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Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften ... - page 6 / 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

Bronwen, D., Stanistreet, M., & Boyes, E. (2004). How can we best reduce global warming? School student's ideas and misconceptions. International Journal of Environmental Studies, 61(2), 211-222.  //  g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF.

Brown, M. E. (1992). An ecological perspective on research with computers in Science Education. Research in Science Education, 22, 63-71.  //  g1, CON, MMEDIA.

Buck, P. (1985). "Astronomische" Methoden bei Begriffsbildungsuntersuchungen. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Physik/Chemie 1984 (pp. 254-256). Alsbach: Leuchtturm.  //  g5.

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.

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