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



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Odom, A. L., Barrow, L. H. . (1995). Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61 // g5,g6,P,AT,M,B.

Odom, A. L., Kelly, P.V. (2001). Integrating concept mapping and the Learning Cycle to teach diffusion and osmosis concepts to high school biology students. Science Education, 85(6), 615-635 // g7, B, PHYSIO.

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Oers, B. v. (1988). Modellen en de ontwikkeling van het (natuur-) wetenschappelijk denken van leerlingen. Tijdrschrift voor Didactiek der ß-wetenschappen, 6(2), 115-143 // g1,g7.

Ogan-Bekiroglu, F. (2007). Effects of model-based teaching on pre-service physics teachers' conceptions of the moon, moon phases and other lunar phenomens. International Journal of Science Education, 29(5), 555-594 // g8, P, AS, MODEL.

Ogar, J. (1986). Ideas about physical phenomena in spaceships among students and pupils. In J. J. Hunt (Ed.), GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark (pp. 375-378). Noordwijk, Netherlands: European Space Agency Publications Division // g6,P,M,AS.

Ogborn, J. (1980). Some uses of networks of options for describing complicated qualitative data. 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. 359-368). Leeds: University of Leeds // g5.

Ogborn, J. (1985). Understanding students' understanding: An example from dynamics. European Journal of Science Education, 7, 141-150 // g1,g6,P,M.

Ogborn, J. (1987). Prolog and models of reasoning in science. Physics Education, 22, 225-229 // g7,P,M.

Ogborn, J., Mariani, C. , Martins, I. P. (1992). Commonsense understanding of science - working paper 1 - the ontology of physical events. London: University of London, Institute of Education // g5,g6,GC.

Ogborn, J., Mariani, C. , Martins, I. P. (1993). Commonsense understanding of science - working paper 2 - metaphorical understandings of scientific ideas. London: University of London, Institute of Education // g6,GC,ANA.

Ogborn, J. (1993). A view of "understanding". In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 102-119). London: Routledge // g1.

Ogborn, J., Mariani, C. , Martins, I. P. (1994). Commonsense understanding of science - working paper 3 - metaphorical reasoning about genetics. London: University of London, Institute of Education // g6,B,GC,ANA.

Ogborn, J. (1995). Recovering reality. Studies in Science Education, 25, 3-38 // g1,CSC.

Ogborn, J., Martins, I. (1996). Metaphorical understandings and scientific ideas. International Journal of Science Education, 18(6), 631-652 // g6,GC,ANA.

Ogborn, J. (1997). Constructivist metaphors of learning science. Science & Education, 6(1-2), 121-133 // g1,CON.

Ogborn, J. (2005). 40 years of curriculum development. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 57-65). Dordrecht: Springer // g1.

Ogborne, J. (1980). Some uses of networks of options for describing complicated qualitative data. In W. F. Archenhold, Driver, R. H. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics (pp. 359-368). Leeds: University of Leeds Printing Service // g5.

Ogunniyi, M. B., Pella, M. O. (1980). Conceptualizations of scientific concepts, laws, and theories held by Kwara State, Nigeria Secondary School Science Teachers. Science Education, 64(5), 591-599 // g8,CSC.

Ogunniyi, M. B. (1987). Conceptions of traditional cosmological ideas among literate and nonliterate Nigerians. Journal of Research in Science Teaching, 24(2), 107-117 // g6,P,AS.

Ogunniyi, M. B., Jegede, O. J. , Ogawa, M. , Yandila, C. D. , Oladele, F. K. (1995). Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, and the Philippines. Journal of Research in Science Teaching, 32(8), 817-831 // g8,CSC.

Ogunniyi, M. B. (2007). Effectiveness of a discursive and an argumentation-based course in enhancing teachers' conceptions of the nature of science. Paper presented at the NARST 2007 Annual Meeting, New Orleans // g8, CSC, DISCOURSE, ARGUMENTATION.

Ogunniyi, M. B. (2007). Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 1. International Journal of Science Education, 29(8), 963-986 // g8, CTL.

Ogunniyi, M. B. (2007). Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 2. International Journal of Science Education, 29(10), 1189-1209 // g8, CSC.

Oh, P. S. (2005). Discursive roles of the teacher during class sessions for students presenting their science investigations. International Journal of Science Education, 27(15), 1825-1851 // gp, g8, CTL, VIDEO.

Oh, P. S., & Shin, M.-K. (2005). Students' reflections on implementation of group investigation in Korean secondary science classrooms. International Journal of Science and Mathematics Education, 3(2), 327-349 // g7, ES.

Ohly, K.-P. (1998). Conceptions and misconceptions in the molecular genetics. A qualitative approach. In H. Bayrhuber, Brinkman, F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 184-195). Kiel: IPN - Materialien // g6,B.

Ojala, J. (1992). The third planet. International Journal of Science Education, 14(2), 191-200 // g6,P,AS,.

Okebukola, P. A., Jegede, O. J. (1991). The concept mapping heuristic as viewed by some Australian and Indonesian science teachers. Research in Science Education, 21, 263-270 // g5.

Okeke, E. A. C., Wood-Robinson, C. (1980). A study of Nigerian pupils' understanding of selected biological concepts. Journal of Biological Education, 14(4), 329-338 // g6,B.

Olander, C., Hagman, M. , Wallin, A. (2001). Teaching and learning about biological evolution: A research based teaching-learning sequence. 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. 576-578). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,B,EVOLUTION,CSC.

Oldham, V., Black, P. , Solomon, J. , Stuart, H. (1986). A study of pupil views on the dangers of electricity. European Journal of Science Education, 19(2), 13 // g6,P,E,GEN.

Olitsky, S. (2007). Facilitating identity formation, group membership, and learning in science classrooms: What can be learned from out-of-field teaching in an urban school? Science Education, 91(2), 201-221 // g7, INFORMAL, AFF.

Olitsky, S. (2007). Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice. Journal of Research in Science Teaching, 44(1), 33-56 // g1, SCON, gp, DISCOURSE, VIDEO.

Oliva, J. M., Azcárate, P., & Navarrete, A. (2007). Teaching models in the use of analogies as a resource in the science classrooms. International Journal of Science Education, 29(1), 45-66 // g8, CTL, ANA.

Oliver, J. S. (2007). Rural science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 345-369): Lawrence Erlbaum Associates // g1, g9.

Olivia, J. M. (1999). Strucural patterns in students´ conceptions in mechanics. International Journal of Science Education, 21(9), 903-920 // g6,P,M,GC.

Olivieri, G., Torosantucci, G. , Vicentini-Missoni, M. (1988). Coloured shadows. International Journal of Science Education, 10(5), 561-569 // g6,g8,P,O.

O'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791-820 // g1.

O'Loughlin, M. (1993). Some further questions for Piagetian constructivists: A reply to Fosnot. Journal of Research in Science Teaching, 30(9), 1203-1207 // g1.

Olsen, R. V. (2002). Introducing quantum mechanics in the upper secondary school: A study in Norway. International Journal of Science Education, 24(6), 565-574 // g6,P,Q.

Olsen, T. P. (1993). The nature of the laboratory task in science classrooms: Diverse examples from project DISTIL. 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,g8,CTL,CSC.

Olsher, G., Dreyfus, A. (1999). Biotechnologies as a context for enhancing junior high-school studens´ ability to ask meaningful questions about abstract biological processes. International Journal of Science Education, 21(2), 137-154 // g1,AUSUBEL,g7,B.

Olson, J. (1988). Computer based learning and conceptual change. In J. Olson (Ed.), Schoolworlds/Microwords: Computers and the culture of the classroom (pp. 59-86). Oxford: Pergamon Press // g1.

Olson, J. (1989). Computer simulation and conceptional change. Newsletter: Cognitive Structure and Conceptual Change. A special interest group of the American Educational Research Association(10), 1 // g1.

Olson, J. K. (2007). Preservice teachers' thinking within a research-based framework: What informs decisions? International Journal of Science and Mathematics Education, 5(1), 49-83 // g8, CTL, VIDEO.

Olstad, R. G., Haury, D. L. (1984). A summary of research in Science Education - 1982, "Conceptual Understanding". Science Education, 68, 219-222 // g1,g6.

O'Neill, D. K. (2001). Knowing when you've brought them in: Scientific genre knowledge and communities of practice. The Journal of the Learning Science, 10(3), 223-264 // g1,SCON,DISCOURSE,g7,MMEDIA.

O'Neill, D. K., Polman, J. L. (2004). Why educate "little scientists?" examing the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266 // g7, CSC, LAB, INQUIRY.

O'Neill, T., & Barton, A. C. (2005). Uncovering student ownership in science learning: The making of a student created mini-documentary. School Science and Mathematics, 105(6), 292-301 // g7, INFORMAL.

Onorbe de Torre, A. M., Sanchez Jimenez, J. M. (1987). El concepto de conservacion de la masa en alumnos comprendidos entre 12 y 18 anos. Ensenanza de las Ciencias, 10(2), 270-271 // g6.

Onorbe de Torre, A. M., Sanchez Jiminez, J. M. (1992). La masa no se crea ni se destruye. Est is seguros? Ensenanza de las Ciencias, 10(2), 165-171 // g6,C.

Opitz, R. (1997). Ist Unkenntnis ueber Physik oft nur Unkenntnis der verwendeten Sprache? - Erste Ergebnisse einer Umfrage zum Kraftbegriff. In F. D. d. P. Deutsche Physikalische Gesellschaft (Ed.), Didaktik der Physik (pp. 206-211). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g6,P,M,FORCE.

O'Rafferty, M. (1993). Conceptualizing chromatography: Student misconceptions revealed by analysis of responses to second international science study process testing at grade 9 level in USA. 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,C.

Orcajo, T. I., & Aznar, M. M. (2005). Solving problems in Genetics II: Conceptual restructuring. International Journal of Science Education, 27(12), 1495-1519 // g7, B, GEN, PROSOL.

O'Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional ''high-stakes'' measure of high school students' science achievement. American Educational Research Journal, 44(1), 161-196 // g7, GEN.

Orgill, M., & Bodner, G. M. (2006). An analysis of the effectiveness of analogy use in college-level biochemistry textbooks. Journal of Research in Science Teaching, 43(10), 1040-1060 // g7, B, ANA, TXT.

Orgill, M. K. (2004). Locks and keys: How analogies are used and perceived in biochemistry classes. Paper presented at the NARST Conference 2004, VANCOUVER // g7, B, C, ANA, g8, CTL.

Orion, N., Dubowski, Y. , Dodik, J. (2000). The educational potential of multimedia authoring as a part of the earth science curriculum - a case study. Journal of Research in Science Teaching, 37(10), 1121-1153 // g7,ES,MMEDIA.

Orion, N. (2007). A holistic approach for science education for all. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 111-118 // g1.

Orion, N., & Ault, J. C. R. (2007). Learning earth science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 653-687). Mahwah: Lawrence Erlbaum Associates // g1, g6, g7, ES.

Örnek, F. (2007). Evaluation novelty in modeling-based and interactive engagement instruction. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 231-237 // g7, P, M, FORCE, MODEL.

Orquiza de Carvalho, L., Villandi, A. (1995). The process of conceptual change about collisions. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g6,g7,P,M.

Osborne, J., Squires, D. (1987). Learning science trough experiental software. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 373-380). Ithaca: Cornell University // g7.

Osborne, J., Black, P. , Smith, M. , Meadows, J. (1990). Light. Liverpool: Liverpool University Press // g6,g7,P,O.

Osborne, J. (1990). What do you know about light? A teacher's guide to attainment target 15. Primary Science Review, 14, 10-12 // g6,P,O.

Osborne, J. (1991). Approaches to the teaching of AT16 - the earth in space: issues, problems and resources. School Science Review, 72(260), 7-15 // g7,P,AS.

Osborne, J., Black, P. , Smith, M. , Meadows, J. (1991). Electricity. Liverpool: Liverpool University Press // g6,g7,P,E.

Osborne, J., Wadsworth, P. , Black, P. (1992). Processes of life. Liverpool: Liverpool University Press // g6,g7,B.

Osborne, J. (1993). Beyond constructivism. 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.

Osborne, J., Black, P. , Meadows, J. , Smith, M. (1993). Young children's (7-11) ideas about light and their development. International Journal of Science Education, 15(1), 83-93 // g6,g7,P,O,.

Osborne, J., Wadsworth, P. , Black, P. , Meadows, J. (1994). The earth in space. Liverpool: Liverpool University Press // g6,g7,P,AS.

Osborne, J. (1995). Science for real or science as talk? : The limits of social constructivism. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 926-938). Minneapolis: University of Minnesota // g1,SCON.

Osborne, J. (1995). Studying the process of teaching/learning - A response. In D. Psillos (Ed.), European Research in Science Education II (pp. 171-177). Thessaloniki: Art of Text S. A. // g5.

Osborne, J. (1996). Beyond constructivism. Science Education, 80(1), 53-82 // g1,CON.

Osborne, J. (1999). Promoting rhetoric and argument in the science classroom. 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. 188-190). Kiel: IPN Kiel // g1,DISCOURSE.

Osborne, J., Collins, S. (2000). Puplis & parents' views of the school science curriculum. London: King's College London // g6,g8,CTL,AFF.

Osborne, J., Collins, S. (2001). Pupils' views of the role and value of science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441-468 // g6,CTL,AFF,GEN.

Osborne, J. (2005). The role of argument in science education. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 367-380). Dordrecht: Springer // g1, ARGUMENTATION, g7.

Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 173-184 // g1.

Osborne, J., & Dillon, J. (2007). Research on learning in informal contexts: Advancing the field? International Journal of Science Education, 29(12), 1441-1446 // g1, INFORMAL.

Osborne, J., Ratcliffe, M., Bartholomew, H., Collins, S., & Duschl, R. (2002). EPSE project 3: Teaching pupils 'ideas-about-science'. School Science Review, 84(307), 29-33 // g7, CSC.

Osborne, J. C., S., Ratcliffe, M., Millar, R., Duschl, R. (2003). What "ideas-about-science" should be taught in school science? A Delphi study of the Expert Community. Journal of Research in Science Teaching, 40(7), 692-720 // g1, CSC.

Osborne, J. S., S. , Erduran, S. , Monk, M. (2001). Enhancing the quality of argument in school 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. 1 (pp. 175-178). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,GC,DISCOURSE.

Osborne, M. D. (2000). A rose in a mirror. Research in Science Education, 30(1), 107-122 // g7,P,O,LENSES,g8,CTL,VIDEO.

Osborne, R., Gilbert, J. K. (1979). An approach to student understanding of basic concepts in science. Surrey: University of Surrey, Institute for Educational Technology // g5.

Osborne, R., Gilbert, J. K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2(3), 311-321 // g5.

Osborne, R. (1980). Some aspects of the student's view of the world. Research in Science Education, 10, 11-18 // g1.

Osborne, R., Gilbert, J. K. (1980). A technique for exploring students' views of the world. Physics Education, 15(6), 376-379 // g5,GEN,.

Osborne, R. (1981). Children's ideas about electric current. New Zealand Science Teacher(29), 12 // g6,P,E.

Osborne, R. (1982). Conceptual change - For pupils and teachers. Research in Science Education, 12, 25-31 // g1.

Osborne, R., Cosgrove, M. (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825-838 // g6,P,M.

Osborne, R., Schollum, B. (1983). Coping in chemistry. The Australian Science Teachers Journal, 29(1), 13-24 // g6,g7,P,AT,C,.

Osborne, R., Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508 // g1.

Osborne, R., Bell, B. (1983). Science teaching and children's views of the world. European Journal of Science Education, 5(1), 1-14 // g1.

Osborne, R. (1983). Towards modifying children's ideas about electric current. Research in Science and Technological Education, 1(1), 73-82 // g6,g7,P,E,ANA.

Osborne, R. (1984). Childrens' dynamics. The Physics Teacher, 22, 504-508 // g7,M.

Osborne, R., Gilbert, J. (1984). Some issues of theory in science education. Hamilton: Science Education Research Unit, University of Waikato // g1.

Osborne, R. (1984). Theories of learning: Wittrock. In R. Osborne, Gilbert, J. (Ed.), Some issues of theory in Science Education (pp. 6-18). Hamilton: Science Education Research Unit, University of Waikato // g1.

Osborne, R. (1985). Building on children's intuitive ideas. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 41-50). Auckland: Heinemann // g6,g7,P,M.

Osborne, R., Freyberg, R. (1985). Children's science. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 1-14). Auckland: Heinemann // g1,g5.

Osborne, R., Wittrock, M. C. (1985). The generative learning model and its implications for Science Education. Studies in Science Education, 12, 59-87 // g1,g7.

Osborne, R., Tasker, R. (1985). Introducing children's ideas to teachers. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 136-148). Auckland: Heinemann // g1,g7.

Osborne, R., Freyberg, P. (1985). Learning in science. The implications of children's science. Auckland: Heinemann // g1.

Osborne, R., Freyberg, P. (1985). Roles for the science teacher. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 91-99). Auckland: Heinemann // g1,g7.

Osewold, D. (2005). Schülervorstellungen zu mechanischen Wellen. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 414-416). Münster: LIT Verlag // g6, P, WAVES.

Osman, K., Halim, L., & Mohd Meerah, S. (2006). What Malaysian science teachers need to improve their science instruction: A comparison across gender, school location and area of specialization. Eurasia Journal of Mathematics, Science and Technology Education, 2(2) // g8, CTL.

Österlind, K. (2005). Concept formation in environmental education: 14-year olds' work on the intensified greenhouse effect and the depletion of the ozone layer. International Journal of Science Education, 27(8), 891-908 // g6, g7, B, ECOLOGY, STS, LPRO.

Otero, V., & Nathan, M. (2008). Preservice elementary teachers' views of their students' prior knowledge of science. Journal of Research in Science Teaching, 45(4), 497-523 // g8, CTL.

Othman, J., Treagust, D., F., & Chandrasegaran, A., L. (2008). An investigation into the relationship between students' conceptions of the particulate nature of matter and their understanding of chemical bonding. International Journal of Science Education, 30(11), 1531-1550 // g6, C, AT.

Oulton, C., Dillon, J., Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423 // g1, g7.

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Özdemir, P., Güneysu, P., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74-78 // g7, B.


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