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Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften ... - page 7 / 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

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.

Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge.  //  g1, CC, COSC, MM.

Chinn, C. A., & Brewer, W. F. (2001). Models of Data: A Theory of How People Evaluate Data. Cognition and Instruction, 19(3), 323-393.  //  g1, MN, LITHOS, GEOL.

Christidou, I. (1995). An exploration of children's models and their use of cognitive strategies in regard to the greenhouse effect and the ozone layer depletion. In D. Psillos (Ed.), European Research in Science Education II (pp. 224-234). Thessaloniki: Art of Text S. A.  //  g6, STS, ATMOS, HUMINDATM, GREENHEF, OZON.

Christidou, V., Koulaidis, V. (1996). Children's models of the ozone layer and ozone depletion. Research in Science Education, 26(4), 421-436.  //  g6, STS, ATMOS, HUMINDATM, GREENHEF.

Cin, M., & Yazici, H. (2002). The Influence of Direct Experience on Children's Ideas about the Formation of the Natural Scenery. International Research in Geographical and Environmental Education, 11(1), 5-14.  //  g6, HYDROS, RIVERS, LAKES, OCEANS, LAND.

Clark, D. B., Slotta, J. D. (2000). Evaluating media-enhancement and source authority on the internet: The knowledge integration environment. International Journal of Science Education, 22(8), 859-872.  //  g7, ES, LITHOS, GEOL.

Clark, D. B., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Protor, S., . . . Corkis, J. (2008). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408.  //  g7, ES, CARTO.

Clary, R., & Wandersee, J. (2007). A mixed analysis of the effects of an integrative geobiological study of petrified wood in introductory college geology classrooms. Journal of Research in Science Teaching, 44(8), 1011 -1035.  //  g7, ES, LITHOS, GEOLTIME, FOSSILS, EVOL.

Cobern, W. (1990). Understanding the world as others do. Newsletter (No.13) of the SIG "Subject Matter Knowledge and Conceptual Change" of the American Educational Research Association.  //  g1, WORLDVIEW.

Cobern, W. (1995). Belief and knowledge: unnecessary conflict in the science classroom. Proceedings. Third international history, philosophy, and scienceteaching conference, 222-232.  //  g1, CON, WORLDVIEW.

Cobern, W. (1995). Science education as an exercise in foreign affairs. Science & Education, 4(3), 287-302.  //  g1, CC, CON, WORLDVIEW.

Cobern, W. (1996). Constructivism and non-western Science Education research. International Journal of Science Education, 18(3), 295-310.  //  g1, CON, WORLDVIEW.

Cobern, W. (1996). Worldview theory and conceptual change in Science Education. Science Education, 80(5), 579-610.  //  g2, CC, WORLDVIEW.

Cobern, W. (1998). Socio-cultural perspectives on science education. Dordrecht: Kluwer Academic Publishers.  //  g1, g4, CON, GEN, WORLDVIEW.

Cobern, W. W. (1989). World view theory and science education research: Fundamental epistemological structure as a critical factor in science learning and attitude development. National Association for Research in Science Teaching, 1-55.  //  g1, WORLDVIEW.

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