147). London: Routledge // g5.

Lucas, K., Roth, W. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26(1), 103-127 // g6,CTL,CSC,LPRO.

Luehmann, A. L. (2007). Identity development as a lens to science teachers preparation. Science Education, 91(5), 822-839 // g8, CTL, g9.

Luehmann, A. L., & Markowitz, D. (2007). Science teachers' percieved benefits of an out-of-school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133-1162 // g6, EN, STS, g9.

Luera, G. R., & Otto, C. A. (2005). Development and evaluation of an inquiry-based elementary science teacher education program reflecting current reform movements. Journal of Science Teacher Education, 16(3), 241-258 // g8, CTL.

Luffiego, M., Bastida, M. F. , Ramos, F. , Soto, J. (1994). Systemic model of conceptual evolution. International Journal of Science Education, 16(3), 305-313 // g1.

Luft, J. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 44(4), 532-537 // g8, g9.

Luft, J. A., Bragg, J. , Peters, C. (1999). Learning to teach in a diverse setting: A case study of a multicultural science ecucation enthusiast. Science Education, 83(5), 527-543 // g8,CTL.

Luft, J. A. (1999). Teachers´ salient beliefs about a problem-solving demonstration classroom in-service program. Journal of Research in Science Teaching, 36(2), 141-158 // g8,CTL,g9.

Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534 // g8,CTL.

Luft, J. A., Roehrig, G. H., Patterson, N. C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs and experiences. Journal of Research in Science Teaching, 40(1), 77-97 // g8, CTL, CSC, g9.

Luft, J. A., & Roehring, G. H. (2007). Capturing science teachers' epistemological beliefs: The development of the teachers beliefs interview. Electronic Journal of Science Education, 11(2) // g8, CTL.

Lui, X., Mc Keough, A. (2005). Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database. Journal of Research in Science Teaching, 42(5), 493-517 // g6, P, EN.

Lumer, J., Hesse, M. (1997). Schuelervorstellungen ueber den Weg vom Gen zum Enzym. Teil 1. Der Mathematische und Naturwissenschaftliche Unterricht, 50(2), 100-107 // g6,B.

Lumer, J., Hesse, M. (1997). Schuelervorstellungen ueber den Weg vom Gen zum Enzym. Teil 2. Der Mathematische und Naturwissenschaftliche Unterricht, 50(3), 165-171 // g6,B.

Lumpe, A. (1995). Peer interaction in science concept development and problem solving. School Science and Mathematics, 95(6), 302-309 // g1.

Lumpe, A. T., Staver, J. R. (1995). Peer collaboration and concept development: Learning about photosynthesis. Journal of Research in Science Teaching, 32(1), 71-98 // g7,B.

Lundie, A. (1995). Developing explanations - Children's ideas about night and day. In D. Psillos (Ed.), European Research in Science Education II (pp. 275-281). Thessaloniki: Art of Text S. A. // g6,P,AS.

Lundström, M. (2007). Student's beliefs in pseudoscience. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g6, B, HEALTH, GENDER, AFF.

Lunetta, V. N., Berg, E. van den, Katu, N. (1993). Teaching experiment methodology in the study of electricity 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) // g5,g6,P,E.

Lunetta, V. N. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 393-441). Mahwah: Lawrence Erlbaum Associates // g1, LAB, INQUIRY, CSC, g5.

Lunn, M., & Noble, A. (2008). Re-visioning science ''Love and passion in the scientific imagination'': Art and science. International Journal of Science Education, 30(8), 793-806 // g6, CSC.

Lunn, S., Solomon, J. (2000). Primary teachers' thinking about English National Curriculum for Science: Autobiographies, warrants, and autonomy. Journal of Research in Science Teaching, 37(10), 1043-1056 // g8,CTL,AFF.

Lunsford, E., Melear, C. T., Roth, W.-M., Perkins, M., & Hickok, L. G. (2007). Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science. Journal of Research in Science Teaching, 44(4), 538-564 // g8, B, INQUIRY.

Lunzer, E. A. (1971). On children's thinking. Publicated for the NFER in England and Wales // g1.

Luther, W. (1970). Sprachphilosophie als Grundwissenschaft. Heidelberg: Quelle & Meyer // g4.

Luykx, A., Buxton, C., & Shaver, A. (2007). The challenge of altering elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instruction. Journal of Research in Science Teaching, 44(9), 1269-1291 // g8, CTL.

Luykx, A., & Lee, O. (2007). Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework. Journal of Research in Science Teaching, 44(3), 424-447 // g8, CTL.

Lybeck, L. (1979). Forschungs- und Entwicklungsarbeit (FuE) aus einer aktuellen fachmethodischen Forschungsperspektive in Schweden gesehen. Goeteborg: University of Goeteborg, Institute of Education // g1.

Lybeck, L. (1979). Some real pictures from the classroom-based research in physics teaching at Goeteborg. Paper presented at the "Cognitive Development Research Seminar, Science and Mathematics Education", Leeds // g6,P.

Lybeck, L. (1979). Studien ueber Mathematik im naturwissenschaftlichen Unterricht in Goeteborg. physica didactica, 6(1), 25-55 // g6.

Lybeck, L. (1979). Vorstellung der Schueler ueber physikalische Sachverhalte und ihre Bedeutung fuer den Unterricht. Vortrag am Hessischen Institut fuer Lehrerfortbildung, 1-23 // g6.

Lybeck, L. (1981). Arkimedes i klassen. Gothenburg: Gothenburg University // g6.

Lybeck, L. (1984). Om didaktisk kunskapsbildning i matematik och naturvetenskapliga aemnen. In F. Marton (Ed.), Fachdidaktik, Vol.3: Matematik, Naturorienterande aemnen (pp. 149-189). Gothenburg: Studentlitteratur // g6.

Lybeck, L. (1985). Research into science and mathematics education at Goeteborg. Moelndal: Gothenburg University, Department of Education and Educational Research // g1,g6,P,M.

Lybeck, L., Stroemdahl, H. , Tullberg, A. (1985). Students' conceptions of amount of substance and its SI unit 1 mol. Gothenburg: Gothenburg University // g6,C.

Lybeck, L., Stroemdahl, H. , Tullberg, A. (1986). En kemididaktisk studie av N-eleves uppgattningar av storheten substansmaengd och dess sI-enhet 1 mol. Goeteborg: Goeteborg Universitet, Institutionen foer Pedagogik // g6,C.

Lybeck, L., Marton, F. , Stroemdahl, H. , Tullberg, A. (1986). The phenomenography of the "mole concept". An example of how the study of students' understanding can contribute to the advancement of science and science education. In P. Ramsden (Ed.), Improving learning: New perspectives (pp. 1-54). London: Kogan Page // g6,C.

Lybeck, L., Stroemdahl, H. , Tullberg, A. (1988). A research approach to science and mathematics education developed at Goeteborg: Some methodological issues in studies of students' and educators' conceptions of certain strategically chosen concepts. In H. J. Schmidt (Ed.), Proceedings of the international seminar "Empirical Research in Science and Mathematics Education" (pp. 38-108). Dortmund: University of Dortmund // g5,g6,P,M,C,.

Lybeck, L., Marton, F., Strömdahl, H., & Tulberg, A. (2003). Phänomenographische Untersuchungen zum ''Modelbegriff''. chimica didactica, 29(1/2), 61-96 // g1, PHEN, g6, C.

Lynch, P. (1996). Students' alternative frameworks for the nature of matter: A cross-cultural study of linguistic and cultural interpretations. International Journal of Science Education, 18(6), 743-752 // g4,g6,P,AT.

Lynch, P. (1996). Students' alternative frameworks: Linguistic and cultural interpretations based on a study of a western-tribal continuum. International Journal of Science Education, 18(3), 321-332 // g4,g6,P,AS.