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

Mavanga, G. G., Mikelskis, H. (1999). Empirical study of learning optics by pupils and students in Mosambique. 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. 309-311). Kiel: IPN Kiel // g7,P,O.

Mavanga, G. G., Mikelskis, H. F. (2001). Schuelervorstellungen zur Bildungsentstehung in Mosambik. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 336-338). Alsbach: Leuchtturm-Verlag // g6,P,O.

May, D. B., Hammer, D., & Roy, P. (2006). Children`s analogical reasoning in a third-grade science discussion. Science Education, 90(2), 316-330 // g7, ES, ANA.

Mayer, C. (2001). Benutzen Schueler Modelle? Eine Untersuchung mit Mapping-Modellen. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 249-251). Alsbach: Leuchtturm-Verlag // g5,g6.

Mayer, C. (2003). Untersuchungen zum Thema "Chemische Reaktion" mit Mapping-Methoden. In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 324-326). MÜNSTER: LIT // g5, g6, C.

Mayer, M. (1983). Understanding the functioning of simple domestic appliances, in realation to scientific concepts. Occasional paper, 1-5 // g6,P,EN,T.

Mayer, M. (1986). La technologie employee dans la vie quotidienne. ? Influence-t-elle et vie quotidienne. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 451-458). Paris: Instaprint // g1,g6.

Mayer, M. (1987). Common sense knowledge versus scientific knowledge: The case of pressure, weight and gravity. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 299-310). Ithaca: Cornell University // g2,g6,P,AS,M,GEN.

Mayer, M. (1990). Common sense Wissen gegen wissenschaftliches Wissen: Der Fall von Druck, Gewicht und Schwere (Gravita) ? physica didactica, 21(17), 43-67 // g6,P,M,GEN.

Mayer, R. E. (1979). Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science, 8, 133-167 // g1.

Mayer, R. E. (2002). Understanding conceptual change: A commentary. In M. Limon, Mason, L. (Ed.), Reconsidering conceptual change. Issues in theory and practice. (pp. 101-111). Dordrecht, Netherlands: Kluwer Academic Publishers // g1,CC.

Mayshark, R., Whitman, S. , Thorley, N. R. (1993). Understanding conceptual change teaching through case studies of students' 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) // g8,CTL.

Mazens, K. (1997). Conceptual change in Physics: Naive representations of sounds in 6- to 10-year old children. Paper presented at the EARLI conference, Athens, August 1997, 1-9 // g6,P,S.

Mbajiorgu, N. M., Ezechi, N. G., & Idoko, E. C. (2007). Addressing nonscientific presuppositions in genetics using a conceptual change strategy. Science Education, 91(3), 419-438 // g7, B, GENETICS.

Mbano, N. (2003). The effects of a Cognitive Acceleration Intervention Programme on the performance of secondary school pupils in Malawi. International Journal of Science Education, 25(1), 71-87 // g7, GC.

Mc Ginnis, J. R., Kramer, S., Shama, G., Graeber, A.O., Parker, C.A., Watanabe, T. (2002). Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform-based mathematics and science teacher preparation program. Journal of Research in Science Teaching, 39(8), 713-737 // g8, CTL.

McCarthy, S., & Sanders, M. (2007). Broad classification and the provisional nature of science. Journal of Biological Education, 41(3), 123-130 // g7, B, CSC.

McCarty, L. P., McCarty, D. C. (1992). Science teaching, history, hermeneutics. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 145-154). Kingston, Ontario: The Faculty of Education, Queens University // g1.

McCasland, M. (1987). Engagement in learning, resistance to schooling: Some implication of conceptual teaching. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 311-321). Ithaca: Cornell University // g7,GEN.

McClelland, J. A. G. (1970). An approach to the development and assessment of instruction in Science at second grade level. The concept of energy. Ithaca, N. Y.: Cornwell University // g6,P,M,EN.

McClelland, J. A. G. (1975). Earthly mechanics: Two misapprehensions and a heresy. Physics Education, 10, 28-29 // g6,P,M.

McClelland, J. A. G. (1982). Ausubel's theory of learning and its application to introductory science. Part II: Primary Science: An Ausubelian view. School Science Review, 64, 353-357 // g1,g7,P,EN.

McClelland, J. A. G. (1983). Alternative model for the development of frameworks of concepts and implications for instruction in science. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 98-99). Ithaca, N. Y.: Cornell University // g1.

McClelland, J. A. G. (1983). The limits to a physics teacher's responsibility. Physics Education, 18, 114-116 // g1.

McClelland, J. A. G. (1984). Alternative frameworks: Interpretation of evidence. European Journal of Science Education, 6(1), 1-6 // g1.

McClelland, J. A. G. (1985). Misconceptions in mechanics and how to avoid them. Physics Education, 20, 159-162 // g6,P,M.

McClelland, J. A. G. (1993). Persistent inconsistencies in textbook mechanics. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, NY: Cornell University (distributed electronically). Ithaca, New York: Cornell University (distributed electronically) // g1.

McCloskey, M., Caramazza, A. , Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210(5), 1139-1141 // g6,P,M.

McCloskey, M. (1983). Intuitive physics. Scientific American, 248(4), 114-122 // g6,P,M.

McCloskey, M., Kohl, D. (1983). Naive physics: The curvilinear impetus principle and its role in interactions with moving objects. Journal of Experimental Psychology, 9, 146-156 // g6,P,M.

McCloskey, M. (1983). Naive theories of motion. In D. Gentner, Stevens, A. L. (Ed.), Mental models (pp. 299-324). Hillsdale and London: Lawrence Erlbaum // g3,g6,P,M.

McCloughlin, T. J. J., Matthews, P. S. C. (2001). Studying the learning of biological natural kind concepts. 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. 739-741). Thessaloniki, Greece: Aristotle University of Thessaloniki // g5,g6,B.

McComas, W. (1995). A thematic introduction to the nature of science: An analysis of the rationale, content and impact of a philosophy of science course for science educators. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 726-737). Minneapolis: University of Minnesota // g8,g9,CSC.

McComas, W. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science Mathematics, 96(1), 10-16 // g6,g8,CSC.

McComas, W. (2003). A textbook case of the nature of science: Laws and theories in the science of biology. International Journal of Science and Mathematics Education, 1(2), 141-155 // g8, CSC, TXT, B.

McComas, W. F. (2001). Experimental science learning and participants' understanding of the nature of science. 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. 548-550). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,g8,CSC.

McConney, A. A., Horton, P. B. (1993). The effects of diagnosis and discussion on biology students' misconceptions, achievement, attitudes, and self-efficacy. 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,B.

McCormick, R. (2004). Issues of learning and knowledge in technology education. International Journal of Technology and Design Education, 14(1), 21-44 // g1, TECHNOLOGY.

McCubbin, W. L., Embeywa, E. H. (1987). Visualization and its role in students' assessment of scientific explanations. International Journal of Science Education, 9(2), 229-245 // g6.

McDermott, L. (1998). Comments on learning and understanding key concepts in electricity. In A. Tiberghien, Jossem, E. , Barojas, J. (Ed.), Connecting research in physics education (pp. 1-3). Ohio: ICPE Books // g6,g7,P,E.

McDermott, L. (1998). Students' conceptions and problem solving in mechanics. In A. Tiberghien, Jossem, E. , Barojas, J. (Ed.), Connecting research in physics education (pp. 1-11). Ohio: ICPE Books // g6,g7,P,M,FORCE.

McDermott, L. C. (1983). Critical review of research in the domain of mechanics. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 139-182 // g6,P,M.

McDermott, L. C., Rosenquist, M. L. , Popp, R. , Zee, E. van. (1983). Identifying and overcoming student conceptional difficulties in physics. Paper presented at the annual meeting of the American Educational Research Association, Montreal // g6,P.

McDermott, L. C. (1984). Research on conceptual understanding in mechanics. Physics Today, 37(6), 24-32 // g6,P,M.

McDermott, L. C., Zee, E. van. (1985). Identifying and adressing student difficulties with electric circuits. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 39-48). Kiel: Schmidt & Klaunig // g6,g7,P,E.

McDermott, L. C., Rosenquist, M. L. , Zee, E. H. van. (1987). Student difficulties in connecting graphs and physics: examples from kinematics. American Journal of Physics, 55(6), 503-513 // g6,P,M.

McDermott, L. C. (1988). Identifying and addressing student difficulties in physics. In S. Pak (Ed.), Proceedings of the workshop on research for students' conceptual structures and changes in learning physics (pp. 61-75). Seoul: National University // g6,g7,P,E,O,M.

McDermott, L. C. (1990). Research and computer-based instruction: opportunity for interaction. American Journal of Physics, 58(5), 452-462 // g7,P,M.

McDermott, L. C. (1991). Millikan lecture 1990: What we teach and what is learned: Closing the gap. American Journal of Physics, 59(4), 301-315 // g1,g7.

McDermott, L. C., Somers, M. D. (1992). Building a research base for curriculum development: An example from mechanics. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 330-355). Kiel: IPN // g7,P,M,.

McDermott, L. C., Shaffer, P. S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. American Journal of Physics, 60(11), 994-1003 // g6,P,E.

McDermott, L. C. (1993). How we teach and how students learn. Australian and New Zealand Physicist, 30(7), 151-163 // g6,g7,P,M,E,O.

McDonald, S., & Butler Songer, N. (2008). Enacting classroom inquiry: theorizing teachers' conceptions of science teaching. Science Education, 92(6), 973-993 // g7, B, BIODIV, INQUIRY, g8, CTL.

McGinn, M., Roth, M. , Boutonn , S. , Woszczyna, C. (1995). The transformation of individual and collective knowledge in elementary science classrooms that are organised as knowledge-building communities. Research in Science Education, 25(2), 163-189 // g5,g6,P,M,SIMM,LPRO.

McGinnis, J. R., Simmons, P. (1999). Teachers´ perspectives of teaching science-technology-society in local cultures: A sociocultural analysis. Science Education, 83(2), 179-211 // g1,SCON,g8,CTL,CSC,STS,g9.

McGinnis, J. R., & Stefanich, G. P. (2007). Special needs and talents in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 287-317). Mahwah: Lawrence Erlbaum Associates // g1.

McGinnis, J. R., Watanabe, T., & Roth McDuffie, A. R. (2005). University mathematics and science faculty modeling their understanding of reform based instruction in a teacher preparation program: Voices of faculty and teacher candidates. International Journal of Science and Mathematics Education, 3(3), 407-428 // g8, CTL, ARGUMENTATION.

McGonigal, J. A. (1999). How learning to become a teacher-researcher prepared an educator to do science inquiry with elementary grade students. Research in Science Education, 29(1), 5-23 // g8,CTL.

McGonigal, J. A. (2000). Transacting with autobiography to transform the learning and teaching of elementary science. Research in Science Education, 30(1), 75-88 // g8,CTL.

McGuigan, L. (1990). Words, words, words. Primary Science Review, 14, 32,33 // g5.

McGuinness, B., Roth, W.-M. , Gilmer, P. J. (2002). Laboratories. In J. Wallace, Louden, W. (Ed.), Dilemmas of science teaching (pp. 36-55). London: RoutledgeFalmer // g1,LAB.

McIntyre, P. J. (1974). Student's use of model in their explanations of electrostatic phenomena. Science Education, 58(4), 577-580 // g6,P,E,ANA.

McKinley, E. (2007). Postcolonialism, indigenous students, and science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 199-226). Mahwah: Lawrence Erlbaum Associates // g1.

McLellan, R. (2006). The impact of motivational ''world-view'' on engagement in a cognitive acceleration programme. International Journal of Science Education, 28(7), 781-820 // g7, GC, AFF.

McNally, J. (2006). Confidence and loose opportunism in the science classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education, 28(4), 423-438 // g8, CTL, CSC.

McNally, J. G. (2000). Teaching investigative science: preliminary theorizing from the shared reflections of teachers. International Journal of Science Education, 22(2), 159-176 // g8,CTL.

McNaught, C. (1987). Science concept development in a developing country context. Paper presented at the Ass. of Sc. Ed. Annual Meeting, Cardiff // g1,g4.

McNaught, C. (1991). Learning science at the interface between Zulu and English: A brief overview of research issues in this area. Paper delivered at the conference 'Language, Thought and Culture', Johannesburg, 1-10 // g4.

McNaught, C., Raubenheimer, D. , Keogh, M. , O'Donoghue, R. , Taylor, J. (1992). Developing networks of grass-roots science curriculum action. Paper presented at the 23rd Annual Conference of Australasian Science Education Research Association, University of Waikato, 1-11 // g1.

McNaught, C. (1992). Which science ? Which language ? Paper presented at the conference on 'Language, culture and science and technology education', University of Waikato, 1-16 // g1,g4.

McNaught, C., Lau, W. M., Lam, P., Hui, M. Y. Y., & Au, P. C. T. (2005). The dilemma of case-based teaching and learning in science in Hong Kong: Students need it, want it, but may not value it. International Journal of Science Education, 27(9), 1017-1036 // g6, CTL, g7, g8.

McNay, M. (1993). Children's skill in making predictions and their understanding of what predicting means: A developmental study. Journal of Research in Science Teaching, 30(6), 561-577 // g6.

McNeill, K., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching, 45(1), 53-78 // g7, C, g8, CTL, gp, VIDEO.

McPhan, G. (1993). Acquiring concepts about the structure and behaviour of matter: Productive process or undesirable outcome? 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.

McRobbie, C., Tobin, K. (1995). Restrains to reform: The congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Teaching, 32(4), 373-385 // g6,g7,CTL,CSC.

McRobbie, C., Roth, W. , Lucas, K. (1997). Multiple learning environments in the physics classroom. International Journal of Educational Research, 27(4), 333-342 // g6,P,M,ROT,LPRO.

McRobbie, C. J., Tobin, K. (1993). Constraints to the teaching and learning of chemistry. 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. 60-64). Taipei: National Taiwan Normal University // g6,g8,CTL,CSC.

Medina-Jerez, W. (2008). Between local culture and school science: The case of provincial and urban students from Eastern Colombia. Research in Science Education, 38(2), 189-212 // g6, CTL, CSC, AFF.

Megarity, M. T. (1986). What does the student know ? Investigating a commonsense theory of motion. In R. Lewis, Tagg, E. D. (Ed.), Trends in computer assisted education (pp. 232-234). Oxford: Blackwell Scientific Publications // g5,g6,P,M.

Meheut, M., Saltiel, E. , Tiberghien, A. (1985). Pupils' (11-12 year olds) conceptions of combustion. European Journal of Science Education, 7(1), 83-93 // g6,C,.

Meheut, M., Sere, M. G. , Tiberghien, A. (1986). Les etats de la matiere: du vecu a la physique ... et retour. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 121-129). Paris: Instaprint // g2.

Meheut, M., Chomat, A. (1990). The bounds of children's atomism: An attempt to make children build up a particulate model of matter. 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. 266-282). Utrecht: CD-ß Press // g6,P,AT.

Meheut, M. (1997). Designing a learning sequence about a prequantitative kinetic model of gases: The parts played by questions and by a computer-simulation. International Journal of Science Education, 19(6), 647-660 // g7,P,AT.

Meheut, M. (1998). Designing learning sequences about pre-quantitative particle models. In A. Tiberghien, Jossem, E. , Barojas, J. (Ed.), Connecting research in physics education (pp. 1-13). Ohio: ICPE Books // g7,P,AT,LPRO.

Meheut, M. (2001). Two aspects of the relations between research and development. 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. 239-241). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7.

Méheut, M. (2004). Designing and validating two teaching-learning sequences about particle models. International Journal of Science Education, 26(5), 605-618 // g7, P, AT.

Méheut, M., Psillos, D. (2004). Editorial - Teaching-learning sequences: Aims and tools for science education research. International Journal of Science Education, 26(5), 515-536 // g1, CON, g7.

Méheut, M. (2005). Teaching-learning sequences tools for learning and/or research. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 195-207). Dordrecht: Springer // g1, SCON, g7.

Mehl, M. C., Volmink, J. D. (1983). Influence of cognitive instruction on misconceptions in physics and mathematics. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 226-233). Ithaca, N. Y.: Cornell University // g1.

Mehler, J., Bever, T. G. (1967). Cognitive capacity of very young children. Science, 158(10), 141-142 // g1.

Mehrle, U. (1990). Nicht immer wenn es funkt muss es Liebe sein ! 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. 223-225). Alsbach: Leuchtturm // g4.

Meichtry, Y. (1995). Teaching strategies used with preservice teachers to develop an understanding of the nature of science. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 760-767). Minneapolis: University of Minnesota // g8,CSC.

Meichtry, Y., & Smith, J. (2006). Investigating the effects of an aquatic ecology graduate course for teachers: linking teaching to the environment and community. Electronic Journal of Science Education, 11(1) // g8, B, ECOLOGY, CTL.

Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case study of curriculum development. Journal of Research in Science Teaching, 29(4), 389-407 // g6,g7,CSC.

Meichtry, Y. J. (1993). The impact of science curricula on student views about the nature of science. Journal of Research in Science Teaching, 30(5), 429-443 // g6,CSC.

Meijer, F. (2005). Modern physics and how to get there: Teaching and learning quantum physics in secondary school - outline of a research project. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 147-153). London: Taylor & Francis Group // g7, P, Q, g8, CTL.

Mein, M. T., Clement, P. (1988). Comment se represente-T-on aujourd`hui notre cerveau ? In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Diexiemes Journees Internationales sur l'Education Scientifique (pp. 243-252). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6,C.

Meisner, R., vom Lehm, D., Heath, C., Burch, A., Gammon, B., & Reisman, M. (2007). Exhibiting performance: Co-participation in science centres and museums. International Journal of Science Education, 29(12), 1531-1556 // g7, INFORMAL.

Melber, L. M., & Cox-Petersen, A. M. (2005). Teacher professional development and informal learning environments: Investigating partnerships and possibilities. Journal of Science Teacher Education, 16(2), 89-93 // g8, CTL.

Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82(2), 197-214 // g8,CTL.

Mellado, V. (1998). Preservice teachers´ classroom practice and their conceptions of the nature of science. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 1093-1110). Dordrecht, The Netherlands: Kluwer Academic Publishers // g8,CSC.