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



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Cosgrove, M., Osborne, R. (1985). Lesson frameworks for changing children's ideas. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 100-111). Auckland, London, Portsmouth: Heinemann // g1,g7.

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Cosgrove, M., Osborne, R. (1985). A teaching sequence on electric current. In R. Osborne, Freyberg, P. (Ed.), Learning in science. The implications of children's science (pp. 112-123). Auckland: Heinemann // g7,P,E.

Cosgrove, M., Osborne, R. , Carr, M. (1985). Using practical technological problems to promote conceptual change. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 257-266). Kiel: Schmidt & Klaunig // g7,P,E.

Cosgrove, M., Osborne, R. , Tasker, R. (1986). Towards generative learning. Working paper (No.205) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. // g1,g7,.

Cosgrove, M. (1992). Teaching electricity - a place for learner-generated analogies. Ocasional paper, 1-23 // g7,P,E,ANA,.

Cosgrove, M. (1995). A study of science-in-the-making as students generate an analogy for electricity. International Journal of Science Education, 17(3), 295-310 // g7,P,E,ANA.

Cosgrove, M., Schaverien, L. (1996). Children's conversations and learning science and technology. International Journal of Science Education, 18(1), 105-116 // g5.

Cosgrove, M., Schaverien, L. (1997). Models in science education. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 20-34). Reading, UK: The University of Reading, Faculty of Education and Community Science // g1,MODEL.

Costa, N., Marques, L. , Martins, I. , Bettencourt, T. , Santos, L. , Andrade, A. Soares de , Magalhaees, M. C. (2001). A new way to teach physics to primary school future teachers. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 435-436). Paris: Elsevier // g9.

Costa, V. (1997). How teacher and students study 'all that matters' in high school chemistry. International Journal of Science Education, 19(9), 1005-1023 // g6,g8,CTL,.

Costa, V. B. (1995). When science is "another world": Relationships between worlds of family, friends, school, and science. Science Education, 79( 3), 313-333 // g6,CSC.

Costu, B. (2008). Learning science through the PDEODE teaching strategy: Helping students make sense of everyday situations. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 3-9 // g7, P, CHSTATE.

Cowan, R., Sutcliffe, N. (1991). What children's temperature predictions reveal of their understanding of temperature. British Journal of Educational Psychology, 61, 300-309 // g6,P,T.

Cox, A. J., Junkin III, W. F. (2002). Enhanced student learning in the introductory physics laboratory. Physics Education, 37(1), 37-44 // g6, LAB.

Cox, A. J., Belloni, M., & Christian, W. (2005). Teaching physics with Physlet - based ranking task exercises. The Physics Teacher, 43(9), 587-592 // g7, P, MMEDIA.

Cox-Petersen, A. M., Marsh, D. D., Kisiel, J., Melber, L. M. (2003). Investigation of guided school tours, student learning, and science reform recommendations at a museum of natural history. Journal of Research in Science Teaching, 40(2), 200-218 // g7, INFORMAL.

Cracolice, M. S., Deming, J. C., & Ehlert, B. (2008). Concept learning versus problem solving: A cognitive difference. Journal of Chemical Education, 85(6), 873-878 // g7, C.

Craven III, J. A., Hand, B., Prain, V. (2002). Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science Education, 24(8), 785-802 // g8, CSC.

Craven, J. A., Hand, B. , Prain, V. (1999). Preservice elementary teachers constructing the nature and language of science. 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. 27-30). Kiel: IPN Kiel // g8,CSC.

Craven, J. A., Hand, B. , Prain, V. (2001). Pre-service elementary teachers constructing the nature and language of science. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 155-160). Dordrecht,The Netherlands: Kluwer Academic Publishers // g8,CSC.

Crawford, B., & Cullin, M. (2005). Dynamic assessments of preservice teachers' knowledge of models and modelling. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 309-323). Dordrecht: Springer // g8, B, ECOLOGY, MODEL.

Crawford, B. A., Krajcik, J. S. , Marx, R. W. (1999). Elements of a community of learners in a middle school science classroom. Science Education, 83(6), 701-723 // g1,SCON,g7,DISCOURSE.

Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642 // g8, CTL, INQUIRY.

Crawford, B. A., Zembal-Saul, C., Munford, D., & Friedrichsen, P. (2005). Confronting prospective teacher's ideas of evolution and scientific inquiry. Using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637 // g8, CSC, INQUIRY, MMEDIA, B, EVOLUTION.

Crawford, T., Kelly, G. J. , Brown, C. (2000). Ways of knowing beyond facts and laws of science: An ethnographic investigation of student engagement in scientific practices. Journal of Research in Science Teaching, 37(3), 237-258 // g1,SCON,DISCOURSE,g7,B,LPRO.

Creedy, L. J. (1993). Student understandings of natural selection. Research in Science Education, 23, 34-41 // g6, g7, B, EVOLUTION.

Crider, C. (1981). Children's conceptions of the body interior. In R. Bibace, Walsh, M. (Ed.), New directions for child development: Childrens' conceptions of health, illness, and bodily functions (pp. 49-65). San Francisco: Jossey-Bass // g6,B.

Cromer, A. (1995). Physics, philosophy, and education. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 117-126). New York: Plenum Press // g1.

Crompton, Z. (2002). Delivering effective training for the key stage 3 national strategy for science. School Science Review, 84(306), 49-51 // g9.

Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235-250 // g8,CTL,.

Cros, D., Maurin, M. (1986). Conceptions of first-year university students of the constituents of matter and the notions of acids and bases. European Journal of Science Education, 8(3), 305-313 // g6,P,AT,C.

Cros, D., Chastrette, M. , Fayol, M. (1988). Conceptions of second year university students of some fundamental notions in chemistry. International Journal of Science Education, 10(3), 331-336 // g6,P,AT,C.

Cross, R. T. (1988). Application of children's concepts of speed at the kerbside: Accident vulnerability and implications for the teaching of science to young children. In T. Rothengatter, Bruin, R. (Ed.), Road user behaviour: theory and research (pp. 473-481). Assen, Wolfeboro: Van Gorcum // g7,P,M.

Cross, R. T., Pitkethly, A. (1988). Speed, education and children as pedestrians: a cognitive change approach to a potentially dangerous naive concept. International Journal of Science Education, 10(5), 531-540 // g6,g7,P,M,.

Cross, R. T., Mehegan, J. (1988). Young children's conception of speed: Possible implications for pedestrian safety. International Journal of Science Education, 10(3), 253-265 // g6,P,M.

Cross, R. T., Pitkethly, A. (1989). A curriculum model to improve young children's concept of speed to reduce their pedestrian accident vulnerability. School Science and Mathematics, 89(4), 285-292 // g7,P,M.

Cross, R. T., Pitkethly, A. (1991). Concept modification approach to pedestrian safety: a strategy for modifying young children's existing conceptual framework of speed. Research in Sience and Technological Education, 9(1), 93-106 // g7,P,M.

Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., Shrager, J. (2001). Shared scientific thinking in everyday parent - child activity. Science Education, 85(6), 712-732 // g6, GC.

Cruz, P., Caldeira, H. , Fonseca, D. , Santos, C. , Pina, E. , Pinheiro, C. , Ferreira, L. , Monteiro, C. (2001). Learning how to learn physics in science centres. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 443-444). Paris: Elsevier // g8, CTL.

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Cumming, J. (2003). Do runner beans really make you run fast? Young children learning about science-related food concepts in informal settings. Research in Science Education, 33(4), 483-501 // g7, B, FOOD, INFORMAL.

Cummins, C. L., Remsen, J. V. (1992). The importance of distinguishing ultimate from proximate causation in the teaching and learning of biology. 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 teaching. Volume I (pp. 201-209). Kingston, Ontario: The Faculty of Education, Queens University // g1,g7,B.

Cummins, C. L., Good, R. G. , Demastes, S. S. (1993). Biological subject matter knowledge: The extent to which students incorporate the theory of evolution into the evaluation of evidence. Presented as a poster at the Annual Meeting of the American Educational Research Association, Atlanta, 1-56 // g6,B,GEN.

Cunningham, C. (1997). Who knows?: The influence of teachers' sociological understanding of science (SUS) on knowledge, authority, and control in the classroom. Paper presented at the annual meeting of AERA, Chicago, March 1997, 1-20 // g8,CSC.

Curtis, S., Millar, R. (1988). Language and conceptual understanding in science: a comparison of English and Asian language speaking children. Research in Science and Technological Education, 6(1), 61-77 // g4,g6,P,M,T.

Cuthbert, A. J. (2000). Do children have a holistic view of their internal body maps? School Science Review, 82(299), 25-32 // g6,B,HUMAN.

Czerniak, C. M. (2007). Interdisciplinary science teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 537-559). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, AFF.

Da Silveira Grandi, B. C., De Q. Peduzzi, L. O. , Petersen Hofmann, M. , Silveira Peduzzi, S. (1990). Caderno catarinense de ensino de fisica. Santa Catarina: Universidade Federal de Santa Catarina // g1,g3,g6,P,E,MAG,FLD,CTL.

Daehler, K. R., Shinohara, M. (2001). A complete circuit is a complete circle: Exploring the potential of case materials and methods to develop teachers' content knowledge and pedagogical content knowledge of science. Research in Science Education, 31(2), 267-288 // g8,CTL.

Dagher, Z., Cossman, G. (1992). Verbal explanations given by science teachers: Their nature and implications. Journal of Research in Science Teaching, 29(4), 361-374 // g8,CTL.

Dagher, Z., BouJaoude, S. (1997). Scientific views and religious beliefs of college students: The case of biological evolution. Journal of Research in Science Teaching, 34(5), 429-445 // g6,B.

Dagher, Z. (1998). The case for analogies in teaching science for understanding. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 195-211). San Diego: Academic Press // g1,ANA,g7.

Dagher, Z. R. (1994). Does the use of analogies contribute to conceptual change? Science Education, 78(6), 601-614 // g1,ANA.

Dagher, Z. R. (1995). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32(3), 259-270 // g8,CTL,ANA.

Dagher, Z. R., Brickhouse, N. W., Shipman, H., Letts, W. J. (2004). How some college students represent their understandings of the nature of scientific progress. International Journal of Science Education, 26(6), 735-756 // g7, CSC.

Dagher, Z. R., & Boujaoude, S. (2005). Students' perceptions of the nature of evolutionary theory. Science Education, 89(3), 378-391 // g6, B, EVOLUTION.

Dagher, Z. R., & Ford, D. J. (2005). How are scientists portrayed in children's science biographies? Science & Education, 14(3-5), 377-393 // g6, TXT, CSC.

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Dahlmann, W. (1984). Zur Vorstellung vom kontinuierlichen bzw. vom diskontinuierlichen Aufbau der Materie. Eine empirische Untersuchung in der Sekundarstufe. 2. Teil. chimica didactica, 10, 223-271 // g6,P,AT.

Dahncke, H. (1972). Teilaspekte der Energieerhaltung. Eine empirische Untersuchung einiger Voraussetzungen fuer Unterricht ueber das Prinzip von der Erhaltung der Energie bei 10 bis 15-jaehrigen Kindern. Kiel: Universtaet Kiel // g6,P,M,EN.

Dahncke, H., Duit, R. , Niedderer, H. . (1973). A hierarchy of concepts and principles, some types of learning and some results concerning the concept of energy for 5th graders in the IPN Curriculum Physik. In K. Frey, Lang, M. (Ed.), Kognitionspsychologie und naturwissenschaftlicher Unterricht (pp. 341-365). Bern: Huber // g6,P,M,EN.

Dahncke, H., Westphal, W. (1973). Methoden und Ergebnisse einer Untersuchung ueber Unterrichtsvoraussetzungen zum Prinzip von der Erhaltung der Energie. In H. Schmidt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 105-116). Hannover: Schroedel // g6,P,M,EN.

Dahncke, H., Duit, R. , Rhoeneck, C. von. (1981). Methoden und Zwecke verschiedener Untersuchungen zur Erfassung der Vorstellungen von Schuelern - Die Bewegung einer Kugel in gebogenen Bahnen. In R. Duit, Jung, W. , Pfundt, H. (Ed.), Alltagsvorstellungen und naturwissenschaftlicher Unterricht (pp. 241-280). Koeln: Aulis // g5,g6,P,M.

Dahncke, H. (1995). Learning physics and independant action - Empirical studies on computer simulations and concept mapping. Paper presented at the 20th Annual Conference of the Association for Teacher Education in Europe, Oslo, 3.-8. September 1995 // g7,P,T.

Dahncke, H., Behrendt, H. , Reiska, P. (2001). A comparison of STS-teaching and traditional physics lessons - on the correlation of physics knowledge and taking action. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 77-82). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,STS.

Dahncke, H., Behrendt, H. , Reiska, P. (2001). Experiments and computer-simulation as a field of action-research in the classroom. 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. 350-352). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,STS,MMEDIA.

Dahncke, H. (2001). Lernen und Handeln bei Computersimulationen und Experimenten - Beispiele aus dem Bereich "Umsatz elektrischer Energie im Haushalt". In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 294-296). Alsbach: Leuchtturm-Verlag // g7,P,EN,STS,MMEDIA.

Dahsah, C., & Coll, R. K. (2008). Thai grade 10 and 11 students' understanding of stoichiometry and related concepts. International Journal of Science and Mathematics Education, 6(3), 573-600 // g6, C.

Dal, B. (2006). The origin and extent of student's understandings: The effect of various kinds of factors in conceptual understanding in volcanism. Electronic Journal of Science Education, 11(1) // g6, g7, g8, ES.

Dal, B. (2007). How do we help students build beliefs that allow them to avoid critical learning barriers and develop a deep understanding of geology? Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 251-269 // g6, ES.

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Dall'Alba, G., Walsh, E. , Bowden, J. A. , Martin, E. , Masters, G. N. , Ramsden, P. , Stephanou, A. (1993). Textbooks treatments and students' understanding of acceleration. Journal of Research in Science Teaching, 30(7), 621-635 // g6,P,M.

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