Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften

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 20.04.2011

577 References

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

Chang, J.-Y. (1999). Teachers college students´ conceptions about evaporation, condensation, and boiling. Science Education, 83(5), 511-526. // g6,P,T,CHSTATE, ATMOS, ELEMCLIM, HYDROS, HYDCYC.

Chartrain, J.-L., Caillot, M. (2001). Conceptual change and student diversity: The case of volcanism at primary school. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 265-270). Dordrecht,The Netherlands: Kluwer Academic Publishers. // g7, ES, LITHOS, TECT, VOLC.