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



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Rafel, J., Mans, C. , Black, P. (1992). Pupils' conceptions around changes of state of aggregation of matter. 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 II (pp. 335-346). Kingston, Ontario: The Faculty of Education, Queens University // g5,g6,P,M.

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Raghubir, K. P. (1979). The effects of prior knowledge of learning outcomes on student achievement and retention in science instruction. Journal of Research in Science Teaching, 16(4), 301-304 // g1.

Rahayu, S., Tytler, R. (1999). Progression in primary school children´s conception of burning: Toward an understanding of the concept of substance. Research in Science Education, 29(3), 295-312 // g6,C.

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Rahm, J., Martel-Reny, M.-P., & Moore, J. C. (2005). The role of afterschool and community science programs in the lives of urban youth. School Science and Mathematics, 105(6), 283-291 // g7, INFORMAL.

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Ramadas, J. (1982). Use of ray diagrams in optics. School Science, 20(9), 10-17 // g6,P,O.

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Ramadas, J. (1990). Motion in children's drawings. In I. Harel (Ed.), Constructionist learning: A 5th anniversary collection of papers (pp. 249-280). Cambridge, MA.: MIT Press // g5,g6,P,M,.

Ramadas, J., Shayer, M. (1993). Schematic representation in optics. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 172-189). London: Routledge // g5,g6,P,O.

Ramadas, J., Barve, S. , Kumar, A. , Bhabha, H. . (1996). Alternative conceptions in Galilean relativity: Distance, time, energy and laws. International Journal of Science Education, 18(4), 463-477 // g6,P,EN,M.

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Ramadas, J., Nair, U. (1996). The system idea as a tool in understanding conceptions about the digestive system. International Journal of Science Education, 18(3), 355-368 // g6,B.

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Ramsden, P., Masters, G. N. , Bowden, J. A. , Dall'Alba, G. , Laurillard, D. , Martin, E. , Marton, F. , Stephanou, A. , Walsh, E. (1989). Speed, distance and time: A phenomenographic study of students' conceptions in kinematics. Paper presented at the Third European Conference for Research on Learning and Instruction, Madrid, Spain // g5,g6,P,M.

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Randler, C., & Zehender, I. (2006). Effectiveness of reptile speciea identification - A comparison of a dichotomous key with an identification book. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 55-70 // g7, B, BIODIV.

Rang, O. (1970). Die Sprache als Hindernis beim Verstehen physikalischer Sachverhalte. Physikalische Blaetter, 26(6), 241-246 // g4.

Rang, O. (1975). Zur negativen Transferwirkung von Schultradition und Muttersprache auf das Physikverstaendnis. Der Physikunterricht, 9(2), 65-71 // g4.

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Rankin, G. (1995). A challenge to the theory view of students' understanding of natural phenomena. Science Education, 79(6), 693-700 // g1.

Ranney, M. (1987). Restructuring of motion in physics-naive students. Paper presented at the annual meeting of the AERA, Washington D. C., 1-8 // g7,P,M.

Rapoport, A. (n.d.). Newtons Physik und die Flugschueler. In S. Hayakawa (Ed.), Wort und Wirklichkeit (pp. 123-146). Darmstadt: Verlag Darmstaedter Blaetter // g4,g6,P,M.

Raspe, C. (1924). Kindliche Selbstbeobachtung und Theoriebildung. Zeitschrift fuer angewandte Psychologie, 23, 302-328 // g6.

Ratcliffe, M., Osborne, J. , Collins, S. , Millar, R. (2001). Evidence-based practice in science education (EPSE). Teaching pupils 'ideas-about-science': Clarifying learning goals and improving pupil performance. 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. 585-587). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CSC.

Ratcliffe, M., Fullick, P. (2001). Using media reports of science research in pupils' evaluation of evidence. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 119-124). Dordrecht,The Netherlands: Kluwer Academic Publishers // g6,GC,EVIDENCE.

Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. M., et al. (2002). The nature of science education research. School Science Review, 84(307), 35-41 // g8, CTL.

Ratcliffe, M., Harris, R., & McWhirter, J. (2005). Cross-curricular collaboration in teaching social aspects of genetics. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 77-88). Dordrecht: Springer // g7, B, GENETICS, STS.

Rath, A., Brown, D. (1996). Modes of engagement in science inquiry: A microanalysis of elementary students' orientations toward phenomena at a summer science camp. Journal of Research in Science Teaching, 33(10), 1083-1097 // g6,GEN,.

Ravanis, K., Koliopoulos, D. (2004). What factors does friction depend on? A socio-cognitive teaching intervention with young children. International Journal of Science Education, 26(8), 997-1008 // g1, ScON, g7, P, M.

Ravanis, K., Koliopoulos, D., & Boilevin, J.-M. (2008). Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: a socio-cognitive teaching intervention. Research in Science Education, 38(4), 421-434 // g7, P, M.

Raven, R. J. (1972). The development of the concept of acceleration in Elementary School children. Journal of Research in Science Teaching, 9(3), 201-206 // g6,P,M.

Rebmann, G. (1995). Programme adapted to different frames of reasoning. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g7,P,E.

Redeker, B. (1981). Zur Bedeutung des Vorverstaendnisses fuer das Lernen von Physik. physica didactica, 8(2), 107-120 // g1.

Redeker, B. (1983). Zum Anfang des Physiklernens. In D.-F. D. d. Physik (Ed.), Vortraege der Fruehjahrstagung 1983 (pp. 358-367). Giessen: 1. Physikalisches Institut // g1,g2.

Redeker, B. (1985). Bemerkungen zur Einleitung zu den Referaten von G. Loeffler und W. Koehnlein in "physica didactica", Heft 4, 1985. physica didactica, 13(2/3), 34 // g1.

Redeker, B. (1985). Die Vorstruktur des Verstehens und das Lernen von Physik. Vortrag, gehalten auf dem Symposium "Lebenswelt und Lernen von Physik", Bad Honnef // g1.

Redeker, B. (1985). Zur Lehrbarkeit der Physik. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1985 (pp. 509-527). Muenchen: DPG Fachausschuss Didaktik der Physik // g1.

Redeker, B. (1991). Inleiding tot het begrijpbaar-maken en voorbeeld-begrijpen: Over het ontstaan van nieuwe kennis. Tijdschrift voor Didactiek der ß-wetenschappen, 9(1), 46-60 // g1.

Redfors, A., Ryder, J. (1999). University physics students' explanations of phenomena involving the interaction between matter and radiation. 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. 119-121). Kiel: IPN Kiel // g6,P,EMAG,RADIATION.

Redfors, A., Niederer, H. (2001). Multiple frameworks in a learning process about electric circuits. 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. 588-589). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,CIRCUIT,LPRO.

Redfors, A. (2001). University physics students' use of models in explanations of phenomena involving interactions between metals and electromagnetic radiation. International Journal of Science Education, 23(12), 1283-1301 // g6,P,MODEL.

Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796-803 // g1.

Redish, E. F. (1999). Diagnosing student problems using the results and methods of physics education research. Plenary talk presented at the International Conference on Physics Teaching, Guilin, China // g6,P.

Redish, E. F., Steinberg,R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52, 24-30 // g7,P.

Reed, J. L. (1976). Kinder erklaeren Naturphaenomene. In H. Halbfas, Maurer, M. , Popp, W. (Ed.), Neuorientierung des Primarbereiches. Band 4: In Modellen denken (pp. 32-65). Stuttgart: Klett // g1.

Rees, P. (2007). The evolution of textbook misconceptions about Darwin. Journal of Biological Education, 41(2), 53-55 // g1, B, TXT, EVOLUTION.

Regis, A., Albertazzi, P. , Roletto, E. (1996). Concept maps in chemistry education. Journal of Chemical Education, 73(11), 1084-1088 // g7,C.

Rego, F., & Peralta, L. (2006). Portuguese students' knowledge of radiation physics. Physics Education, 41(3), 259-262 // g6, P.

Reh, H., Demuth, R., & Stracke, I. (2005). Computerbasiertes Concept Mapping mit MaNET. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 384-386). Münster: LIT Verlag // g5, MMEDIA.

Rehm, M. (2005). Professionalisierung im Lehramtsstudium. Ein Beitrag zur LehrerInnenbildung in den Naturwissenschaften. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 439-441). Münster: LIT Verlag // g9.

Rehm, M. (2006). Allgemeine naturwissenschaftliche Bildung - Entwicklung eines vom Begriff ,,Verstehen'' ausgehenden Kompetenzmodells. Zeitschrift für Didaktik der Naturwissenschaften, 12, 23-44 // g1, C.

Rehm, M., Bünder, W., Hass, T., Buck, P., Labudde, P., Brovelli, D., et al. (2008). Legitimationen und Fundamente eines integrierten Unterrichtsfachs Science. Zeitschrift für Didaktik der Naturwissenschaften, 14, 99-123 // g1.

Reid-Griffin, A., & Carter, G. (2004). Technology as a tool: Applying an instructional model to teach middle school students to use technology as a mediator of learning. Journal of Science Education and Technology, 13(4), 495-504 // G/; p.

Reid-Griffin, A., & Carter, G. (2008). Uncovering the potential: The role of technologies on science learning of middle school students. International Journal of Science and Mathematics Education, 6(2), 329-349 // g7, MMEDIA.

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Reif, F. (1983). Understanding and teaching problem solving in physics. Proceedings of the first international workshop: Research on Physics Education. La Londe les Maures // g1.

Reif, F. (1985). Acquiring an effective understanding of scientifique concepts. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 133-151). Orlando: Academic Press // g1.

Reif, F., Larkin, J. H. (1991). Cognition in scientific and everyday domains: Comparison and learning implications. Journal of Research in Science Teaching, 28(9), 733-760 // g1,g2.

Reif, F., Allen, S. (1992). Cognition for interpreting scientific concepts: A study of acceleration. Cognition and Instruction, 9(1), 1-44 // g6,P,M.

Reigosa, C., & Jimenez-Aleixandre, M.-P. (2007). Scaffolded problem-solving in the physics and chemistry laboratory: Difficulties hindering students' assumption of responsibility. International Journal of Science Education, 29(3), 307-330 // g7, P, C, LAB, PROSOL, VIDEO, DISCOURSE.

Reigosa Castro, C., Jimenez Aleixandre, M. P. (2001). Collaborative work in the Vygotskian ZPD: A case study in the Chemistry laboratory. 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. 134-138). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,VYGOTSKY,g7,C,DISCOURSE,VIDEO.

Reiner, M., Finegold, M. (1987). Changing students' explanatory frameworks concerning the nature of light using real time computer analysis of laboratory experiments and computerized explanatory simulations of e. M. radiation. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 368-377). Ithaca: Cornell University // g7,P,O.

Reiner, M. (1992). Patterns of throught on light, and underlying commitments. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 99-109). Kiel: IPN // g5,g6,g7,P,O,.

Reiner, M. (1997). Thought experiments and physics learning. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 106-125). Reading, UK: The University of Reading, Faculty of Education and Community Science // g8,P,THOUHGT EXPERIMENTS.

Reiner, M. (1998). Thought experiments and collaborative learning in physics. International Journal of Science Education, 20(8), 1043-1058 // g1,THOUGT,EXPERIMENT,g7,P,O,LPRO.

Reiner, M. (1999). Embodied knowledge in thought experimentation. 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. 657-659). Kiel: IPN Kiel // g6.

Reiner, M., Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22(5), 489-506 // g1,THOUGHT EXPERIMENT,COSC.

Reiner, M., Slotta, J. D. , Chi, M. T. H. , Resnik, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18(1), 1-34 // g6,P,F,E,O,gC.

Reiner, M., Eilam, B. (2001). Conceptual classroom evironment - a system view of learning. International Journal of Science Education, 23(6), 551-568 // g7,ECOLOGY,CSC.

Reiner, M., Burko, L. M. (2003). On the limitations of thought experiments in physics and the consequences for physics education. Science & Education, 12(4), 365-385 // g1, LAB, THOUGHT EXPERIMENT.

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Reiners, C. (2008). Zur Bedeutung naturwissenschaftlicher Arbeits- und Denkweisen für ein wissenschaftsgerechtes Verständnis von Chemie - aufgezeigt am Beispiel der Isomerie. Chimica et ceterae artes rerum naturae didacticae, 34(101), 28-42 // g1, g8, CSC, INQUIRY.

Reinfried, S. (2006). Alltagsvorstellungen - und wie man sie verändern kann. Das Beispiel Grundwasser. Geographie Heute, 243, 38-43 // g1, g7, ES.

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Reinfried, S. (2007). Welche Unterrichtsstrategien verändern geographische Alltagsvorstellungen nachweislich? Geographie und ihre Didaktik, 35(1), 20-40 // g7, ES.

Reinfried, S. (2008). Schülervorstellungen und Lernen von Geographie. Geographie Heute, 29(265), 8-13 // g1, ES.

Reinfried, S., & Hug, F. (2008). Von Eisklumpen, Eismeeren und Strömen aus Eis. Geographie Heute, 29(265), 40-47 // g6, g7, ES.

Reinfried, S., Schuler, S., Aeschbacher, U., & Huber, E. (2008). Der Treibhauseffekt - Folge eines Lochs in der Atmosphäre? Geographie Heute, 29(265), 24-33 // g6, ES, P, C, STS.

Reinhold, P. (1990). Beispiele fuer eine konkrete Aneignung naturwissenschaftlichen Wissens. In W. Kuhn (Ed.), Vortraege auf der Physikertagung 1990 (pp. 462-467). Giessen: DPG Fachausschuss Didaktik der Physik // g6,CTL,CSC,.

Reinhold, P. (1991). "Schwingende Teekessel". physica didactica, 18(2/3), 33-52 // g6,CSC.

Reinhold, P. (1992). Fallstudien zum Experimentierenlernen. 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. 296-298). Alsbach: Leuchtturm // g6,CTL,CSC.

Reinhold, P. (1992). Menschenbildung und offenes Experimentieren. In P. Haeussler (Ed.), Physikunterricht und Menschenbildung (pp. 187-207). Kiel: IPN // g6,CSC.

Reinhold, P. (1993). Offenes Experimentieren. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie (pp. 286-288). Alsbach: Leuchtturm // g7,CSC.

Reinhold, P. (1995). Open experimenting - A new approach to teaching and learning science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g8,CTL,CSC,.

Reinhold, P. (1996). Offenes Experimentieren als Lernform. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 41-55). Alsbach/Bergstrasse: Leuchtturm-Verlag // g6,CSC.

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Reis, P., & Galvao, C. (2004). The impact of socio-scienctific controversies in Portuguese natural science teachers' conceptions and practices. Research in Science Education, 34(2), 153-172 // g8, CTL, CSC, STS.

Reis, P., & Galvao, C. (2007). Reflecting on scientists' activity based on science fiction stories written by secondary students. International Journal of Science Education, 29(10), 1245-1260 // g5, g6, CSC.

Reiska, P., Dahncke, H. , Behrendt, H. (1999). Concept maps in a research project on "Learning physics and taking action". 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. 257-259). Kiel: IPN Kiel // g5.

Reiska, P. (1999). Physiklernen und Handeln von Schuelern in Estland und in Deutschland. Frankfurt am Main, Germany: Peter Lang, Europaeischer Verlag der Wissenschaften, Serie XI Volume 787 // g7,P,EN,MMEDIA.

Reiska, P., Dahncke, H. , Behrendt, H. (2001). Concept mapping directly used on the screen - a new process for the use in research ans scholar everyday-life. 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. 591-593). Thessaloniki, Greece: Aristotle University of Thessaloniki // g5.

Reiss, M. J., Tunnicliffe, S. D. (1999). Conceptual development. Journal of Biological Eductaion, 34(1), 13-16 // g6,B.

Reiss, M. J., Tunnicliffe, S. D. (2001). An international study of young people's drawings of internal human anatomy. 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. 594-596). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,B,HUMAN.


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