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



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Rutherford, M. (1997). Models of colour - historic consensus models and their contribution to science education. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 271-279). Reading, UK: The University of Reading, Faculty of Education and Community Science // g3,g6,P,O,COLOUR.

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Ryan, C., Sanchez Jiminez, J. M. , Onorbe de Torre, A. M. (1989). Scientific ideas held by intending primary teachers in Britain and Spain. European Journal of Teacher Education, 12(3), 239-251 // g8,P,M,C.

Ryan, C. (1990). Student teachers' concepts of purity and of states of matter. Research in Science and Technological Education, 8(2), 171-183 // g6,P,M,C.

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Ryder, J., Leach, J. , Driver, R. (1999). Undergraduate science students´ images of science. Journal of Research in Science Teaching, 36(2), 201-220 // g7,CSC,LPRO.

Ryder, J., Leach, J. (1999). University science students´ experiences of investigative project work and their images of science. International Journal of Science Education, 21(9), 945-956 // g6,g7,CSC.

Ryder, J., Leach, J. (2000). Interpreting experimental data: The views of upper secondary school and university science students. International Journal of Science Education, 22(10), 1069-1084 // g7,LAB,CSC.

Ryder, J., Hind, A. , Leach, J. (2001). The design of materials and strategies for teaching about the epistemology 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. 603-605). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,CSC.

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Ryder, J., Hind, A., & Leach, J. (2005). Teaching about the epistemology of science in school science classrooms: Case studies of teachers' experiences. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 283-293). Dordrecht: Springer // gp, g8, CSC, MODEL.

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Rye, J., Rubba, P. (1998). An exploration of the concept maps as an interview tool to facilitate the externalization of students' understandings about global atmospheric change. Journal of Research in Science Teaching, 35(5), 521-546 // g5,g6,C,STS.

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Ryman, D. (1974). The relative effectiviness of teaching methods on pupils' understanding of the classification of living organisms at two levels of intelligence. Journal of Biological Education, 8, 219-223 // g7,B.

Ryman, D. (1977). Teaching method, intelligence and gender factors in pupil achievment on a classification task. Journal of Research in Science Teaching, 14(5), 401-409 // g6,B,GEN.

Saarelainen, M., Viri, J. (1999). University physics students' conceptualizations of optics - designing educational reconstruction on optics course for undergraduate physics teachers. 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. 333-335). Kiel: IPN Kiel // g6,P,O.

Saari, H., Viiri, J. (2003). A research-based teaching sequence for teaching the concept of modelling to seventh-grade students. International Journal of Science Education, 25(11), 1333-1352 // g7, MODEL.

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Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536 // g1, STS, SOCIOSCIENTIFIC.

Sadler, T. D., Chambers, F. W., Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387-409 // g6, CSC, GC.

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Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376 // g8, CTL, STS.

Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371-391 // g7, GC, STS, INQUIRY.

Sadler, T. D., & Donelly, L. A. (2006). Socioscientific argumentation: The effect of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488 // g7, STS, ARGUMENTATION, AFF.

Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90(6), 986-1004 // g6, B, GENETICS.

Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1), 4-27 // g6, B, GENETICS, BIOTECH, STS.

Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93 // g7, B, GENETICS, GC.

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Saeljoe, R. (1999). Concepts, cognition and discourse: From mental structures to discursive tools. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 81-90). Oxford, UK: Pergamon // g1,CC,SCON,DISCOURSE.

Safayeni, F., Derbentseva, N., & Canas, A. J. (2005). A theoretical note on concepts and the need for cyclic concept maps. Journal of Research in Science Teaching, 42(7), 741-766 // g5.

Safier, G. (1964). A study in relationship between the life and death concepts in children. Journal of Genetic Psychology, 105, 283-294 // g6,B.

Saglam, M., & Millar, R. M. (2006). Upper high school students' understanding of electromagnetism. International Journal of Science Education, 28(5), 543-566 // g6, P, E, EMAG.

Salleh, R., Venville, G. J., & Treagust, D. F. (2007). When a bilingual child describes living things: An analysis of conceptual understandings from a language perspective. Research in Science Education, 37(3), 291-312 // g7, B, LIFE.

Salloum, S. L., & BouJaoude, S. (2008). Careful! it is H[subscript2]O? teachers' conceptions of chemicals. International Journal of Science Education, 30(1), 33-64 // g8, CSC, CTL, AFF.

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Samarapungavan, A., Westby, E. L., & Bodner, G. M. (2006). Contextual epistemic development in science: A comparison of chemistry students and research chemists. Science Education, 90(3), 468-495 // g6, CSC, C.

Sampson, V., & Clark, D. (2007). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472 // g1, ARGUMENTATION.

Sander, E. (1998). Das Verstaendnis des biologischen Gleichgewichts in der Fachwissenschaft und den Vorstellungen von Schuelerinnen und Schuelern. Oldenburg, Germany: Universitaet Oldenburg // g6,B,ECOLOGY.

Sander, F., schecker, H. , Niedderer, H. (2001). Wirkungen des Einsatzes grafikorientierter Modellbildung im physikalischen Praktikum. Zeitschrift fuer die Didaktik der Naturwissenschaften, 7, 147-166 // g7,LAB,MMEDIA.

Sander, F., Schecker, H., Niedderer, H. (2002). Computer tools in the lab - Effects linking theory and experiment. In D. Psillos, Niedderer, H. (Ed.), Teaching and learning in the science laboratory (pp. 219-230). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, MMEDIA, LAB.

Sanders, D. L. (2007). Making public the private life of plants: The contribution of informal learning environments. International Journal of Science Education, 29(10), 1209-1229 // g7, B, BIODIV, INFORMAL.

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Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30(8), 919-934 // g8,B.

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