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Ludwigsburg-Lucerne Bibliography on Conceptual Change Research in the Geosciences (LLBG)
Prof. Dr. S. Reinfried, PHZ Luzern & Dr. S. Schuler, PH Ludwigsburg
Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften
(LLBG-Bibliographie) -------------------------------------- Ludwigsburg-Lucerne Bibliography on Conceptual Change Research in the Geosciences
(LLBG-Bibliography)
Sibylle Reinfried & Stephan Schuler
Weitere Informationen sowie die Schlagwortsystematik finden Sie auf unserer Webseite / You will get more information and a list of keywords on our website:
www.ph-ludwigsburg.de/llbg
Stand / Volume 04.08.2011
604 References
Abd-El-Khalick, F., Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. // g3,g7,CSC.
Abd-El-Khalick, F. (2001). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers' views. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 1-5. // g8,CSC.
Abd-El-Khalick, F., & Akerson, V. (2007). On the role and use of ''theory'' in science education research. Science Education, 91(1), 187-194. // g1, CSC, CC.
Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. // g1, TXT, C, CSC.
Abell, S., Martini, M. , George, M. (2001). "That's what scientists have to do": Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109. // g7,ES, CSC, ASTRO, MOON.
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Research on science education (pp. 1105-1149): Lawrence Erlbaum Associates. // g1, PCK, g8, P, ES, ASTRO, SEASON, MOON, B, g9.
Adams, J. D., Tran, L. U., Gupta, P., & Creedon-O'Hurley, H. (2008). Sociocultural frameworks of conceptual change: implications for teaching and learning in museums. Cultural Studies of Science Education, 3, 435-449. // g1, CC, SCON.
Adeniyi, E. O. (1985). Misconceptions of selected ecological concepts held by some Nigerian students. Journal of Biological Education, 19(4), 311-316. // g6, B, ES, EARTHSYS, GEOECO.
Aeschbacher, U., Caló, C. , Wehrli, R. (2001). "Die Ursache des Treibhauseffekts ist ein Loch in der Atmosphäre": Naives Denken wider besseres Wissen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 33(4), 230-241. // g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers' view of nature of science: The influence of intellectual levels, cultural values, explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748-770. // g8, CSC, AFF.
Albanese, A., Danhoni Neves, M. , Vicentini, M. (1995). Models in science and in education: A critical review of research on students' ideas about the earth and its place in the universe. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 1-12). Minneapolis: University of Minnesota. // g3, g6, P, AS, ES, ASTRO.
Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: students' argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 67-90. // g7, STS, ARGUMENTATION.
Andersson, B., Wallin, A. (2000). Students' understanding of the Greenhouse Effect, the social consequences of reducing CO2 emissions and the problem of Ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096-1111. // g6, ES, STS, ATMOS, HUMINDATM, GREENHEF, OZON.
Apedoe, X., S. (2008). Engaging students in inquiry: Tales from an undergraduate geology laboratory-based course. Science Education, 92(4), 631-663. // g7, ES, LITHOS, GEOL, METHODS, INQUIRY.
Arabatzis, T., & Kindi, V. (2008). The problem of conceptual change in the philosophy and history of science. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 345-373). New York: Routledge. // g1, CC, CSC, g3.
Arnold, P., Sarge, A. , Worrall, L. (1995). Children's knowledge of the earth's shape and its gravitational field. International Journal of Science Education, 17(5), 635-641. // g6, P, AS, M, GRAVITY, ES, ASTRO, SHAPEEARTH.
Assaraf, O. B.-Z., Orion, N. (2005). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42(5), 518-560. // g6, ES, GC, EARTHSYS, SYSPROP.
Atwood, R., Atwood, V. (1996). Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553-563. // g8, P, AS, ES, ASTRO, SEASON.
Atwood, V., Atwood, R. (1995). Preservice elementary teachers' conceptions of what causes night and day. School Science and Mathematics, 95(6), 290-294. // g8, P, AS, ES, ASTRO, ROTEARTH.
Aufschnaiter, S. v., Fischer, H. E. , Schwedes, H. (1992). Kinder konstruieren Welten. In S. J. Schmidt (Ed.), Kognition und Gesellschaft (pp. 380-424). Frankfurt: Suhrkamp Taschenbuch Wissenschaft. // g1,g7,P,E, WORLDVIEW.
Ault, C. R. (1982). Time in geological explanations as perceived by elementary-school students. journal of geological education, 30, 304–309. // g6, LITHOS, GEOLTIME.
Ault, C. R. (1984). Everyday perspective and exceedingly unobvious meaning. Journal of geological education, 32, 89-91. // g6, ASTRO, MOON, LITHOS, FOSSILS, GEOL, ROCKS.
Ault, C. R. (1985). Concept mapping as a study strategy in earth science. Journal of College Science Teaching, 15, 38-44. // g7, ES, OTHERS.
Azevedo, A. F. d. (2004). Children´s Geographical Understanding: The perception of landscape and sites of representation. In S. Catling & F. Martin (Eds.), Researching Primary Geography (pp. 86-92). London: Register of Research in Primary Geography. // g6, LITHOS, LAND, HUMGEO.
Baalmann, W., & von Ossietzky, C. (1998). Evolution im Unterricht - Schuelervorstellungen als Voraussetzung und Chance. In P. Gilbert, G. Mack & K.-J. Mank (Eds.), Bericht ueber die 11. Tagung der Fachleiter fuer Biologie an den Seminaren fuer Lehrerausbildung in der BRD (Vol. 59, pp. 85-92). Weilburg. // g6,B, LITHOS, EVOL.
Baisch, P. (2009). Schülervorstellungen zum Stoffkreislauf. Eine Interventionsstudie im Kontext einer Bildung für nachhaltige Entwicklung. Hamburg: Kovac. // g6, g7, EARTHSYS, CYCLE, PEDOS.
Bakas, C., Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. International Journal of Science Education, 25(8), 949-967. // g6, g7, P, AS, ASTRO, SEASON, ROTEARTH.
Baldwin, H., & Opie, M. (1998). Child's Eye View of Cities. In S. Scoffham (Ed.), Primary Sources - Research findings in primary geography (pp. 40-41). Sheffield: The Geographical Association. // g6, g7, HUMGEO.
Bar, V. (1989). Children's views about the water cycle. Science Education, 73(4), 481-500. // g6, HYDROS, HYDCYC.
Bar, V., Galili, I. (1994). Stages of children's views about evaporation. International Journal of Science Education, 16(2), 157-174. // g6, P, M, ATMOS, ELEMCLIM, HYDROS, HYDCYC.
Bar, V., Zinn, B. (2001). Using popper's method of reduction in teaching about the dark areas of the moon. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 305-308). Paris: Elsevier. // g7, P, AS, ASTRO, MOON.
Barab, S. A., Hay, K. E. , Barnett, M. , Keating, T. (2000). Virtual solar project: Building understanding through model building. Journal of Research in Science Teaching, 37(7), 719-756. // g1, SCON, g7, P, AS, MMEDIA, MODEL, THOUGHT EXPERIMENTS, ATMOS, ELEMCLIM.
Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K. Yamagata-Lynch, L., Johnson, C. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Technology, 9(1), 7-25. // g7, P, AS, MODEL, MMEDIA, ASTRO, MOON.
Barnett, M., Morran, J. (2002). Addressing children's alternative frameworks of the moon's phases and eclipses. International Journal of Science Education, 24(8), 859-879. // g7, P, AS, ASTRO, MOON.
Barrow, L. H. (1993). Earthquakes haven't shaken college student's cognitive structures. 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, LITHOS, TECT, EARTHQUA.
Baser, M. (2006). Fostering conceptual change by cognitive conflict based instruction on students' understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96 -113. // g7, P, T, GEN.
Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513. // g6, g7, P, AS, ASTRO, SEASON, ROTEARTH.
Baxter, J. (1991). A constructivist approach to astronomy in the national curriculum. Physics Education, 26, 38-45. // g6, g7, P, AS, CON, ASTRO, SEASON, SHAPEEARTH.
Baxter, J. (1995). Children's understanding of astronomy and the earth sciences. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 155-177). Mahwah, New Jersey: Lawrence Erlbaum Associates. // g6, g7, CSC, P, AS, ASTRO, SEASON, LITHOS.
Beilfuss, M. (2004). Exploring conceptual understandings of groundwater through student's interviews and drawings. Paper presented at the NARST Conference 2004, VANCOUVER. // g6, ES, HYDROS, GROUNDW.
Belknap, J. (2003). High School Student's Preconceptions an Conceptions about Tropical Storm Allison. Research Report. Texas A&M University, Department of Geography. Retrieved from http://www.eric.ed.gov // g6, ATMOS, STORM.
Bell, R., & Trundle, K. C. (2008). The use of computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346-372. // g7, P, AS, MMEDIA, ES, ASTRO, MOON.
Bell, T. (2007). Komplexe Systeme und Selbstregulation: eine Modellsystemsequenz für fächerübergreifendes Lernen. Physik und Didaktik in Schule und Hochschule, 2(6), 43-58. // g7, P, NONLIN, LPRO.
Bell, T. (2007). Konzeptentwicklung in einer Lernprozessstudie im Breich "komplexe Systeme und Selbstregulation". Physik und Didaktik in Schule und Hochschule, 2(6), 59-71. // g7, P, NONLIN, LPRO.
Bellou, I., Stavridou, H. , Katsikis, A. (2001). Pupils' ideas about erosion as a basis for the design of an educational software. 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. 294-296). Thessaloniki, Greece: Aristotle University of Thessaloniki. // g6, ES, LITHOS, GEOMOR, EROSED.
Béneker, T., Sanders, R., Tani, S., Taylor, L., & van der Vaart, R. (2007). Teaching the Geographies of Urban Areas: Views and Visions. International Research in Geographical and Environmental Education, 16(3), 250 - 267. // g8, HUMGEO.
Ben-zvi-Assarf, O., & Orion, N. (2005). A Study of Junior High Students’ Perceptions of the Water Cycle. Journal of Geoscience Education, 53(4), 366-373. // g6, HYDROS, HYDCYC.
Berk, R. A., & Schulman, D. (1995). Public Perceptions of Global Warming. Climatic Change, 29(1), 1-33. // g1, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.
Bezzi, A. (1989). Geology and Society: a survey on pupils' ideas as an instance of a broader prospect for educational research in Earth Science. Paper presented at the 28th International Geological Congress held in Washington D. C. // g6,GEN, LITHOS, GEOL, WORLDVIEW.
Bezzi, A. (1996). Geology: A science, a teacher, or a course?: How students construct the image of geological disciplines and that of their teachers. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 312-324). London: The Falmer Press. // g5, g6, CTL, LITHOS, GEOL.
Bezzi, A. (1996). Use of repertory grids in facilitating knowledge construction and reconstruction in geology. Journal of Research in Science Teaching, 33(2), 179-204. // g5,g7, LITHOS, GEOL.
Bezzi, A. (1999). What is this thing called geoscience? Epistemological dimensions elicited with the repertory grid and thier implications for scientific literacy. Science Education, 83(6), 675-700. // g5, g6, g8, CSC, CON, LITHOS, GEOL, WORLDVIEW.
Black, A. A. J. (2005). Spatial Ability and Earth Science Conceptual Understanding. Journal of Geoscience Education, 53(4), 402-414. // g6, CSC, PERCSPACE.
Blake, A. (2001). Developing Young Children’s Understanding: An Example from Earth Science. Evaluation and research in education, 15(3), 154–163. // g6, LITHOS, GEOL, ROCKS.
Blake, A. (2005). Do young children’s ideas about the Earth’s structure and processes reveal underlying patterns of descriptive and causal understanding in earth science? Research in Science & Technological Education, 23(1), 59-74. // g6, LITHOS, EARTHINT, TECT, VOLC, OROGEN, GEOMOR, WEATHERING.
Bloomfield, P. (1998). Raising Awareness of Local Agenda 21. In S. Scoffham (Ed.), Primary Sources - Research findings in primary geography (pp. 34-35). Sheffield: The Geographical Association. // g6, HUMGEO.
Bonekamp, M. (2006) Boden als Puffer. Fachliche Vorstellungen und Schülervorstellungen zu einer zentralen Bodenfuktion. Oldenburger Vordrucke: Vol. 554. Oldenburg: Didaktisches Zentrum. // g6, PEDOS.
Bord, R. J., Fisher, A., & O'Connor, R. E. (1998). Public perceptions of global warming: United States and international perspectives. Climate Research, 11, 75-84. // g1, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.
Boulter, C., Prain, V. , Armitage, M. (1998). 'What's going to happen in the eclipse tonight?': Rethinking perspectives on primary school science. International Journal of Science Education, 20(4), 487-500. // g5, g6, g7, P, AS, ASTRO, ROTEARTH,.
Bowen, M., & Roth, W.-M. (2007). The practice of field ecology: Insights for science education. Research in Science Education, 37(2), 171-187. // g1, B, ECOLOGY.
Bowles, R. (2004). Children´s Understanding of Locality. In S. Catling & F. Martin (Eds.), Researching Primary Geography (pp. 29-42). London: Register of Research in Primary Geography. // g6, PERCSPACE, HUMGEO.
Bowles, R. (2004). Comparing Children´s and Adult´s Understanding of Locality. In S. Catling & F. Martin (Eds.), Researching Primary Geography (pp. 211-224). London: Register of Research in Primary Geography. // g6, g8, PERCSPACE, HUMGEO.
Boyes, E., Stanisstreet, M. (1993). The 'Greenhouse Effect': children's perceptions of causes, consequences and cures. International Journal of Science Education, 15(5), 531-552. // g6, STS, ATMOS, HUMINDATM, GREENHEF.
Boyes, E., Stanisstreet, M. , Papantoniou, V. S. (1999). The ideas of Greek high school students´ about "ozone layer". Science Education, 83(6), 724-737. // g6, STS, ATMOS, HUMINDATM, OZON.
Boyes, E., Chukran, D., & Stanisstreet, M. (1993). How Do High School Students Perceive Global Climatic Change: What Are Its Manifestations? What Are Its Origins? What Corrective Action Can Be Taken? Journal of Science Education and Technology, 2(4), 541-557. // g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.
Boyes, E., Myers, G., Skamp, K., Stanisstreet, M., & Yeung, S. (2007). Air Quality: A Comparison of Students' Conceptions and Attitudes across the Continents. Compare: A Journal of Comparative Education, 37(4), 425-445. // g6, ATMOS, HUMINDATM, AIRPOL.
Boyes, E., & Stanisstreet, M. (1997). Children's models of understanding of two major global environmental issues (Ozone Layer and Greenhouse Effect). Research in Science & Technological Education, 15(1). // g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON.
Boyes, E., & Stanisstreet, M. (1998). High School Students' perceptions of how major global environmental effects might cause skin cancer. Journal of Environmental Education, 29(2). // g6, ATMOS, HUMINDATM, GREENHEF, OZON.
Boyes, E., Stanisstreet, M., & Pui-ming Yeung, S. (2004). Air Pollution: The Knowledge and Attitudes of Secondary School Students in Hong Kong. International Research in Geographical and Environmental Education, 13(1), 21-37. doi: 10.1080/10382040408668790 // g6, ATMOS, HUMINDATM, AIRPOL.
Boyes, E., & Stanistreet, M. (1992). Students' perceptions of global warming. International Journal of Environmental Studies, 42, 287-300. // g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.
Boyes, E., & Stanistreet, M. (1997). The Environmental Impact of Cars: children's ideas and reasoning. Environmental Education Research, 3(3), 269-282. // g6, ATMOS, HUMINDATM, GREENHEF, OZON, AIRPOL.
Boyes, E., Stanistreet, M., & Yongling, Z. (2008). Combating global warming: the ideas of high school students in the growing economy of South East China. International Journal of Environmental Studies, 65(2), 239-251. // g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOL.
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Brody, M., Tomkiewicz, W., Graves, J. (2002). Park visitors' understandings, values and beliefs related to their experience at Midway Geyser Basin, Yellowstone National Park, USA. International Journal of Science Education, 24(11), 1119-1141. // g6, ES, INFORMAL, METHODS.
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Bulunuz, N. (2007). Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation Early Childhood Education Dissertations. Paper 2., Retrieved from http://digitalarchive.gsu.edu/ece_diss/2 // g7, g8, ASTRO, SEASON, MOON, ATMOS, ELEMCLIM, LITHOS, GEOL, ROCKS, TECT, EARTHQUA, PEDOS.
Bulunuz, N. (2009). Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation School Science and Mathematics, 109(5), 276-289. // g8, g9, ASTRO, SEASON, MOON, ATMOS, ELEMCLIM, LITHOS, GEOL, ROCKS, TECT, EARTHQUA, PEDOS.
Byrne, T. (2001). Tilt, rock and roll. Understanding the day/night cycle. Australian Science Teachers Journal, 47(1), 12-20. // g6, P, AS, ASTRO, ROTEARTH.
Caillot, M., Chartrain, J.-L. (1999). Conceptual change and student diversity: The case of volcanism at the elementary school. 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. 381-383). Kiel: IPN Kiel. // g7, LITHOS, TECT, VOLC.
Caravita, S., Hallden, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111. // g1,g6,B.
Carter, L. (2004). Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education. Science Education, 88(6), 819-836. // g1, OTHERS.
Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38(5), 565-587. // g7, B, ECOLOGY, STS, CON, HUMGEO.
Catling, S. (2001). English Primary Schoolchildren's Definitions of Geography. International Research in Geographical and Environmental Education, 10(4), 363-378. // g6, g7, CTL, OTHERS.
Catling, S. (2004). Geography Subject Leaders´ Perceptions of the State of Primary Geography. In S. Catling & F. Martin (Eds.), Researching Primary Geography (pp. 245-255). London: Register of Research in Primary Geography. // g6, OTHERS.
Catling, S. (2004). Primary Student Teachers´ World Map Knowledge. In S. Catling & F. Martin (Eds.), Researching Primary Geography (pp. 173-186). London: Register of Research in Primary Geography. // g8, PERCSPACE.
Catling, S., & Martin, F. (Eds.). (2004). Researching Primary Geography. London: Register of Research in Primary Geography. //
Chambers, B. (1998). Children's Ideas about the Environment. In S. Scoffham (Ed.), Primary Sources - Research findings in primary geography (pp. 30-31). Sheffield: The Geographical Association. // g6, ATMOS, HUMINDATM, GREENHEF.
Chang, C.-Y. (2001). Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10(2), 147-153. // g7, ES, LPRO, MMEDIA, PROSOL.
Chang, C.-Y., Weng, Y.-H. (2002). An exploratory study on students' problem-solving ability in earth science. International Journal of Science Education, 24(5), 441-452. // g6, ES, GC, PROSOL.
Chang, C.-Y. (2003). Teaching earth sciences: should we implement teacher-directed or student-controlled CAI in the secondary classroom? International Journal of Science Education, 25(4), 427-438. // g7, ES, LPRO, MMEDIA.
Chang, C.-Y., Tsai, C.-C. (2005). The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class. Science Education, 89(5), 707-724. // g7, ES, MMEDIA, OTHERS.
Chang, C.-Y., & Barufaldi, J. P. (1999). The use of a problem-solving-based instructional model in initiating change in students’ achievement and alternative frameworks. International Journal of Science Education, 21(4), 373-388. // g1, AFR, CC, PROSOL.
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