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Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften ... - page 24 / 34





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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

Peterson, S., Tytler, R. (2001). Young children's growing understanding of evaporation: Insights from a longitudinal study. 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. 92-95). Thessaloniki, Greece: Aristotle University of Thessaloniki.  //  g6, P, T, CHSTATE, ATMOS, ELEMCLIM,  HYDROS, HYDCYC.

Philips, W. C. (1991). Earth science misconceptions. The Science Teacher, 58(2), 21-23.  //  g6, ASTRO, LITHOS, ATMOS, HYDROS, KRYOS.

Pinto, R., Surinach, Santiago. (2000). Physics Teacher Education Beyond.  //  g6, g7, P, AS, M.

Platten, L. (1995). TALKING GEOGRAPHY: an investigation into young children's understanding of geographical terms PART 1. International Journal of Early Years Education, 3(1), 74 - 92.  //  g6, ATMOS, WEATHER, HYDROS, KRYOS, LITHOS, LAND, HUMGEO.

Preece, P. F. (1985). Childrens' ideas about the earth and gravity. In P. F. M. Preece, Clish, D. (Ed.), The teaching of astronomy. Perspectives 16 (pp. 67-73). Exeter: University of Exeter, School of Education.  //  g6,P,AS, ASTRO.

Priemer, B. (2006). Deutschsprachige Verfahren der Erfassung von epistemologischen Überzeugungen. Zeitschrift für Didaktik der Naturwissenschaften, 12, 159-175.  //  g1, OHTERS.

Proverbio, E., Lai, S. (1989). Spontaneous models and the formalization of the concepts of weather and time at the elementary school level. International Journal of Science Education, 11(1), 113-123.  //  g5,g6,P, ATMOS, WEATHER.

Pruneau, D., Liboiron, L., Vrain, É., Gravel, H., Bourque, W., & Langis, J. (2001). People's Ideas about Climate Change: A Source of Inspiration for the Creation of Educational Programs. Canadian Journal of Environmental Education, 6(Spring), 121-138.  //  g6, g7, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.

Pui-ming Yeung, S., Stanisstreet, M., & Boyes, E. (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.  //  g6, ATMOS, HUMINDATM, AIRPOL.

Punter, P., Ochando-Pardo, M., & Garcia, J. (2011). Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change. International Journal of Science Education, 33(3), 447 - 464.  //  

Pyle, E. (2008). A model of inquiry for teaching earth science. Electronic Journal of Science Education, 12(2).  //  g7, ES, LITHOS, GEOL, INQUIRY.

Queiroz, G., Krapas, S. (1993). From the precession of the equinoxes to the gyroscope dynamics: A path through the history. 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).  //  g3.

Raia, F. (2005). Students’ Understanding of Complex Dynamic Systems. Journal of Geoscience Education, 53(3), 297-308.  //  g6, GC, EARTHSYS, SYSPROP.

Ralya, L. L., Ralya, L. L. (1940). Some significant concepts and beliefs in astronomy and geology of entering college freshmen and the relation of these to general scholastic aptitude. School Science and Mathematics, 40, 727-734.  //  g6,P,AS, LITHOS, GEOL.

Rapp, D. N., Culpepper, S. A., Kirkby, K., & Morin, P. (2007). Fostering Students' Comprehension of Topographic Maps. Journal of Geoscience Education, 55(1), 5-16.  //  g6, CARTO.

Rebich, S., & Gautier, C. (2005). Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change. Journal of Geoscience Education, 53(4), 355-365.  //  g6, g7, CC, ATMOS, CLIM, CLIMCHANGE.

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

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