PK ?Vt> > refs.MYDF? Reinfried, Sibylle 2007 Welche Unterrichtsstrategien verändern geographische Alltagsvorstellungen nachweislich? Eine empirische Studie zum Conceptual Change am Beispiel subjektiver Theorien über Grundwasser. Geographie und ihre Didaktik 35 1" g6, g7, GEN, LPRO, HYDROS, GROUNDW Welche Unterrichtsstrategien eigenen sich besser zur Veränderung subjektiver Theorien über Grundwasser? Eine empirische Studien zum Conceptual Change in der Geographie.? Reinfried, Sibylle 2006 Conceptual Change in Physical Geography and Environmental Sciences Through Mental Model Building – The Example of Groundwater 41-61B International Research in Geographical and Environmental Education 15 1 g7, CC, MN, HYDROS, GROUNDW Conceptual Change in Physical Geography and Environmental Sciences Through Mental Model Building – The Example of Groundwater. 41 >?M Reinfried, Sibylle 2006R Alltagsvorstellungen – und wie man sie verändern kann. Das Beispiel Grundwasser 38 - 42 Geographie heute 27 243 g1, g6, g7, HYDROS, GROUNDW 2007-09-05: Keywords erstelltT Alltagsvorstellungen – und wie man sie verändern kann. Das Beispiel Grundwasser. 38 D? Reinfried, Sibylle 2006 Grundwasser – begrenzt aber lebensnotwendig. Hintergrundinformationen zum Beitrag „Alltagsvorstellungen – und wie man sie verändern kann“. Geographie heute 27 244 HYDROS, GROUNDW Paper on DVD supplement Grundwasser – begrenzt aber lebensnotwendig. Hintergrundinformationen zum Beitrag „Alltagsvorstellungen – und wie man sie verändern kann“. i? Reinfried, Sibylle 2004` Can We Achieve Scientific Literacy in Geography Without Understanding Learners’ Mental Models? 360-362M IGU-CGE Symposium Expanding Horizons in a Shrinking World 13.-15. August 2004 Glasgow g8, HYDROS, GROUNDW` Can We Achieve Scientific Literacy in Geography Without Understanding Learners’ Mental Models?? Reinfried, Sibylle 2005 Wie kommt Grundwasser in der Natur vor? – Ein Beitrag zur Praxisforschung über physisch-geographische Alltagsvorstellungen von Studierenden 133-156 Geographie und ihre Didaktik 33 3 g6, HYDROS, GROUNDW Wie kommt Grundwasser in der Natur vor? – Ein Beitrag zur Praxisforschung über physisch-geographische Alltagsvorstellungen von Studierenden. H ž? Schuler, Stephan 2002 Subjektives Wissen über globale Umweltprobleme. Eine Zusammenstellung von Forschungsergebnissen zum Thema globaler Klimawandel 145-158j Bildung für eine nachhaltige Entwicklung in der Grundschule. Methodologische und konzeptionelle Ansätze 22 Seybold, H.
Rieß, W. Schwäbisch Gmünd PH Schwäbisch Gmünd> g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOL Gmünder Hochschulreihe Subjektives Wissen über globale Umweltprobleme. Eine Zusammenstellung von Forschungsergebnissen zum Thema globaler Klimawandel ž?L Schuler, Stephan 2003< Zur gesellschaftlichen Wahrnehmung des globalen Klimawandels 133-144( Studien zur Geographie und Geoökologie 18- Burger, Dieter
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Vogt, Joachim KarlsruheA Institut für Geographie und Geoökologie, Universität Karlsruhe g1, ATMOS, CLIM, CLIMCHANGE4 Karlsruher Schriften zur Geographie und Geoökologie 2007-09-05: Keywords erstellt< Zur gesellschaftlichen Wahrnehmung des globalen Klimawandels`O ? Schuler, Stephan 2004f Alltagstheorien über den globalen Klimawandel. Eine empirische Untersuchung von Schülervorstellungen 42-43 Praxis Geographie 34 11> g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOLg Alltagstheorien über den globalen Klimawandel. Eine empirische Untersuchung von Schü?K Schuler, Stephan 2004H Alltagstheorien von Schülerinnen und Schülern zum globalen Klimawandel 123-145W Globales Lernen im Geographieunterricht – Erziehung zu einer nachhaltigen Entwicklung 38 Kross, E. Nürnberg> g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOL" Geographiedidaktische Forschungen. 2007-09-05: Keywords erstelltJ Alltagstheorien von Schülerinnen und Schülern zum globalen Klimawandel. ? Schuler, Stephan 2005i Umweltwissen als Subjektive Theorie. Eine Untersuchung von Schülervorstellungen zum globalen Klimawandel 97-112Q Bildung für eine nachhaltige Entwicklung - Ergebnisse empirischer Untersuchungen Schrenk, M.
Holl-Giese, W. Hamburg Kovac> g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOLk Umweltwissen als Subjektive Theorie. Eine Untersuchung von Schülervorstellungen zum globalen Klimawandel. ?
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Orion, Nir 2005A A Study of Junior High Students’ Perceptions of the Water Cycle 366-373 Journal of Geoscience Education 53 4 g6, HYDROS, HYDCYC ? Black, Alice A. (Jill) 2005: Spatial Ability and Earth Science Conceptual Understanding 402-414 Journal of Geoscience Education 53 4 g6, CSC, PERCSPACE September ? Dickerson, Daniel
Dawkins, Karen 20046 Eighth Grade Students’ Understandings of Groundwater 178-181 Journal of Geoscience Education 52 2 g6, g7, HYDROS, GROUNDW March ? B Dickerson, Daniel
Callahan, Timothy J.
Van Sickle, Meta
Hay, Genny 20056 Students’ Conceptions of Scale Regarding Groundwater 374-380 Journal of Geoscience Education 53 4 g6, g7, HYDROS, GROUNDW September F? Libarkin, Julie C. 2005P Conceptions, Cognition, and Change: Student Thinking about the Earth (Editorial) Journal of Geoscience Education/ g6, g7, LITHOS, FOSSILS, TECT, EARTHQUA, PLATEC ? Ford, Danielle J. 2003A Sixth Graders’ Conceptions of Rocks in their Local Environments 373-377 Journal of Geoscience Education 51 4 g6, g7, LITHOS, GEOL, ROCKS ? Gautier, C.
Solomon, R. 2005u A Preliminary Study of Students' Asking Quantitative Scientific Questions for Inquiry-Based Climate Model Experiments 432-443 Journal of Geoscience Education 53 4 g7, ATMOS, CLIM, CLIMCHANGE ? Gobert, Janice D. 2005k The Effects of Different learning Tasks on Model-building in Plate Tectonics: Diagramming Versus Explaining 444-455 Journal of Geoscience Education 53 4) g6, g7, MODEL, LPRO, LITHOS, TECT, PLATEC ? * Hahn, Deirdre
Brem, Sarah K
Semken, Steven 2005f Exploring the Social, Moral, and Temporal Qualities of Pre-Service Teachers’ Narratives of Evolution 456-461 Journal of Geoscience Education 53 4 g8, OTHERS, B, EVOL ?
Kusnick, Judi 2002o Growing pebbles and conceptual prisms - Understanding the source of student misconceptions about rock formation 31-39 Journal of Geoscience Education 50 1 g6, LTHOS, GEOL, ROCKS ? ' Libarkin, Julie C.
Anderson, Steven W. 2005g Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory 394-401 Journal of Geoscience Education 53 4 g7, LPRO, OTHERS ? : Libarkin, Julie C.
Beilfuss, Meredith
Kurdziel, Josepha P. 2003U Research Methodologies in Science Education: Mental Models and Cognition in Education 121-126 Journal of Geoscience Education 51 14 g6, CSC, MN, ASTRO, SHAPEEARTH, LITHOS, TECT, PLATEC ? ' Libarkin, Julie C.
Kurdziel, Josepha P. 2001Z Research Methodologies in Science Education: Assessing Students’ Alternative Conceptions 378-383 Journal of Geoscience Education 49 4 g7, LPRO, METHODS G? \ Libarkin, Julie C.
Anderson, Steven W.
Dahl Science, Julie
Beilfuss, Meredith
Boone, William 2005k Qualitative Analysis of College Students’ Ideas about the Earth: Interviews and Open-Ended Questionnaires 17-26 Journal of Geoscience Education 53 12 g6, CC, LITHOS, EARTHINT, GEOLTIME, TECT, EARTHQUA ? L McConnell, David A.
Steer, David N.
Owens, Katharine D.
Knight, Catharine C. 2005P How Students Think: Implications for Learning in Introductory Geoscience Courses 462-470 Journal of Geoscience Education 53 4
g6, g7, GC ? Orion, Nir
Kali, Yael 2005W The Effect of an Earth-Science Learning Program on Students' Scientific Thinking Skills 387-393 Journal of Geoscience Education 53 4" g7, LPRO, GEN, LITHOS, GEOL, ROCKS ? Raia, Federica 20054 Students’ Understanding of Complex Dynamic Systems 297-308 Journal of Geoscience Education 53 3 g6, GC, EARTHSYS, SYSPROP ? Rebich, Stacy
Gautier, Catherine 2005p Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change 355-365 Journal of Geoscience Education 53 4# g6, g7, CC, ATMOS, CLIM, CLIMCHANGE ? Rule, Audrey C. 2005: Elementary Students’ Ideas Concerning Fossil Fuel Energy 309-318 Journal of Geoscience Education 53 3 g6, LITHOS, FOSSILS ? 2 Salierno, Christina
Edelson, Daniel
Sherin, Bruce 2005c The Development of Student Conceptions of the Earth-Sun Relationship in an Inquiry-Based Curriculum 422-431 Journal of Geoscience Education 53 4 g6, g7, LPRO, ASTRO ?! , Shepardson, Daniel P.
Harbor, Jon
Wee, Bryan 2005Q Water Towers, Pump Houses, and Mountain Streams: Students' Ideas about Watersheds 381-386 Journal of Geoscience Education 53 4 g6, HYDROS, HYDCYC ?" Sibley, Duncan F. 20059 Visual Abilities and Misconceptions About Plate Tectonics 471-477 Journal of Geoscience Education 53 4 g6, LITHOS, TECT, PLATEC < ?# L Steer, David N.
Knight, Catharine C.
Owens, Katharine D.
McConnell, David A. 2005 Challenging Students Ideas About Earth's Interior Structure Using a Model-based, Conceptual Change Approach in a Large Class Setting 415-421 Journal of Geoscience Education 53 4 g6, g7, CC, LITHOS, EARTHINT ?% Nagel, Michael C. 2004 f Lend Them An Ear: The Significance of Listening to Children’s Experiences of Environmental Education 115-127B International Research in Geographical and Environmental Education 13 2
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Boyes, Edward 2004 U Air Pollution: The Knowledge and Attitudes of Secondary School Students in Hong Kong 21-37B International Research in Geographical and Environmental Education 13 1 g6, ATMOS, HUMINDATM, AIRPOL ?' Ndaruga, A.M.
Irwin, P.R. 2003D Cultural Perceptions of Wetlands by Primary School Teachers in Kenya 219-230B International Research in Geographical and Environmental Education 12 3 g8, GEN, HYDROS ?( ( Spellman, Greg
Field, Ken
Sinclair, John 2003W An Investigation into UK Higher Education Students' Knowledge of Global Climatic Change 6-17B International Research in Geographical and Environmental Education 12 1 g6, GEN, ATMOS, CLIM, CLIMCHANGE ?) , Robertson, Margaret
Walford, Rex
Fox, Alison 2003V Landscape Meanings and Personal Identities: Some Perspectives of East Anglian Children 32-48B International Research in Geographical and Environmental Education 12 1 g6, LITHOS, LAND ?* Cin, Mustafa
Yazici, Hakki 2002a The Influence of Direct Experience on Children's Ideas about the Formation of the Natural Scenery 5-14B International Research in Geographical and Environmental Education 11 1' g6, HYDROS, RIVERS, LAKES, OCEANS, LAND ?+ Catling, Simon 20019 English Primary Schoolchildren's Definitions of Geography 363-378B International Research in Geographical and Environmental Education 10 4 g6, g7, CTL, OTHERS ?, Harwood, Doug
Rawlings, Kay 2001< Assessing Young Children's Freehand Sketch Maps of the World 20-45B International Research in Geographical and Environmental Education 10 1 g6, g7, LPRO, PERCSPACE, CARTO ?- 0 Myers, George
Boyes, Edward
Stanisstreet, Martin 1999@ Something in the Air: School Students' Ideas about Air Pollution 108-119B International Research in Geographical and Environmental Education 8 2! g6, GEN, ATMOS, HUMINDATM, AIRPOL ?. Mackintosh, Margaret 1999& Children's Views in Physical Geography 69-72B International Research in Geographical and Environmental Education 8 1 g6, CSC, OTHERS?J Jones, Sian 1998O The Interpretation of Geographical Photographs by 11 - and 14-Year-old Students 122-139B International Research in Geographical and Environmental Education 7 2( g6, LITHOS, GEOMOR, LAND, COASTS, OTHERS 2007-09-05: Keywords verändert ?0 Wiegand, Patrick 1998F Children's Free Recall Sketch Maps of the World on a Spherical Surface 67-83B International Research in Geographical and Environmental Education 7 1 g6, PERCSPACE, CARTO ?1 / Gautier, Catherine
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Rebich, Stacy 2006* Misconceptions about the Greenhouse Effect 386-395 Journal of Geoscience Education 54 4: g6, LPRO, CC, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF ?2 ' Libarkin, Julie C.
Kurdziel, Josepha P. 20061 Ontology and the Teaching of Earth System Science 408-413 Journal of Geoscience Education 54 3* g6, g7, KRYOS, GLAC, LITHOS, FOSSILS, TECT W?3 m Sibley, Duncan F.
Anderson, Charles W.
Heidemann, Merle
Merrill, John E.
Parker, Joyce M.
Szymanski, David W. 2007Y Box Diagrams to Assess Students' Systems Thinking about the Rock, Water and Carbon Cycles 138-146 Journal of Geoscience Education 55 2A g6, EARTHSYS, SYSPROP, CYCLE, LITHOS, GEOL, ROCKS, HYDROS, HYDCYC ?4 < Rapp, David N.
Culpepper, Steven A.
Kirkby, Kent
Morin, Paul 20075 Fostering Students' Comprehension of Topographic Maps 5-16 Journal of Geoscience Education 55 1 g6, CARTO 9?5 K Lee, Okhee
Lester, Benjamin T.
Ma, Li
Lambert, Julie
Jean-Baptiste, Melissa 2007u Conceptions of the Greenhouse Effect and Global Warming among Elementary Students from Diverse Languages and Cultures 117-125 Journal of Geoscience Education 55 2) g6, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF-?6
Dove, Jane 19990 Theory into Practice - Immaculate Misconceptions 44 Biddulph, Mary , Butt, Graham Sheffield The Geographical Association g6, g7, CON, LITHOS, GEOL, ROCKS, GEOMOR, WEATHERING, EROSED, HYDROS, RIVERS, KRYOS, ATMOS, HUMINDATM, GREENHEF, OZON, AIRPOL, METHODS ?7
Harwood, Doug 1998. Children's Understanding of Nested Hierarchies 12-138 Primary Sources - Research findings in primary geography Scoffham, Stephen Sheffield The Geographical Association g6, PERCSPACE, CARTO ?8 Chambers, Bill 1998& Children's Ideas about the Environment 30-318 Primary Sources - Research findings in primary geography Scoffham, Stephen Sheffield The Geographical Association g6, ATMOS, HUMINDATM, GREENHEF D?9 Palmer, Joy 1998) Environmental Cognition in Young Children8 Primary Sources - Research findings in primary geography Scoffham, Stephen Sheffield The Geographical Association g6, LITHOS, LAND, GLALAND ?: Bloomfield, Peter 1998$ Raising Awareness of Local Agenda 21 34-358 Primary Sources - Research findings in primary geography Scoffham, Stephen Sheffield The Geographical Association
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2007-07-31 ?Q : Sharp, John G.
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Seedhouse, Paul 1995Z Some comments on children's ideas about Earth structure, volcanoes, earthquakes and plates 28-30 Teaching Earth Sciences 20 11 g6, LITHOS, EARTHINT, TECT, VOLC, EARTHQUA, CARTO
2007-07-31+?O = Muthukrishna, Nithi
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Miller, Sam 1993\ Children's Alternative Frameworks: Should They Be Directly Addressed in Science Instruction? 233-248' Journal of Research in Science Teaching 30 3- g6, g7, LITHOS, TECT, OROGEN, ASTRO, SEASON
2007-09-05 D ?N C Sell, Karen S.
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Schielack, Janie 2006 Supporting Student Conceptual Model Development of Complex Earth System Through the Use of Multiple Representations and Inquiry 396-407 Journal of Geoscience Education 54 3% g7, EARTHSYS, SYSPROP, HYDROS, OCEANS
2007-09-05.D?x ! Trend, Roger 2004 How Important is Deep Time?e Joint Geosciences Assembly (JGA) - Land Use and Environment Changes: Regional and Global Perspectives' Lung-Tan Hsiang, Tao-Yuan Hsien, Taiwan g6, g8, LITHOS, GEOLTIME0 www.cgu.org.tw/2004jga/dach/paper/07/07-O-01.doc
2007-12-18 ( ?D L Boyes, Edward
Myers, George
Skamp, Keith
Stanisstreet, Martin
Yeung, Stephen 2007W Air Quality: A Comparison of Students' Conceptions and Attitudes across the Continents. 425-445+ Compare: A Journal of Comparative Education 37 4 g6, ATMOS, HUMINDATM, AIRPOL
2007-09-23 ?E 0 Spiropoulou, D.
Kostopoulos, D.
Jacovides, C. P. 1999? Greek Children's Alternative Conceptions on Weather and Climate 55-59 School Science Review 81 294 (Sep 1999)" g6, ATMOS, ELEMCLIM, CLIM, WEATHER
2007-09-23 ?F , Papadimitriou, Vasiliki
Londridou, Paraskevi 2001a A Cross-Age Study of Pupils' Conceptions Concerning the Movement of Air Masses in the Troposphere 358-368} Science and Technology Education: Preparing Future Citizens. Proceedings of the 1st IOSTE Symposium in Southern Europe. Vol 1 Valanides, Nicos Paralimni University of Cyprus g6, ATMOS, ELEMCLIM
2007-09-23 ?G Lacin Simsek, Canan 2007" Children's Ideas about Earthquakes 14-19. Journal of Environmental and Science Education 2 1 g6, LITHOS, TECT, EARTHQUA
2007-09-23?H Hamann, Sabine 2004f Schülervorstellungen zur Landwirtschaft im Kontext einer Bildung für nachhaltige Entwicklung (Diss.) Ludwigsburg$ Pädagogische Hochschule Ludwigsburg
g6, HUMGEO/ http://opus.bsz-bw.de/phlb/volltexte/2004/2090/
2007-09-23 ?I % Belknap, Julia 2003P High School Student's Preconceptions an Conceptions about Tropical Storm Allison 8- Texas A&M University, Department of Geography g6, ATMOS, STORM Research Report http://www.eric.ed.gov & ERIC ED 481918 http://www.eric.ed.gov ?S $ Skamp, K.
Boyes, E.
Stanisstreet, M. 2004/ Students' ideas and attitudes about air quality 313-342 Research in Science Education 34 3+ g6, STS, ATMOS, HUMINDATM, AIRPOL, GREENHEF
2007-09-23 ?T Drieling, Kerstin 2005[ Boden als Unterrichtsthema - eine Pilotstudie mit Studienanfängern des Geographie-Lehramts 192-210 Geographie und ihre Didaktik 33 4 g6, PEDOS ?U Schnotz, Wolfgang 2006 Conceptual Change 77-82) Handwörterbuch Pädagogische Psychologie Rost, Detlfef H. Weinheim Beltz Verlag g1, CC
2007-10-17 ?V & Leighton, Jacqueline P.
Bisanz, Gay L. 2003` Children's and adults' knowledge and models of reasoning about the ozone layer and its depletion 117-139* International Journal of Science Education 25 1 g6, ATMOS, HUMINDATM, OZON D?W Gropengießer, Harald 2007* Theorie des erfahrungsbasierten Verstehens. Theorien in der biologiedidaktischen Forschung Krüger, Dirk
Vogt, Helmut Berlin Heidelberg Springer-Verlag
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Krüger, Dirk 2007 Die Conceptual-Change-Theorie 81-92d Theorien in der biologiedidaktischen Forschung - Ein Handbuch für Lehramtsstudenten und Doktoranden Krüger, Dirk
Vogt, Helmut Berlin Heidelberg Springer Verlag g1, CC
2007-10-22 ?Y Riemeier, Tanja 2007 Moderater Konstruktivismus 69-79d Theorien in der biologiedidaktischen Forschung - Ein Handbuch für Lehramtsstudenten und Doktoranden Krüger, Dirk
Vogt, Helmut Berlin Heidelberg Springer Verlag g1, CON
2007-10-22D?Z Kattmann, Ulrich 20074 Didaktische Rekonstruktion - eine praktische Theoried Theorien in der biologiedidaktischen Forschung - Ein Handbuch für Lehramtsstudenten und Doktoranden Krüger, Dirk
Vogt, Helmut Berlin Heidelberg Springer Verlag g1
2007-10-22 ?\ Reinfried, Sibylle 2004[ Do Curriculum reforms Affect Classroom Teaching in Geography? The case study of Switzerland 239-250A International Research in Geographical and Enviromental Education 13 3
g1, OTHERS
2007-10-22 ? Caravita, S. , Hallden, O. 1994+ Re-framing the problem of conceptual change 89-111 Learning and Instruction 4 g1,g6,B
2007-10-23?^
Lee, Okhee 1999~ Science Knowledge, World Views, and Information Sources in Social and Cultural Contexts: Making Sense after a Natural Disaster 187-219% American Educational Research Journal 36 2 g6, ATMOS, STORM, WORLDVIEW
2007-10-23 ?` ! Duit, Reinders
Treagust, David F. 2003S Conceptual change: a powerful framework for improving science teaching and learning 671-688* International Journal of Science Education 25 6 g1, CC
2007-10-29 ( ?a , Häußler, P.
Bünder, W.
Duit, R.
Mayer, J. 1998e Welche Perspektiven eröffnet die Forschung zu vorunterrichtlichen Vorstellungen und zum Lernprozeß? 169-219Q Naturwissenschaftsdidaktische Forschung - Perspektiven für die Unterrichtspraxis Kiel IPN g1
2007-10-29 ?b Libarkin, Julie C. 2006a College student conceptions of geological phenomena and their importance in classroom instruction 6-9 Planet 173 g1, ASTRO, SHAPEEARTH, LITHOS, GEOLTIME, TECT, VOLC
2007-12-05 ?c Dal, Burckin 2006 The Origin and Extent of Student's Understandings: The Effect of Various Kinds of Factors in Conceptual Understanding in Volcanism 38-59' Electronic Journal of Science Education 11 1 g6, g7, g8, LITHOS, TECT, VOLC
2007-12-05 D?d ! Ossimitz, Günther 2000D Teaching System Dynamics and Systems Thinking in Austria and Germany System Dynamics Conference Bergen g1, EARTHSYS, SYSPROP 2000-08 2007-12-12 NOCOPY ?e Reinfried, Sybille 20072 Alltagsvorstellungen und Lernen im Fach Geographie 19-28 Geographie und Schule 29 168c g1, CC, CON, g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOL, PEDOS, HYDROS, GROUNDW
2007-12-12 ?f Rule, Audrey C. 20071 Preservice Elementary Teachers' Ideas about Clays 210-220 Journal of Geoscience Education 55 4 g6, g7, PEDOS, LITHOS, MINRES
2007-12-12 F?g & Libarkin, Julie C.
Anderson, Steven W. 2006f Science concept inventory development in higher education: A mixed-methods approach in the geosciences1 Journal of Research in Science Teaching, in prep. g5
2007-12-12 F?h Kattmann, Ulrich 2005y Lernen mit anthropomorphen Vorstellungen? - Ergebnisse von Untersuchungen zur Didaktischen Rekonstruktion in der Biologie1 Zeitschrift für Didaktik der Natruwissenschaften 11 g1, ANTHRO, CC
2007-12-12 F?i 2 Dahl, Julie
Anderson, Steven W.
Libarkin, Julie C. 2005I Digging into Earth Science: Alternative conceptions held by K-12 teachers Journal of Geoscience Education 6 2 g8, LITHOS, GEOLTIME, TECT, VOLC
2007-12-12 F?j Happs, John C. 1981 SoilsO Working paper of the Science Education Research Unit, University of Waikato, NZ g6, PEDOS
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Schmitz, Anja 2006 Interessen- und Wissensentwicklung bei Schülerinnen und Schülern der Sek II in außerschulischer Lernumgebung am Beispiel von NaT-Working „Meeresforschung“$ Christian-Albrecht-Universität Kiel g6, HYDROS, OCEANS, METHODS
2007-12-12 O?l Blake, Anthony 2005 Do young children’s ideas about the Earth’s structure and processes reveal underlying patterns of descriptive and causal understanding in earth science? 59-74- Research in Science & Technological Education 23 1< g6, LITHOS, EARTHINT, TECT, VOLC, OROGEN, GEOMOR, WEATHERING
2007-12-12 ?m # Chang, Chun-Yen
Barufaldi, James P. 1999 The use of a problem-solving-based instructional model in initiating change in students’ achievement and alternative frameworks 373-388* International Journal of Science Education 21 4 g1, AFR, CC, PROSOL
2007-12-12 ?n D Englebrecht, Amy C.
Mintzes, Joel J.
Brown, Lewis M.
Kelso, Paul R. 2005T Probing Understanding in Physical Geology Using Concept Maps and Clinical Interviews 263-270 Journal of Geoscience Education 53 3 g5
2007-12-13 ?o % Trend, Roger
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2007-12-13 ?p Marques, Luis
Thompson, David 1997| Portuguese Students' Understanding at Ages 10-11 and 14-15 of the Origin and Nature of the Earth and the Development of Life 29-51- Research in Science & Technological Education 15 1 g6, ASTRO, LITHOS, FOSSILS
2007-12-13 ?q Sommer, Cornelia 2005G Untersuchung der Systemkompetenz von Grundschülern im Bereich Biologie% Christian-Albrechts-Universität Kiel g6, EARTHSYS, GEOECO
2007-12-13 ?r Blake, Anthony 2001J Developing Young Children’s Understanding: An Example from Earth Science 154–163$ Evaluation and research in education 15 3 g6, LITHOS, GEOL, ROCKS
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g7, ES, GC NOCOPY 9? Bezzi, A. 1996 Geology: A science, a teacher, or a course?: How students construct the image of geological disciplines and that of their teachers 312-324' Research in Science Education in Europe% Welford, G. , Osborne, J. , Scott, P. London The Falmer Press g5, g6, CTL, LITHOS, GEOL ? Bezzi, A. 1996[ Use of repertory grids in facilitating knowledge construction and reconstruction in geology 179-204' Journal of Research in Science Teaching 33 2 g5,g7, LITHOS, GEOL F? Pedemonte, G. M. , Bezzi, A. 1989` Geology and society in education: A multi-faceted problem calling for broader research prospects] Paper presented by Gruppo di Ricerca per l'Educazione Geologica, Universita di Genova, Italia g1, LITHOS, GEOL ? Hoz, R. , Tomer, Y. , Tamir, P. 1990 The relations between disciplinary and pedagogical knowledge and the lenght of teaching experience of biology and geography teachers 973-985' Journal of Research in Science Teaching 27 10 g8,CTL, CSC ? # Hoz, R. , Bowmann, D. , Chacham, T. 1997s Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping 925-947' Journal of Research in Science Teaching 34 9 g5, g6, LITHOS, GEOMOR ? Riggs, E. M. 2005| Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities 296-313 Science Education 89 2 g6, ES, METHODS ? Chang, C.-Y. 2001 Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement 147-153+ Journal of Science Education and Technology 10 2 g7, ES, LPRO, MMEDIA, PROSOL#? Gobert, J. D. , Clement, J. J. 1999 Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics 39-54' Journal of Research in Science Teaching 36 1 g7, LITHOS, TECT, PLATEC F? Happs, J. C. 1982< Some aspects of students understanding of rocks and mineralsO Working paper of the Science Education Research Unit, University of Waikato, NZ g6, lITHOS, GEOL, ROCKS, MINRES ? 3 Russell, T. , Bell, D. , Longden, K. , McGuigan, L. 1993 Rocks, soil and weather Liverpool Liverpool University Press2 g6, g7, ATMOS, WEATHER, LITHOS, GEOL, ROCKS, PEDOS !F? 9 Symington, D. , Biddulph, F. , Happs, J. C. , Osborne, R. 1982O Learning in Science Project (Primary): Primary school pupils' ideas about rocksd Working Paper (No.107) of the Science Education Research Unit, University of Waikato, Hamilton N. Z. g6, LITHOS, GEOL, ROCKS? Bakas, C., Mikropoulos, T. A. 2003d Design of virtual environments for the comprehension of planetary phenomena based on students' ideas 949-967* International Journal of Science Education 25 8& g6, g7, P, AS, ASTRO, SEASON, ROTEARTH ? Barnett, M., Morran, J. 2002N Addressing children's alternative frameworks of the moon's phases and eclipses 859-879* International Journal of Science Education 24 8 g7, P, AS, ASTRO, MOON ? Byrne, T. 20016 Tilt, rock and roll. Understanding the day/night cycle 12-20# Australian Science Teachers Journal 47 1 g6, P, AS, ASTRO, ROTEARTH ? Fischer, H. 19977 Die Vorstellungen von Grundschuelern zum Planetensystem 194-196= Zur Didaktik der Physik und Chemie. Probleme und Perspektiven
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Zandvliet, D. VANCOUVER> NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING (CD-ROM) g6, ES, HYDROS, GROUNDW Place published ? ) Bellou, I. , Stavridou, H. , Katsikis, A. 2001P Pupils' ideas about erosion as a basis for the design of an educational software 294-296v Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1s Psillos, D. , Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. Thessaloniki, Greece$ Aristotle University of Thessaloniki g6, ES, LITHOS, GEOMOR, EROSED "F? Bezzi, A. 1989} Geology and Society: a survey on pupils' ideas as an instance of a broader prospect for educational research in Earth ScienceV Paper presented at the 28th International Geological Congress held in Washington D. C. g6,GEN, LITHOS, GEOL, WORLDVIEW NOCOPY ? Bezzi, A. 1999 What is this thing called geoscience? Epistemological dimensions elicited with the repertory grid and thier implications for scientific literacy 675-700 Science Education 83 6- g5, g6, g8, CSC, CON, LITHOS, GEOL, WORLDVIEW ? & Boulter, C. , Prain, V. , Armitage, M. 1998c 'What's going to happen in the eclipse tonight?': Rethinking perspectives on primary school science 487-500* International Journal of Science Education 20 4$ g5, g6, g7, P, AS, ASTRO, ROTEARTH, ? Boyes, E. , Stanisstreet, M. 1993Q The 'Greenhouse Effect': children's perceptions of causes, consequences and cures 531-552* International Journal of Science Education 15 5# g6, STS, ATMOS, HUMINDATM, GREENHEF ? 1 Boyes, E. , Stanisstreet, M. , Papantoniou, V. S. 1999= The ideas of Greek high school students´ about "ozone layer" 724-737 Science Education 83 6 g6, STS, ATMOS, HUMINDATM, OZON rD? Broadstock, M. J. 1993= Children's understanding of earth systems phenomena in Taiwanv Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Novak, J. Ithaca, New York/ Cornell University (distributed electronically)= g6, g7, P, AS, ASTRO, SEASON, ATMOS, WEATHER, HYDROS, RIVERS ? % Brody, M., Tomkiewicz, W., Graves, J. 2002 Park visitors' understandings, values and beliefs related to their experience at Midway Geyser Basin, Yellowstone National Park, USA 1119-1141* International Journal of Science Education 24 11 g6, ES, INFORMAL, METHODS F? Brody, M. J. 1990F Fourth, eighth and eleventh grade students' understanding of pollutionj Paper presented at the annual meeting of the National Association of Research in Science Teaching, Atlanta! g6, STS, ATMOS, HUMINDATM, AIRPOL ? Brown, M. E. 1992I An ecological perspective on research with computers in Science Education 63-71 Research in Science Education 22 g1, CON, MMEDIA ? Buck, P. 1985; "Astronomische" Methoden bei Begriffsbildungsuntersuchungen 254-256T Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Physik/Chemie 1984 Mikelskis, H. Alsbach
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Cobern, W. W. 1989 World view theory and science education research: Fundamental epistemological structure as a critical factor in science learning and attitude development 1-555 National Association for Research in Science Teaching
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Koulaidis, V. 2003R Science and technology education for citizenship: The potential role for the press 241-256 Science Education 87 2# g1, STS, ASTRO, ATMOS, LITHOS, BIOS ? Dodick, J., Orion, N. 2003B Cognitive factors affecting student understanding of geologic time 415-442' Journal of Research in Science Teaching 40 4 g6, ES, LITHOS, GEOLTIME ? Dodick, J.
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supplement g1, INFORMAL, METHODS L ? Eloranta, V. 1994M Development of student teachers' environmental awareness in teacher education 75-80U Constructivist viewpoints for school teaching and learning in mathematics and science Ahtee, M. , Pehkonen, E. Helsinki7 Department of Teacher Education, University of Helsinki g7, g8, B, STS, OTHERS D?
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Zandvliet, D. VANCOUVER> NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING (CD-ROM) g7, ES, MMEDIA NOCOPY Place published5? + Lemmer, M. , Smit, J. J. A. , Vreken, N. J. 1999 Students' perceptions of time 98-100? Research in Science Education - Past, Present, and Future Vol.1M Komorek, M. , Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. Kiel IPN Kiel# g6, GC, GEN, P, M, LITHOS, GEOLTIME ? Lightman, A. P. , Sadler, P. M. 1988* The earth is round ? Who are you kidding ? 24-26 Science and Children 25 5 g6,P,AS, ASTRO, SHAPEEARTH ? Lindemann-Matthies, P. 2005 'Loveable' mammals and 'lifeless' plants: How children's interest in common local organisms can be enhanced through observation of nature 655-677* International Journal of Science Education 27 6 g6, LPRO, AFF, B, BIODIV, BIOS;ξ?!
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Preece, P. F. 1985, Childrens' ideas about the earth and gravity 67-73* The teaching of astronomy. Perspectives 16 Preece, P. F. M. , Clish, D. Exeter) University of Exeter, School of Education g6,P,AS, ASTRO ?9 Proverbio, E. , Lai, S. 1989k Spontaneous models and the formalization of the concepts of weather and time at the elementary school level 113-123* International Journal of Science Education 11 1 g5,g6,P, ATMOS, WEATHERd D?: Queiroz, G. , Krapas, S. 1993Z From the precession of the equinoxes to the gyroscope dynamics: A path through the historyv Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Novak, J. Ithaca, New York/ Cornell University (distributed electronically) g3 NOCOPY?; 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 727-734 School Science and Mathematics 40 g6,P,AS, LITHOS, GEOL ?< Robottom, I. , Hart, P. 1993E Towards a meta-research agenda in science and environmental education 591-605* International Journal of Science Education 15 5
g5, OTHERS ?= Rollnick, M. , Rutherford, M. 1990S African primary school teachers - what ideas do they hold on air and air pressure ? 101-113* International Journal of Science Education 12 1 g8,P,M, ATMOS, ELEMCLIM ?> Rondonuwu, F. S. , Dulfer, G. H. 1992$ Students' conceptions of water waves 63-67? Journal of Science and Mathematics Education in South East Asia 15 1 g6,P,M, HYDROS, OCEANS ?? Ross, K. E. K.
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Sadler, P. M. 1987 Misconceptions in astronomy 422-425s Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III Novak, J. Ithaca Cornell University% g6, g7, P, AS, ASTRO, MOON, ROTEARTH) ?G Schieder, M. , Wiesner, H. 1996J Vorstellungen und Lernprozesse zum Themenbereich Wetter in der Primarstufe 167-169= Zur Didaktik der Physik und Chemie: Probleme und Perspektiven Behrendt, H. Alsbach/Bergstrasse Leuchtturm-Verlag g6, LPRO, ATMOS ?H Schilke, K. 19996 Lernvoraussetzungen von Kindern zum Thema Dinosaurier 3-141 Zeitschrift fuer Didaktik der Naturwissenschaften 5 2" g6, g7, B, BIODIV, LITHOS, FOSSILSeD?I
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Hansen, P. J. K. 2005I Climate education: Empowering today's youth to meet tomorrow's challenges 3-50 Studies in Science Education 41$ g1, g7, B, ECOLOGY, STS, ATMOS, CLIM ?K Schur, Y. 2001_ Why can't Julie see the moon? Connections between observation of phenomena and science learning 618-620v Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 2s Psillos, D. , Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. Thessaloniki, Greece$ Aristotle University of Thessaloniki g6, P, AS, ASTRO, MOON ?L Sharp, J. 1996] Children's astronomical beliefs: A preliminary study of year 6 children in south-west England 685-712* International Journal of Science Education 18 6 g6, P, AS, ASTRO ?M A Sharp, J. G. , Bowker, R. , Mooney, C. M. , Grace, M. , Jeans, R. 19992 Teaching and learning astronomy in primary schools 75-86 School Science Review 80 292! g6, P, AS, ASTRO, MOON, ROTEARTH ?N ; Shipman, H.L., Brickhouse, N.W., Dagher, Z., Letts IV, W.J. 2001N Changes in student views of religion and science in a college astronomy course 526-547 Science Education 86 4 g6, CTL, RELIGION NOCOPY ?O Skamp, K. 1994* Determining misconceptions about astronomy 63-67# Australian Science Teachers Journal 40 3 g6, P, AS, ASTRO NOCOPY ?P Sneider, C. , Ohadi, M. 1998G Unraveling students' misconceptions about the earth's shape and gravity 265-284 Science Education 82 2 g7,P,AS, ASTRO, SHAPEEARTH ?Q
Sommer, C. 2002c Wie Grundschueler sich die Erde im Weltall vorstellen - eine Untersuchung von Schuelervorstellungen 69-841 Zeitschrift fuer Didaktik der Naturwissenschaften 8 g6, P, AS, ASTRO, SHAPEEARTH ?R " Spiliotopoulou, V. , Ioannidis, G. 19969 Primary teachers' cosmologies: The case of the 'universe' 337-350' Research in Science Education in Europe% Welford, G. , Osborne, J. , Scott, P. London The Falmer Press g8, P, AS, ASTRO ?S Stavridou, H. , Marinopoulos, D. 2001i Water and air pollution: Primary students' conceptions about "Itineraries" and interactions of substances 31-417 Chemistry Education: Research and Practice in Education 2 1* g7,C,STS, ATMOS, HUMINDATM, AIRPOL, HYDROS ?T Stepans, J. I. , Kuehn, C. 1985! Children's conceptions of weather 44-47 Science and Children 22 9 g6, ATMOS, WEATHER ?U Strommen, E. 1995Z Lions and tigers and bears, oh my! Children's conceptions of forests and their inhabitants 683-698' Journal of Research in Science Teaching 32 7
g6, B, BIODIV ?V 5 Taiwo, A. A. , Ray, H. , Motswiri, M. J. , Masene, R. 1999H Perceptions of the water cycle among primary school children in Botswana 413-430* International Journal of Science Education 21 4 g6, HYDROS, HYDCYC u?W Treagust, D. F. , Smith, C. L. 1986Y Secondary students understanding of the solar system: implication for curriculum revision 363-368q GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark Hunt, J. J. Noordwijk, Netherlands+ European Space Agency Publications Division g6,P,AS, ASTRO ?X Treagust, D. F. , Smith, C. 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Wu, H.-K.
Hwang, F.-K. 2008 Fostering high school students' conceptual understandings about seasons: The design of a technology-enhanced learning environment 127-148 Research in Science Education 38 2$ g7, P, AS, MMEDIA, ES, ASTRO, SEASON
2009-07-17 ? Khishfe, R. 2008> The development of seventh graders' views of nature of science 470-496' Journal of Research in Science Teaching 45 4 g7, CSC, INQUIRY
2009-07-17 ? Lederman, N. G. 2007, Nature of science: past, present, and future 831-879) Handbook of research on science education Abell, S. K.
Lederman, N. G. Lawrence Erlbaum Associates g1, CSC, g6, g7, g8
2009-07-17 ? $ Magnusson, S.
Templin, M.,
Boyle, R. 1997M Dynamic science assessment: A new approch for investigating conceptual change 91-142 Journal of the Learning Sciences 6 1 g7, P, E, CC
2009-07-17?
Mercer, N. 2008 Changing our minds: a commentary on "Conceptual change: a discussion of theoretical, methodological and practical challenges for science education" 351-362% Cultural Studies of Science Education 3 g1, CC, SCON
2009-07-17 ? > Milne, C.
Kirch, S.
Jhumki Basu, S.
Leou, M.,
Fraser-Abder, P. 2008; Understanding conceptual change: connecting and questioning 417-434% Cultural Studies of Science Education 3 g1, CC, SCON
2009-07-17 ? Mulholland, J.
Ginns, I. S. 2008T College MOON project Australia: Preservice teachers learning about the moon's phases 385-399 Research in Science Education 38 3 g8, P, AS, ES, ASTRO, MOON
2009-07-17+? 4 Nugent, G.
Kunz, G.
Levy, R.
Harwood, D.
Carlson, D. 2008x The impact of a field-based, inquiry-focused model of instruction on preservice teachers' science learning and attitudes 1-18' Electronic Journal of Science Education 12 2 g8, ES, METHODS, CTL, INQUIRY
2009-07-17 ? Orion, N.
Ault, J. C. R. 2007 Learning earth science 653-687) Handbook of research on science education Abell, S. K.
Lederman, N. G. Lawrence Erlbaum Associates g1, g6, g7, ES, OTHERS
2009-07-17 ? Özdemir, G.
Clark, D. B. 2007) An overview of conceptual change theories 351-361@ Eurasia Journal of Mathematics, Science and Technology Education 3 4 g1, CC
2009-07-17 ? + Papadouris, N.
Constantinou, C.
Kyratsi, T. 2008L Students' use of the energy model to account for changes in physical systems 444-469' Journal of Research in Science Teaching 45 4 g6, E
2009-07-17 ? Pendrill, A.-M. 20085 How do we know, that the Earth spins around its axis? 158-164 Physics Education 43 2 g7, P, M, ES, ASTRO, ROTEARTH
2009-07-17 F? Pyle, E. 2008- A model of inquiry for teaching earth science' Electronic Journal of Science Education 12 2 g7, ES, LITHOS, GEOL, INQUIRY
2009-07-17 ? Roth, W.-M. 2008K The nature of scientific conceptions: A discursive psychlogical perspective 30-50 Educational Research Review 3 1 g1, SCON, DISCOURSE, CC
2009-07-17 ? 1 Simonneaux, L.
Albe, V.
Ducamp, C.
Simonneaux, J. 2005^ Do high-school students' perceptions of science change when addressed directly by researchers? 21-40@ Eurasia Journal of Mathematics, Science and Technology Education 1 1 g7, CSC
2009-07-17 ? L Siry, C.
Horowitz, G.
Otulaja, F. S.
Gillespie, N.
Shady, A.
Augustin, L. A. 2008T Conceptual change research and science education practice: a response from educators 451-470% Cultural Studies of Science Education 3 g1, CC
2009-07-17| >0D? Schuler, Stephan 2011 Alltagstheorien zu den Ursachen und Folgen des globalen Klimawandels. Erhebung und Analyse von Schülervorstellungen aus geographiedidaktischer Perspektive. Bochumer Geographische Arb ? Vosniadou, S.g1 2008+ Conceptual change research: An introduction xiii-xxviii7 International handbook of research on conceptual change Vosniadou, S New York
Routledge g1, CC
2009-07-17)? Clary, R.
Wandersee, J. 2007 A mixed analysis of the effects of an integrative geobiological study of petrified wood in introductory college geology classrooms
1011 -1035' Journal of Research in Science Teaching 44 8' g7, ES, LITHOS, GEOLTIME, FOSSILS, EVOL
2009-07-27 ? Kerr, K.
Beggs, J.
Murphy, C. 2006G Comparing children's and student teachers' ideas about science concepts 289-302 Irish Educational Studies 25 3 g6, g8, CSC
2009-07-27 ? Rempfler, A. 20095 Systemkompetenz: Forschungsstand und Forschungsfragen 58-79 Geographie und ihre Didaktik 37 2
g1, OTHERS
2009-07-27 ? Wustmann, K.
Schleicher, Y. 2009 Möglichkeiten empirischer Unterrichtsforschung in der Lehramtsausbildung: Das Beispiel geographischer Alltagsvorstellungen zur Entstehung des Bodensees 80-96 Geographie und ihre Didaktik 37 2 g6, g7, MN, CC, HYDROS, LAKES ; / Shepardson, D. P.
Wee, B.
Priddy, M.
Harbor, J. 2007* Students' mental models of the environment 327-348' Journal of Research in Science Teaching 44 2 g6, B, ECOLOGY, ES, BIOS
2009-07-27 ? . Trundle, K. C.
Atwood, R. K.
Christopher, J. E 2007e A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases 303-326' Journal of Research in Science Teaching 44 2" g7, g8, P, AS, ES, ASTRO, MOON, CC
2009-07-27 ? Abd-El-Khalick, F.
Akerson, V. 2007@ On the role and use of ''theory'' in science education research 187-194 Science Education 91 1 g1, CSC, CC
2009-07-29 ?
Apedoe, X.,S. 2008Y Engaging students in inquiry: Tales from an undergraduate geology laboratory-based course 631-663 Science Education 92 4& g7, ES, LITHOS, GEOL, METHODS, INQUIRY
2009-07-27 -? k Clark, D. B.
Reynolds, S.
Lemanowski, V.
Stiles, T.
Yasar, S.
Protor, S.
Lewis, E.
Stromfors, C.
Corkis, J. 2008M University students' conceptualization and interpretation of topographic maps 377-408* International Journal of Science Education 30 3
g7, ES, CARTO
2009-07-274 ? % Henze, I.
Driel van, J.H.
Verloop, N. 2008y Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe 1321-1342+ International Journal of Science Education 30 10* g8, CTL, PCK, CSC, P, AS, MODEL, ES, ASTRO
2009-07-270 ?
Hsu, Y.-S. 2007 Learning about seasons in a technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students' conceptual change 320-344 Science Education 92 2 g7, AS, ES, ASTRO, SEASON, CC
2009-07-27 ? / Jones, M. G.
Tretter, T.
Taylor, A.
Oppewal, T. 2008: Experienced and novice teachers' concepts of spatial scale 409-429* International Journal of Science Education 30 3 g8, GC, EXNOV, PERCSPACE
2009-07-27 ? Liu, S.-Y.
Lederman, N. G. 2007O Exploring prospective teachers' worldviews and conceptions of nature of science 1281-1308* International Journal of Science Education 29 10 g8, CSC, WORLDVIEW
2009-07-27 ?
Marohn, A. 2008} "Choice2learn" - eine Konzeption zur Exploration und Veränderung von Lernvorstellungen im Naturwissenschaftlichen Unterricht 57-831 Zeitschrift für Didaktik der Naturwissenschaften 14 g7, CON, CC
2009-07-27 ?
Marohn, A. 2008\ Schülervorstellungen zum Lösen und Sieden - auf der Suche nach "elementaren" Vorstellungen 451-4577 Der mathematische und naturwissenschaftliche Unterricht 61 8
g6, C, OTHERS
2009-07-27 ?
Meloefski, R. 2007n Vom Alltagsbegriff zum Fachbegriff. Über die Notwendigkeit im (Chemie-)Unterricht Vorstellungen zu entwickeln 223-2297 Der mathematische und naturwissenschaftliche Unterricht 60 4 g4
2009-07-27 ? Muller, D.A.
Sharma, M. D. 2007J Raising cognitive load with linear multimedia to promote conceptual change 278-296 Science Education 92 2* g1, COSC, CON, CC, g7, P, M, FORCE, MMEDIA
2009-07-27? Ogan-Bekiroglu, F. 2007 Effects of model-based teaching on pre-service physics teachers' conceptions of the moon, moon phases and other lunar phenomens 555-594* International Journal of Science Education 29 5! g8, P, AS, MODEL, ES, ASTRO, MOON
2009-07-27 ? Rehm, M. 2006t Allgemeine naturwissenschaftliche Bildung - Entwicklung eines vom Begriff ,,Verstehen'' ausgehenden Kompetenzmodells 23-441 Zeitschrift für Didaktik der Naturwissenschaften 12 g1, C
2009-07-27 ? Semken, S.
Butler Freeman, C. 2008M Sense of place in the practice and assessment of place-based science teaching 1042-1057 Science Education 92 6 g7, ES, PERCSPACE, LITHOS, GEOL
2009-07-27 heir cognitive understanding, students were questioned about their views concerning what they and others could and should do to reduce air pollution. In this, they seemed agreed, amongst other things, that financial penalties were less acceptable thA? B Shepardson, D. P.
Wee, B.
Priddy, M.
Schellenberger, L.
Harbor, J. 2007 What is a watershed? Implications of student conceptions for environmental science education and the national science education standards 554-578 Science Education 91 4' g7, ES, ECOLOGY, HYDROS, HYDCYC, RIVERS
2009-07-27 ? . Trundle, K. C.
Atwood, R. K.
Christopher, J. E 2007O Fourth-grade elementary students' conceptions of standards-based lunar concepts 595-616* International Journal of Science Education 29 5 g7, P, AS, ES, ASTRO, MOON
2009-07-27 ? Lee, H.
Sungah, B. 2008c Issues in Implementing a structured problem-based learning strategy in a volcano unit: a case study 655-676: International Journal of Science and Mathematics Education 6 4" g7, g8, PROSOL, LITHOS, TECT, VOLC
2009-07-27 ? Fridrich, C. 2009} Alltagsvorstellungen von Schüler/inne/n thematisieren und umstrukturieren - gezeigt am Beispiel natürlicher Erdölvorkommen 17-24
GW-Unterricht 114 g6, g7, LITHOS, GEOL, MINRES
2009-07-27 ? Arabatzis, T.
Kindi, V. 2008I The problem of conceptual change in the philosophy and history of science 345-3737 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, CSC, g3
2009-07-30 ? Brewer, W.F. 2008Y Naive theories of observational astronomy: Review, analysis, and theoretical implications 155-2047 International handbook of research on conceptual change
Vosniadou, S. New York Routledge$ g1, CC, g5, g6, g7, P, AS, ES, ASTRO
2009-07-30 ? Chi, M.T.H. 2008e Three types of conceptual change: Belief revision, mental model transformation, and categorical shift 61-827 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, COSC, MM
2009-07-30 ? " Duit, R.
Treagust, D.F.
Widodo, A. 2008; Teaching science for conceptual change: Theory and practice 629-6467 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, g8, CTL, gp
2009-07-30 ? Jonassen, D. 2008$ Model building for conceptual change 676-6937 International handbook of research on conceptual change
Vosniadou, S. New York Routledge
g1, CC, MODEL
2009-07-30 ? Keil, F.C.
Newman, G.E. 2008F Two tales of conceptual change: What changes and what remains the same 83-1017 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC
2009-07-30 @ ? Leach, J.T.
Scott, P.H. 2008g Teaching for conceptual understanding: An approach drawing on individual and sociocultural perspectives 647-6757 International handbook of research on conceptual change
Vosniadou, S. New York Routledge- g1, CC, SCON, PIAGET, VYGOTSKY, DISCOURSE, g7
2009-07-30 ?
Linn, M.C. 2008? Teaching for conceptual change: Distinguish or extinguish ideas 694-7227 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, g7, MMEDIA
2009-07-30 ? Marton, F.
Pang, M.F. 2008A The idea of phenomenography and the pedagogy of conceptual change 533-5597 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, PHEN
2009-07-30 ?
Miyake, N. 2008' Conceptual change through collaboration 453-4787 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, SCCN, g7
2009-07-30 @ ? Murphy, P.K.
Alexander, P.A. 2008| The role of knowledge, beliefs, and interest in the conceptual change process: A synthesis and meta-analysis of the research 583-6167 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, AFF, g6, g7
2009-07-30 ? Nersessian, N.J. 2008$ Mental modeling in conceptual change 391-4167 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, MM, DISCOURSE
2009-07-30 ? Sinatra, G.M.
Mason, L. 2008G Beyond knowledge: Learner characteristics influencing conceptual change 560-5827 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, COSC, AFF, CTL
2009-07-30 ? Thagard, P. 2008D Conceptual change in the history of science: Life, mind, and disease 374-3877 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g3
2009-07-30 ? + Vosniadou, S.
Vamvakoussi, X.
Skopeliti, I. 2008A The framework theory approach to the problem of conceptual change 3-347 International handbook of research on conceptual change
Vosniadou, S. New York Routledge g1, CC, MM, COSC
2009-07-30 ? White, R.T.
Gunstone, R.F. 2008: The conceptual change approach and the teaching of science 619-6287 International handbook of research on conceptual change
Vosniadou, S. New York Routledge
g1, CC, g7
2009-07-30 ? 0 Wandersee, J. H. , Mintzes, J. J. , Novak, J. D. 1994. Research on alternative conceptions in science 177-2105 Handbook of research on science teaching and learning Gabel, D. New York Macmillan g1,g5
2007-10-23 *? # Yuenyong, C.
Jones, A.
Yutakom, N. 2008r A comparison of Thailand and New Zealand students' ideas about energy related to technological and societal issues 293-311: International Journal of Science and Mathematics Education 6 2 g6, P, EN, STS, OTHERS 2009-07-30, NOCOPY ? Hildebrandt, K.
Bayrhuber, H. 2003z Students‘ conceptions about System Earth – System thinking and multi-perspective learning in the carbon cycle context. 285 - 292n Biology Education for the real world / Student - Teacher - Citizen. Proceedings of the IV.th ERIDOB Conference$ Lewis, J.
Magro, A.
Simonneaux, L. Toulouse-Auzeville/ Ecole nationale de formation agronomique (enfa)> g6, EARTHSYS, SYSPROP, CYCLE, ATMOS, HUMINDATM, GREENHEF, BIOS 2010-01-07, NOCOPY ? " Chinn, Clark A.
Brewer, William F. 20014 Models of Data: A Theory of How People Evaluate Data 323-393 Cognition and Instruction 19 3 g1, MN, LITHOS, GEOL
2009-10-15 ?
Ehrlén, Karin 2008Z Children’s Understanding of Globes as a Model of the Earth: A problem of contextualizing 221-238* International Journal of Science Education 30 2 g1, MN, WORLDVIEW
2009-10-15fD? 8 Michail, Sirmo
Stamou, Anastasia G.
Stamou, George P. 2006 Greek Primary School Teachers’ Understanding of Current Environmental Issues: An Exploration of Their Environmental Knowledge and Images of Nature Wiley InterScience, g8, ATMOS, HUMINDATM, GREENHEF, OZON, AIRPOL www.interscience.wiley.com
2009-10-15 DOI 10.1002/sce ? ( Kurdziel, Josepha P.
Libarkin, Julie C. 2002Z Research Methodologies in Science Education: Students’ Ideas About the Nature of Science 322-329 Journal of Geoscience Education 50 3 g6, CSC, LITHOS, GEOL
2009-10-15D?
! Schoon, Kenneth J. 19897 Misconceptions in the Earth Sciences: A Cross-Age StudyK Annual Meeting of the National Association for Research in Science Teaching
San FranciscoI g6, ASTRO, SEASON, ROTEARHT, MOON, LITHOS, TECT, EARTHQUA, HYDROS, RIVERS
2009-10-15 ? I Truscott, Jason B.
Boyle, Alan
Burkill, Sue
Libarkin, Julie
Lonsdale, Jo 20069 The concept of time: can it be fully realised and taught? 21-23 Planet 17 g6, g7, LITHOS, GEOLTIME
2009-10-15 ? Reinfried, S.
Schuler, S. 2009 Die Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften - ein Projekt zur Erfassung der internationalen Forschungsliteratur 120-135 Geographie und ihre Didaktik 3 g1
2009-10-24 effects of air pollutants. A number of misconceptions are highlighted, including the common belief amongst younger students that oxygen was more common in unpolluted air than nitrogen. Along with t ? > Stavy, R.
Babai, R.
Tsamir, P.
Tirosh, D.
Lin, F.
McRobbie, C. 2006 Are intuitive rules universal? 417-436: International Journal of Science and Mathematics Education 4
g1, OTHERS
2009-10-24? " Yuenyong, C.
Jones, A.
Yutakom, N. 2008s A comparison of Thainland and New Zealand students' ideas about energy related to technological and societal issues 293-311: International Journal of Science and Mathematics Education 4
g6, OTHERS
2009-10-24 ? Fridrich, C. 2009p Zur Nachhaltigkeit der Umstrukturierung von Alltagsvorstellungen - oder: Bilder von "Erdölseen" bei Erwachsenen 19-25
GW-Unterricht 115 g7, LITHOS, GEOL, MINRES
2009-10-24 :? Drieling, K. 2006Q Schoolgirls’ and schoolboys’ alternative ideas of soil and soil degradation. 143s Geoscience Education: Understanding System Earth. Schriftenreihe der Deutschen Gesellschaft für Geowissenschaften. 48& Hlawatsch, S.
Obermaier, G.
Martin, U. g6, PEDOS
2010-01-07 ? Tytler, Russell
Prain, Vaughan 2007- Representation and Learning about Evaporation 237-248- Contributions from Science Education Research Pintó, R.
Couse, D. Springer g6, PIAGET, HYDROS
2010-01-25 ? Niebert, Kai 2009' Der Kohlenstoffkreislauf im Klimawandel 34-40 Unterricht Biologie 349E g6, g7, EARTHSYS, CYCLE, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF
2010-01-25 üler zum biologisch-organischen Stoffkreislauf auf die Spur zu kommen, wurden diese intensiv mittels halbstandardisierter Interviews /e : Boyes, Edward
Stanisstreet, Martin
Pui-ming Yeung, Stephen 2004T Air Pollution: The Knowledge and Attitudes of Secondary School Students in Hong Kong 21-37B International Research in Geographical and Environmental Education 13 1 Routledge g6, ATMOS, HUMINDATM, AIRPOL
2004/05/15
This paper examines the knowledge and understanding of Hong Kong secondary school students about the composition of unpolluted and polluted air, and the nature and lervorstellungen. befragt. Im Anschluss daran erhielten zwei Versuchsklassen die Gelegenheit, ihre Vorstellung zur Zersetzung organischen Materials im Rahmen einer moderat-konstruktivistisch angelegten Unterrichtsumgebung zu überprüfen. Im Mitt <ence Teaching g1, g2, g5, CON, WORLDVIEW Narst Monograph '
B, BIODIV, BIOS Oldenburger Vordrucke O ?
Baisch, Petra 2009x Schülervorstellungen zum Stoffkreislauf. Eine Interventionsstudie im Kontext einer Bildung für nachhaltige Entwicklung Hamburg Kovac g6, g7, EARTHSYS, CYCLE, PEDOS "Das löst sich dann irgendwann in Luft auf" – über diese Vorstellung zum Schicksal organischer Materialien verfügen eine Reihe von Grundschulkindern. In der Untersuchung wurde der Frage nachgegangen, ob sich diese Vorstellung des "Verschwindens" durch den handlungsorientierten Umgang mit einer Kompostkiste verändern lässt. Um den Vorstellungen der Schülerinnen und Sch elpunkt der entwickelten Unterrichtsbausteine stand eine Kompostkiste, die über mehrere Wochen in den Klassenzimmern verblieb und mit Hilfe derer Zersetzungsvorgänge direkt beobachtet werden konnten. Weitere inhaltliche Schwerpunkte des Unterrichts waren die Untersuchung der Bodenorganismen und des Humus, mit welchem auch Pflanzversuche durchgeführt wurden. Mehrere Wochen nach der Intervention wurden die Schülerinnen und Schüler nochmals mittels Interviews zu ihren Vorstellungen bezüglich des biologisch-organischen Stoffkreislaufs befragt. Die Ergebnisse und der Vergleich mit der Kontrollgruppe zeigen, dass die konkrete Handlungserfahrung mit einer Kompostkiste in moderat-konstruktivistischer Lernumgebung die Veränderung der vorunterrichtlichen Vorstellungen in Richtung fachlich angemessener Konzepte fördert. Die Autorin plädiert für eine ökologische Elementarbildung bereits in der Grundschule und zeigt auf, inwiefern diese auch einen Beitrag für eine Bildung für nachhaltige Entwicklung leisten kann. 2011-03-08, NOCOPY ξ? Bonekamp, Mieke 2006c Boden als Puffer. Fachliche Vorstellungen und Schülervorstellungen zu einer zentralen Bodenfuktion 554 Oldenburg Didaktisches Zentrum g6, PEDOS Oldenburger Vordrucke 2011-03-08, NOCOPY F? Bulunuz, N. 2009u Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation 276-289 School Science and Mathematics 109 5X g8, g9, ASTRO, SEASON, MOON, ATMOS, ELEMCLIM, LITHOS, GEOL, ROCKS, TECT, EARTHQUA, PEDOS May 2009
2011-03-08 276 #Ξ? Dittmann, Stefan 2009j Bodenversalzung. Fachliche Vorstellungen und Schülervorstellungen zu einem geographischen Themenklassiker 584 Oldenburg Didaktisches Zentrum g6, PEDOS* http://www.diz.uni-oldenburg.de/20514.html Oldenburger Vordrucke 2011-03-08, NOCOPY ? Felzmann, Dirk 2010 Wenn Gletscher und Schülervorstellungen in Bewegung geraten. Analyse der Vorstellungsentwicklung zum Thema "Gletscherbewegung" in einem Vermittlungsexperiment 87-122| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g6, g7, KRYOS, GLAC
2011-03-08< Wenn Gletscher und Schülervorstellungen in Bewegung geraten ?! Gapp, S.
Schleicher, Y. 2010 Alltagsvorstellungen von Grundschulkindern: Erhebungsmethoden und Ergebnisse, dargestellt anhand der Thematik "Schalenbau der Erde" 33-54| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g5, g6, LITHOS, EARTHINT
2011-03-08* Alltagsvorstellungen von Grundschulkindern ?" Golledge, R., M. Marsh, et. al. 2008? Matching Geospatial Concepts with Geographic Educational Needs 85-98 Geographical Research 46 1 g1, PERCSPACE, OTHERS
March 2008
2011-03-08 85 ?# . Hemmer, Michael
Rahner, Meike
Schuler, Stephan 2011 Naturrisiken im Geographieunterricht - ausgewählte Ergebnisse empirischer Studien zur Schülerperspektive, didaktische Konsequenzen und Forschungsperspektiven 1-24 Geographie und ihre Didaktik 39 1@ g1, g6, EARTHSYS, GEOECO, ATMOS, STORM, LITHOS, EARTHQUA, HUMGEO3 The impact, which students’ conceptions and interests have on organisation and effectivity of teaching, is undisputable. The following article presents the results of different empirical studies on the topic natural dis-asters. Concerning the aspect “students’ interests”, the central results of a study, which had been carried out in the 6th grade of all types of schools and which has not been published so far, are presented on the basis of certain facets, contexts and operation methods of the topic. Regarding the aspect “students’ conceptions” the results of selected international studies are described. At this, emphasis has to be put on two studies from Taiwan and Florida, which even consider the meta-level of Weltanschauung while explaining natural disasters, and which differentiate between mythological and sci-entific approaches concerning students’ conceptions. Concrete didactical-methodical thoughts and models, how to deal with the subject in geography lessons as well as perspectives on scientific education research complete this article.
2011-03-08 ?$ Horn, M.
Schweizer, K. 2010 Der Umgang mit Alltagsvorstellungen zu geographischen Begriffen. Welchen Einfluss haben personale Faktoren von Lehramtsstudierenden der Geographie auf den Prozess der Konzeptveränderungen? 189-211| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g1, g9, OTHERS
2011-03-08? Der Umgang mit Alltagsvorstellungen zu geographischen Begriffen ?% 0 Jakobsson, Anders
Mäkitalo, Åsa
Säljö, Roger 2009 Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing 978-995 Science Education 93 62 Wiley Subscription Services, Inc., A Wiley Company" g5, g6, ATMOS, HUMINDATM, GREENHEF# http://dx.doi.org/10.1002/sce.20341
2011-03-08 1098-237X 10.1002/sce.20341 ?& Kang, N.-H. 2007g Elementary teachers´ epistemological and ontological unterstanding of teaching for conceptual learning 1292-1317' Journal of Research in Science Teaching 44 9
g1, g8, g9
November 2007
2011-03-08 1292 !/' 9 Klonari, Aikaterini
Dalaka, Anastasia
Petanidou, Theodora 2011^ How evident is the apparent? Students’ and teachers’ perceptions of the terraced landscape 5 - 20B International Research in Geographical and Environmental Education 20 1 g6, g7, LITHOS, LAND, HUMGEO The aim of this study is to investigate how Greek students and teachers perceive and interpret a cultural landscape element, namely cultivation terraces, in terms of the various uses and values (economic, environmental, ecological and cultural) that they may represent for those involved in the educational system. The study was carried out with a structured questionnaire, addressed to 362 students and 97 geography teachers, with different types of exposure to terraced landscapes: (1) inhabitants of the larger metropolitan area of Athens and (2) inhabitants of the Aegean islands of Lesvos and Nisyros – both featuring highly terraced agricultural landscapes. Results indicated that terraces per se escape the respondents’ perception, irrespective of respondents’ age. Students’ knowledge about terraces seems to be inadequate, although both the concept and the issue appear in geography curricula and geography textbooks. The respondents’ general attitude toward the terraced landscape was positive, while the majority of survey participants placed the primary value of terraces on their soil and water management properties. Teachers’ perceptions regarding the terraced landscape are not reflected on the students’ respective knowledge. Finally, findings seem to point out that everyday life experiences play a positive role in the formation of lay attitudes toward local environments and landscapes.8 http://www.informaworld.com/10.1080/10382046.2011.540100 2011-03-08, NOCOPY 1038-2046 March 09, 2011 ?( Lane, R. 2008/ Students´ Alternative Conceptions in Geography 43-52 Geographical Education 21 2011-03-08, NOCOPY 43 t ,?C 5 Schauble, Leona
Klopfer, Leopold E.
Raghavan, Kalyani 1991T Students' transition from an engineering model to a science model of experimentation 859-882' Journal of Research in Science Teaching 28 92 Wiley Subscription Services, Inc., A Wiley Company g6, g7, METHODS Abstract 10.1002/tea.3660280910.abs This study investigates the hypothesis that when children are engaged in science experiments, the goal of which is to understand relations among causes and effects, they often use the engineering model of experimentation, characterized by the more familiar goal of manipulating variables to produce a desired outcome. Sixteen fifth- and sixth-graders worked on two experimentation problems consistent with the engineering and science models, respectively. The context in which these problems were framed was also varied, to encourage adoption of either an engineering or science model. Over six 40-min sessions, the group achieved significant increases in the percentages of inferences about variables that were both correct and valid. Improvement was greatest for those who began with the engineering problem and then went on to the science problem. The science model was associated with broader exploration, more selectiveness about evidence interpreted, and greater attention to establishing that some variables are not causal. The findings suggest that research on scientific inquiry processes should attend{?* Lombardi, Doug
Sinatra, Gale 2010V College Students’ Perceptions About the Plausibility of Human-Induced Climate Change 1-17 Research in Science Education Springer Netherlands Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’ understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate students enrolled in an introductory science class on global climate change completed measures of their (a) understanding of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even with brief instruction.+ http://dx.doi.org/10.1007/s11165-010-9196-zS 2011-03-08, NOCOPY (Online-First-Publikation, noch nicht in Zeitschrift erschienen) 0157-244X 10.1007/s11165-010-9196-z ζ?+ Müller, Martin 2009f Meteroiteneinschläge auf der Erde. Fachliche Konzepte, Schülerperspektiven und didaktische Umsetzung 43
Weingarten HGD g6, ASTRO, LITHOS, LAND Meteoriteneinschläge sind ein spannendes und attraktives Thema im Rahmen geowissenschaftlicher Forschung und Bildung - auch im Rahmen der Evolutionsgeschichte des Planeten Erde. Doch welche Vorstellungen und Interessen über diese Prozesse bringen Schüler überhaupt mit in den Geographie-Unterricht? Wie lassen sich fachwissenschaftliche Konzepte und Schülervorstellungen didaktisch sinnvoll miteinander verbinden? Das Ziel der vorliegenden Studie ist es, den Weg für eine Behandlung der Impakt-Thematik im Geographie-Unterricht vorzubereiten, denn die Beschäftigung mit dem Themenkomplex Naturkatastrophen, Georisiken und Gefahren nimmt einen zentralen und integrierenden Platz in der Geographie ein. Auch im Rahmen der geographischen Kernkompetenzen und Bildungsstandards zeigen sich vielfache Anknüpfungspunkte. Daher werden der Stand der fachwissenschaftlichen Forschung und die Lernerperspektiven zu Meteoriteneinschlägen erfasst, um daraus eine angemessene didaktische Strukturierung des Themenbereiches abzuleiten und entsprechende Schlussfolgerungen für die Behandlung des Themas im Geographie-Unterricht darzustellen -- dazu wird das Modell der ,Didaktischen Rekonstruktion' herangezogen. In der Hauptstudie werden mit Hilfe einer quantitativen Erhebung Schülerinnen und Schüler bayerischer Gymnasien zu ihrem Interesse, ihren Vorstellungen und der subjektiven Gefahreneinschätzung im Zusammenhang mit Meteoriteneinschlägen befragt. Zur Auswertung der kognitiven Schülervorstellungen wurde eine Matrix zur statistischen Typenbildung erstellt. Durch weitere qualitative Befragungen wurden zudem Kernkonzepte über Meteoriteneinschläge auf der Erde identifiziert. Im Rahmen der Didaktischen Strukturierung wurden für die Unterrichtspraxis die CRATER-Simulation und eine Unterrichtseinheit erstellt und nach den Ergebnissen der Studie gestaltet. Das faszinierende und bedeutsame Thema der Meteoriteneinschläge auf der Erde kann damit auf der Basis von theoretischen wie empirischen Befunden im Geographieunterricht näher beleuchtet werden. ! Geographiedidaktische Forschungen
2011-03-08=D?, Niebert, Kai 2010S Den Klimawandel verstehen. Eine didaktische Rekonstruktion der globalen Erwärmung ) Beiträge zur Didaktischen Rekonstruktion 31 Oldenburg, Didaktisches Zentrum, Universität Oldenburg4 g6, g7, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF
2011-03-08 978-3-8142-2216-5p?- ' Obermaier, Gabriele
Schrüfer, Gabriele 2009+ Personal concepts on “Hunger in Africa” 245-251B International Research in Geographical and Environmental Education 18 4 Routledge
g6, HUMGEOA When discussing the topic “Hunger in Africa” with students, incorrect and biased ideas on the causes for hunger are revealed. In order to change the students' personal concepts it is necessary to become acquainted with their mental models. Therefore, a survey of Geography students' different personal theories concerning “Hunger in Africa” was carried out. By means of interviews followed by concept mapping, the various personal theories were identified. It became apparent that the students mostly rely on climate and the population growth as arguments to explain the occurrence of hunger in Africa. The greatest difference between the personal and the scientific theories was that the students included almost no external influences, whether economic or political, in their explanations but relied mostly on factors within a country when formulating their statements. The research literature commonly suggests that there are three steps in reshaping learners' “misconceptions”. The first is to make the present views explicitly the subject of the discussion. At this point the experiences that led to these views should be reflected on and newly interpreted. Second, the newly acquired knowledge must prove itself when used in certain contexts. Finally, during the process, a cooperative culture of learning must prevail, where the learner is convinced that he can control his own acquisition of knowledge. On the basis of these insights, teaching aids were developed that allow students to check their own personal concepts, to dismiss them and to align them with scientific concepts.5 http://www.informaworld.com/10.1080/10382040903251026
2011-03-08 1038-2046 _/. 6 Punter, Pilar
Ochando-Pardo, Montserrat
Garcia, Javier 2011[ Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change 447 - 464* International Journal of Science Education 33 3 This paper is part of an extensive study of secondary school students' preconceived ideas about climate change. Here, we undertake a survey in the province of Valencia (Spain) to ascertain secondary school students' notions of the causes and consequences of climate change. Results show, among other things, that students clearly relate the misuse of motor vehicles and factory emissions to the problem. However, the obvious correlation with household energy use is not observed. The usual confusion with other environmental problems, such as the hole in the ozone layer, as described in previous studies, is also detected. Students know almost no greenhouse gases other than CO2, while the socio-economic consequences of climate change are the least perceived.8 http://www.informaworld.com/10.1080/09500693.2010.492253 2011-03-08, NOCOPY 0950-0693 March 07, 2011 ?/ Reinfried, Sibylle 2010| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Berlin Logos g1, g6, g7, g8
2011-03-08 R?0 Reinfried, Sibylle 2010h Lernen als Vorstellungsänderung: Aspekte der Vorstellungsforschung mit Bezügen zur Geographiedidaktik. 1-31| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g1
2011-03-08 b?1 B Reinfried, Sibylle
Aeschbacher, Urs
Huber, Erich
Rottermann, Benno 2010( Den Treibhauseffekt zeigen und erklären 123-156} Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g7, ATMOS, HUMINDATM, GREENHEF
2011-03-08 g?2 B Reinfried, Sibylle
Rottermann, Benno
Aeschbacher, Urs
Huber, Erich 2010 Alltagsvorstellungen über den Treibhauseffekt und die globale Erwärmung verändern - eine Voraussetzung für Bildung für nachhaltige Entwicklung 251-2736 Schweizerische Zeitschrift für Bildungswissenschaften 32 2 g7, ATMOS, HUMINDATM, GREENHEF
2011-03-08 q?3 B Reinfried, Sibylle
Rottermann, Benno
Aeschbacher, Urs
Huber, Erich 2010 Wirksamkeit einer lernpsychologisch optimierten Lernumgebung auf die Veränderungen von Schülervorstellungen über den Treibhauseffekt und die globale Erwärmung – eine Pilotstudie 205-226 Geographie und ihre Didaktik 38 4 g7, ATMOS, HUMINDATM, GREENHEF
2011-03-08Y?4 Rempfler, Armin 2010` Fachliche und systemische Alltagsvorstellungen von Schülerinnen und Schülern zum Thema Lawinen 55-85| Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos g6, SYSPROP, OTHERS
2011-03-08 ?5 Schleicher, Yvonne 2003u Mehr Bezug zur Wirklichkeit. Leben in Südostasien: Schülerinteressen, Schülervorstellungen und Online-Exkursionen. 11-13 Praxis Geographie 33 6 g6, g7, HUMGEO
2011-03-08 ?6 Schuler, Stephan 2010} Wie entstehen Schülervorstellungen? - Erklärungsansätze und didaktische Konsequenzen am Beispiel des globalen Klimawandels 157-188} Schülervorstellungen und geographisches Lernen. Aktuelle Conceptual-Change-Forschung und Stand der theoretischen Diskussion Reinfried, Sibylle Berlin Logos8 g1, g6, g7, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF
2011-03-08 .?7 Shen, Ji
Confrey, Jere 2007n From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy 948-966 Science Education 91 62 Wiley Subscription Services, Inc., A Wiley Company g8, g9, ASTRO, MOON Abstract This case study describes a teacher's development of and creativity in manipulating physical models in an astronomy course for in-service science teachers of K-8. Specifically, she organized a data table from several charts of numbers, constructed a moon-ball model in addition to a 2-D model, and created a hula hoop model as a concrete realization of her mental model. Examination of the transformation and construction processes revealed how she revised existing models and added new elements. These reconstruction experiences afforded her with a higher level of comprehension and self-awareness of her mental models. Three of the teacher's actions contributed to her increased understanding and deployment of the models: she enhanced her autonomy by changing the given models and solving problems she was interested in; she communicated with her partners and shared her knowledge by materializing her models; and she constructed new models on the basis of her experience. This case study shows that the transformation process, especially a cascade of small steps with the emergence of a more dramatic departure, is a key to generating scientific knowledge. © 2007 Wiley Periodicals, Inc. Sci Ed91:948–966, 2007# http://dx.doi.org/10.1002/sce.20224
2011-03-08 1098-237X 10.1002/sce.20224 OROGEN, GEOMOR, LAND, HUMGEO Despite the fact that physical landscape concepts are fundamental to an understanding of geography, the new National Curriculum for English schools fails to develop this area in a systematic and progressive way. In this research, a small group of 9–11 year-olds take part in an in-depth assessment of their understanding of nine common vernacular physical landscape features. The results of three main methods of individual assessment are compared (oral interview, picture recognition and picture drawing). Many significant misconceptions are revealed, and it emerges that children perform differently according to the mode of assessment used. The dangers of using a single, narrowly-focused assessment strategy within the National Curriculum is thereby exposed. There is a correlation between the level of understanding and children's direct experience of the features. A sequential programme for the development of physical landscape concepts is offered and some children's compensatory need for direct and simulated experience is emphasised.9 http://www.informaworld.com/10.1080/10382046.1993.9964911
2011-04-20 1038-20P ?9 E Shepardson, Daniel P.
Niyogi, Dev
Choi, Soyoung
Charusombat, Umarporn 2009H Seventh grade students' conceptions of global warming and climate change 549 - 570 Environmental Education Research 15 5 g6, ATMOS, HUMINDATM, GREENHEF The purpose of this study was to investigate seventh grade students' conceptions of global warming and climate change. The study was descriptive in nature and involved the collection of qualitative data from 91 seventh grade students from three different schools in the Midwest, USA. An open response and draw and explain assessment instrument was administered to students. These data were analyzed for content in an inductive manner to identify students' concepts. The categories that emerged from the students' responses reflected different degrees of sophistication or conceptualization about global warming and climate change. The students' conceptions of global warming and climate change in this study were similar to previous studies in that they lacked a rich conceptualization of the issue, especially as it pertains to the greenhouse effect and its connection to global warming. At the same time, this study expanded on previous studies by further elucidating students' conceptions of the impact of global warming on the Earth's oceans, weather, and plants and animals. Here too, students lacked a rich conceptualization. Based on these findings we make curricular recommendations that build on the students' conceptions and the NRC (1996) science education standards.5 http://www.informaworld.com/10.1080/13504620903114592
2011-03-08 1350-4622\ ?: T Shepardson, Daniel P.
Wee, Bryan
Priddy, Michelle
Schellenberger, Lauren
Harbor, Jon 2009 Water Transformation and Storage in the Mountains and at the Coast: Midwest students’ disconnected conceptions of the hydrologic cycle 1447-1471* International Journal of Science Education 31 11 Routledge g6, HYDROS, HYDCYC The purpose of the present study was to investigate students’ conceptions of the hydrologic cycle and to examine whether these conceptions vary by grade level and community setting. This study was descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 1,298 students from the Midwest, USA. These data were analysed for content in an inductive manner to identify student’s conceptions, and statistical analysis was used to determine the significance in the frequency of these student conceptions. Four categories emerged that reflected different degrees of sophistication of students’ conceptions of water transformation, movement, and storage. These Midwest students often portrayed the hydrologic cycle in the context of mountain or coastal landscapes that are common in textbooks but that are not representative of the environments where students live and where many of these students might apply their understanding of environmental systems as adults. Based on these findings, we make curricular recommendations that build on the students’ conceptions, the hydrologic concept, and the National Research Council science education standards.5 http://www.informaworld.com/10.1080/09500690802061709
2011-03-08 0950-0693 ?; ' Smith, J. M.
Edwards, P. M.
Raschke, J. 2006S Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts 249-257 Journal of Geography 105 6 g6, HYDROS, HYDCYC, RIVERS
2011-03-08 ?<
Tylor, Liz 2009G Children constructing Japan: material practices and relational learning 173-189 Children's Geographies 7 2 g6, PERCSPACE, HUMGEO Children's understandings of place have been researched from the differing perspectives of 'new social studies of childhood', developmental psychology and geography education. However, the processes by which children construct their understandings of distant places have received relatively little attention. This paper summarises insights from the existing literature and outlines the findings from empirical research which employed a range of interpretive methods within a class of 14-year-olds studying Japan. Representations of Japan and the richly diverse material and relational contexts of their construction are summarised and illustrated by an in depth case study. http://www.ingentaconnect.com/content/routledg/cchg/2009/00000007/00000002/art00005
http://dx.doi.org/10.1080/14733280902798886
2011-03-08 10.1080/14733280902798886}?= 0 Tytler, Russell
Prain, Vaughan
Peterson, Suzanne 2007> Representational Issues in Students Learning About Evaporation 313-331 Research in Science Education 37 3 Springer Netherlands g6, ATMOS, ELEMCLIM1 This study draws on recent research on the central role of representation in learning. While there has been considerable research on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced teacher insights into students’ thinking.+ http://dx.doi.org/10.1007/s11165-006-9028-3
2011-03-08 0157-244X 10.1007/s11165-006-9028-3 ?> Walshe, Nicola 20086 Understanding students´ conceptions of sustainability 537-558 Environmental Education Research 14 5 g5, g6, HUMGEO, OTHERS
2011-03-084 ?? $ Wustmann, Kathrin
Schleicher, Yvonne 2009 Möglichkeiten der empirischen Unterrichtsforschung in der Lehramtsausbildung. Das Beispiel geographischer Alltagsvorstellungen von Grundschulkindern 80-96 Geographie und ihre Didaktik 37 2" g6, g9, LITHOS, TECT, GEOMOR, LAND
2011-03-08"/@ I Béneker, Tine
Sanders, Rickie
Tani, Sirpa
Taylor, Liz
van der Vaart, Rob 2007: Teaching the Geographies of Urban Areas: Views and Visions 250 - 267B International Research in Geographical and Environmental Education 16 3
g8, HUMGEO This paper reports on empirical research in four countries on the growing interest in the perceived ‘gap’ between school and university human geography. Focusing on urban geography, we investigated the views of teachers and academic geographers about key elements of the field and those that were important for geography education. These views were compared with the urban geography in each country's curriculum and two sets of textbooks for the lower secondary age group. Findings suggest that there is indeed a ‘gap’ between the urban geographies taught at school and university level, at least as represented by the sources we accessed. The teachers' responses to curriculum change in this aspect of geography were mixed–some were keen to embrace new topics, others were happy with the current material. A further stage of the research will examine children's views about, and interests in urban geography, in order to inform curriculum development.. http://www.informaworld.com/10.2167/irgee210.0
2011-03-17 1038-2046 March 17, 2011 }?A / Hammann, Marcus
Thi, Than Hoi Phan
Ehmer, Maike 2006 Fehlerfrei Experimentieren 292-2997 Der mathematische und naturwissenschaftliche Unterricht 59 5 g6, METHODS In diesem Beitrag werden Fehler der Bearbeitung experimenteller Aufgaben dargestellt, die auf Schülervorstellungen über die experimentelle Methode beruhen. Diese sollten im Unterricht nicht nur korrigiert, sondern ausführlich diskutiert werden. Denn Fehler beim Experimentieren können lernwirksam werden und das Verständnis über die experimentelle Methode fördern, wenn sie im Unterricht angemessene Berücksichtigung finden.
2011-03-17?B Larsson, Åsa
Halldén, Ola 2010k A structural view on the emergence of a conception: Conceptual change as radical reconstruction of contexts 640-664 Science Education 94 42 Wiley Subscription Services, Inc., A Wiley Company g1, g6, ASTRO, SHAPEEARTHR Abstract 10.1002/sce.20377.abs Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were interviewed every year during a period of 3 years from their ages of 4–6 years of age. In the study, there were 37 children participating, of which 29 were followed during all 3 years. They were asked to tell about their beliefs about the earth, and their developing understanding is described. The results show that in the conceptual changes the children's main concern was to restructure the often vast amount of knowledge they possessed. This reconstruction is described as a simultaneous reconstruction of conceptual contexts as well as contexts for their application. This also directs the focus of conceptual change from specific conceptions to structural changes. © 2009 Wiley Periodicals, Inc. Sci Ed94:640–664, 2010# http://dx.doi.org/10.1002/sce.20377
2011-03-17 1098-237X 10.1002/sce.20377 THODS
2009-07-17 not only to the science content students are reasoning about, but also to their beliefs about the goals of inquiry.( http://dx.doi.org/10.1002/tea.3660280910
2011-03-17 1098-2736 10.1002/tea.3660280910 , WEATHER
2011-03-08 !/D ( Summers, Mike
Corney, Graham
Childs, Ann 2004m Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists 163 - 182 Educational Research 46 2
g8, HUMGEO Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered.7 http://www.informaworld.com/10.1080/0013188042000222449
2011-03-17 0013-1881 March 17, 20115?E Azevedo, Ana Francisca de 2004_ Children´s Geographical Understanding: The perception of landscape and sites of representation 86-92 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, LITHOS, LAND, HUMGEO
2011-04-20 ?F Bowles, Rachel 2004% Children´s Understanding of Locality 29-42 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, PERCSPACE, HUMGEO
2011-04-20
?G Bowles, Rachel 2004< Comparing Children´s and Adult´s Understanding of Locality 211-224 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, g8, PERCSPACE, HUMGEO
2011-04-20 ?H Catling, Simon 2004I Geography Subject Leaders´ Perceptions of the State of Primary Geography 245-255 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography
g6, OTHERS
2011-04-20 ?I Catling, Simon 2004. Primary Student Teachers´ World Map Knowledge 173-186 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography
g8, PERCSPACE
2011-04-20 ?J Disney, Anna 2004P Children´s Developing Images and Representations of the School Link Environment 139-147 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, PERCSPACE, HUMGEO
2011-04-20 ?K
Halocha, John 20046 Student Teachers´ Perceptions of Geographical Enquiry 235-242 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g8, METHODS
2011-04-20 ?L
Halocha, John 2004, Student Teachers´ Understanding of Locality 202-210 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography
g8, OTHERS
2011-04-20 ?M " Harrison, Lorraine
Norman, Melanie 20048 Pupils´ Perceptions of Geography: KS2/3 transfer issues 256-265 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography
g6, OTHERS
2011-04-20 4 ?N Mackintosh, Margaret 2004i Children´s Understanding of Rivers: Is there need for more constructivist research in primary geography? 55-63 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, HYDROS, RIVERS
2011-04-20 ?O Walker, Greg 2004: Urban Children´s Perceptions of Rural Villages in England 93-106 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography
g6, HUMGEO
2011-04-20 -?P
Wilmot, Di 2004j The Skills Children Use when Encoding and Decoding Spatial Information about the Environment: A case study 162-169 Researching Primary Geography Catling, Simon
Martin, Fran London) Register of Research in Primary Geography g6, CARTO, METHODS
2011-04-20 ?Q Catling, Simon
Martin, Fran 2004 Researching Primary Geography London) Register of Research in Primary Geography
2011-04-20@ ?R 9 Davies, Peter
Howie, Helen
Mangan, Jean
Telhaj, Shqiponja 2002V Economic aspects of citizenship education: an investigation of students' understanding 201-223 Curriculum Journal 13 2 Routledge
g6, HUMGEO In 2002 education for citizenship will become a statutory requirement in English secondary schools for the first time. Broad guidelines which have been issued to schools include some elements of economic understanding, although this aspect of citizenship has attracted little attention in public debate. Moreover, relatively little is known about students' current thinking on these aspects of citizenship. Our article addresses this gap in current knowledge through reporting results from a large-scale (over 1000 responses) survey of 15- and 17-year-old students. A draft survey was trialled in May 2000 and revised in the light of students' responses and discussion at a research seminar in July 2000. The questionnaire focuses on students' understanding of, and attitude towards, aspects of taxation, government spending, employment and inflation. These results may usefully inform planning for programmes of citizenship education and they can also provide a point of reference for subsequent evaluation of those programmes.5 http://www.informaworld.com/10.1080/09585170210136859
2011-04-20 0958-5176 focused on whether readings or
hands-on learning stations, in some cases combined with concept mapping, improves
preservice teachers’ understanding of these concepts. The third part described the
application of conceptual change strategies of one group of preservice teachers during
their field placements. The overall sample was two cohorts of preservice teachers, one
cohort of preservice teachers from an alternative initial certification program, and two
masters’ cohorts consisting of inservice teachers. Four data sources were: a six item
open-ended survey, concept maps, the field assignments, and the researcher’s field notes.
Rubrics were used to score answers to each survey question. Concept map scores were
calculated based on the criteria developed by Novak and Gowin (1984).
The first part of the study shows that both preservice and inservice teachers have
low conceptual understanding of the earth science concepts taught in elementary school.
Independent samples t-tests results indicate that both groups have similar understanding
about these concepts. A two way ANOVA with repeated measures analysis demonstrated
that readings and learning stations are both successful in building preservice teacher’s
understanding and that benefits from the hands-on learning stations approached statistical
significance. A paired samples t-test shows that concept mapping added to the
participants’ conceptual understanding whether the participants learned the concepts
through readings or stations. Finally, field assignments allowed the participants to apply
knowledge that they learned in their science methods course in their classroom
placements. This study ?T 3 Haartsen, Tialda
Groote, Peter
Huigen, Paulus P. P. 2003M Measuring age differentials in representations of rurality in The Netherlands 245-252 Journal of Rural Studies 19 2 g6, g8, HUMGEO
2011-04-20 , an legal compulsion? especially on a personal level. It is proposed that learning about the constituents of unpolluted air and air pollutants might be enhanced by linking the individual gases involved to their biological roles and pathological effects, respectively. Similarly, it is suggested that students should be encouraged more to reflect, in terms of environmental cost, on their role as consumers of goods and services.< http://www.tandfonline.com/doi/abs/10.1080/10382040408668790
2011-08-04 1038-2046 10.1080/10382040408668790
2011/08/04 $ߖ?f Bulunuz, Nermin 2007t Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation Georgia State UniversityY g7, g8, ASTRO, SEASON, MOON, ATMOS, ELEMCLIM, LITHOS, GEOL, ROCKS, TECT, EARTHQUA, PEDOS Research on conceptual change provides strong evidence that not only children
but also many adults have incorrect or incomplete understanding of science concepts.
This mixed methods study was concerned with preservice and inservice teachers’
understanding of six earth and space science concepts commonly taught in elementary
school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil
formation, and earthquakes. The first part of the study determined and compared the level
of conceptual understanding held by both groups on topics they will need to teach in the
Georgia Performance Standards [GPS]. The second part ?V % Hildebrandt, Kristin
Bayrhuber, Horst 2003r Students´ conceptions about System Earth - System thinking and multi-perspective learning in carbon cycle context 285-292m Biology Education for the Real World. Student - Teacher - Citizen. Proceedings of the IV.th ERIDOB Conference" Lewis, J.
Magro, A.
Simonneaux, L. Toulouse-Auzeville/ Ecole nationale de formation agronomique (enfa) g6, EARTHSYS, SYSPROP, CYCLE
2011-04-20 ?W
Hopwood, Nick 2004E Pupils’ Conceptions of Geography: Towards an Improved Understanding 348-361B International Research in Geographical and Environmental Education 13 4 Routledge
g6, OTHERS This paper explores both substantive and methodological issues relating to research investigating Year 9 (age 13–14) pupils’ conceptions of geography in one English comprehensive school. Posters, a questionnaire and interviews were used to generate a variety of forms of data. Findings indicated that the pupils saw geography as about the world, people and ways of life, countries, and world problems, and as a dynamic subject in which multiple points of view were considered. Mapwork, life skills, understanding other people’s perspectives and geographical knowledge were the main skills associated with the subject. Values entered pupils’ ideas in various ways, relating to respecting other people’s points of view, and nurturing attitudes of respect for cultures or the environment. The paper concludes that these pupils’ conceptions of geography may be better understood through individual pupil profiles that reflect the links between their ideas.5 http://www.informaworld.com/10.1080/14724040408668455
2011-04-20 1038-2046 s/X
Hopwood, Nick 2007G Environmental education: pupils’ perspectives on classroom experience 453 - 465 Environmental Education Research 13 4
g6, OTHERS] This paper presents findings from research about pupils’ experiences of environmental education in UK secondary schools. The study focused on six pupils aged 13- to 14-years-old and nearing the end of their compulsory geography education. Geography provided a relevant a curricular context for exploring pupils’ experiences of environmental education as it is one of the main subject areas dealing with environmental issues and education for sustainable development in the UK. Classroom observation and interviews offered insights into the way the six pupils interpreted a range of classroom experiences. This paper elucidates the personal ideas and agendas that children may bring to their environmental learning experiences, and demonstrates how lessons that were not intended to be environmental in focus may nonetheless be interpreted as such by pupils.5 http://www.informaworld.com/10.1080/13504620701581547
2011-04-20 1350-4622 April 18, 2011 D?Y ; Hutchings, Merryn
Fülöp, Márta
Van den dries, Anne-Marie 2002: Young People´s Understanding of Economic Issues in Europe8 European Issues in Children´s Indentity and Citizenship 2# Stoke on Trent (UK), Sterling (USA) Trentham Books
g6, HUMGEO
2011-04-20 /?Z Lundholm, Cecilia 2008Y Discourse, cause and change - A study on economics students´ conceptions of child labour 109-122c Ethics and Democracy in Education for Sustainable development. Contributions from Swedish Research.
Öhman, J. Stockholm Liber
g6, HUMGEO
2011-04-20 ?[ McCormack, Jaleh 2008l Children's understandings of rurality: exploring the interrelationship between experience and understanding 193-207 Journal of Rural Studies 18 2
g6, HUMGEO
2011-04-20/\ Sharp, John G. 1999/ Young Children's Ideas about the Earth in Space 159 - 172. International Journal of Early Years Education 7 2 g6, ASTRO, SHAPEEARTH Children's ideas about the Earth in space, at least in terms of its shape and gravitational attraction, have been of interest to science education researchers and cognitive psychologists for some time. Focusing on shape and gravity alone, however, may have resulted in an underestimation of children's other abilities and learning potential in this field. Details from a recent survey of children's ideas arc presented which suggest that this might be the case. The findings highlight a need for care at a time when classroom expectations are increasingly driven and constrained by ‘educational guidelines’ and ‘science curricula’ which remain to be fully informed.4 http://www.informaworld.com/10.1080/0966976990070204
2011-04-20 0966-9760 April 18, 2011 /] Wiegand, Patrick 2003b School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS 234 - 242 Journal of Geography 102 6 g6, METHODS Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning.5 http://www.informaworld.com/10.1080/00221340308978555
2011-04-20 0022-1341 April 18, 2011 D?^ Wiegand, Patrick 1993 Children and Primary Geography& Children, Teachers and Learning Series Cullingford, Cedric London, New York Cassell g6, PERCSPACE, HUMGEO
2011-04-207/_ Platten, Linda 1995d TALKING GEOGRAPHY: an investigation into young children's understanding of geographical terms PART 1 74 - 92. International Journal of Early Years Education 3 17 g6, ATMOS, WEATHER, HYDROS, KRYOS, LITHOS, LAND, HUMGEO This research investigates the understanding by children of seven years of age of certain geographical terms. These terms are selected from the programme of study for geography for Key Stage 1 within the English National Curriculum (this approximates to the first two years of compulsory schooling in England ie. from 5 to 7 years). These terms represent some of the basic geographical concepts which teachers are required to teach at this stage. The interviews took place prior to the implementation of the English National Curriculum for Geography, in June 1991, and further interviewing is now being undertaken after two years’ implementation of the Curriculum to enable comparisons to be made. The initial findings clearly indicate that children of this age have considerable difficulty with some concepts and that even vernacular terms are often misunderstood. The research provides useful insight into the language young children currently use to describe geographical features. The ways in which young children respond to this type of questioning are discussed in relation to assessment and a preliminary analysis is made of the implications of the outcomes of the study for the teaching of geography to young children.4 http://www.informaworld.com/10.1080/0966976950030108
2011-04-20 0966-9760 April 18, 2011 ?a B Shepardson, Daniel
Niyogi, Dev
Choi, Soyoung
Charusombat, Umarporn 2011W Students’ conceptions about the greenhouse effect, global warming, and climate change 481-507 Climatic Change 104 3 Springer Netherlands0 g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF5 The purpose of this study was to investigate students’ conceptions of the greenhouse effect, global warming, and climate change. The study was descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 51 secondary students from three different schools in the Midwest, USA. These data were analyzed for content in an inductive manner to identify student’s conceptions. The categories that emerged from the students’ responses reflected different degrees of sophistication of students’ conceptions about the greenhouse effect, global warming, and climate change. Based on these findings we make curricular recommendations that build on the students’ conceptions, the IPCC Findings, the NRC (1996) science education standards, and NOAA’s climate literacy framework.+ http://dx.doi.org/10.1007/s10584-009-9786-9
2011-04-20 0165-0009 10.1007/s10584-009-9786-9 ) W ation 2 26 g6, HYDROS, LITHOS, TECT,/ ̠/c Harwood, Doug
Jackson, Pamela 1993 ‘Why did they build this hill so steep?’: Problems of assessing primary children's understanding of physical landscape features in the context of the UK national curriculum 64 - 79B International Research in Geographical and Environmental Educ 46 April 18, 2011 ?d Dove, J. E. 1998u Students’ alternative conceptions in Earth science: a review of research and implications for teaching and learning 183-201 Research Papers in Education 13 2 Routledge| g1, g6, LITHOS, GEOL, ROCKS, EARTHINT, TECT, VOLC, EARTHQUA, OROGEN, GEOMOR, WEATHERING, EROSED, LAND, HYDROS, RIVERS, PEDOS A considerable amount of information is now available about alternative conceptions in the physical and biological sciences and their implications for teaching and learning. However, a growing number of publications have also appeared which have investigated alternative conceptions about Earth science. Some of these studies have addressed topics taught in geology, geography and science such as conceptions about rocks, earthquakes, volcanoes, the Earth's structure, landforms, weathering and erosion, and soil. This paper reviews the literature on these topics, hereto reported across a broad spectrum of papers in science, geological and geographical journals, and presents some new findings. While there are many possible origins for the alternative conceptions identified, it is argued that some of these ideas are founded on various pedagogical practices, such as the imprecise use of language, oversimplification of concepts, use of rote learning, and stereotyping of landforms, as well as on the inadequate use of prerequisite knowledge of students, and the abstract nature of some of the subject matter in Earth science. Moreover, it is suggested that an awareness of, and attention to, these matters would improve teaching and student learning significantly.4 http://www.informaworld.com/10.1080/0267152980130205
2011-04-20 0267-1522 has implications for teacher preparation programs, staff
development, and conceptual change practices in field placements.( http://digitalarchive.gsu.edu/ece_diss/21 Early Childhood Education Dissertations. Paper 2.
2011-08-04 ?g Clark, S. K.
Libarkin, J. C. 2011} Designing a mixed-methods research instrument and scoring rubric to investigate individuals’ conceptions of plate tectonics 1-16! The Geological Society of America Special Paper 474 07 g5, g6, LITHOS, TECT, PLATEC Research methods and underlying theories for research designs that integrate
quantitative and qualitative approaches (i.e., mixed methods) are well documented
in the field of education research. What is missing in the literature is a nuts-andbolts
description of the actual practice that goes into creating a good mixed-methods
survey instrument for research in the science education domain. This paper will
detail the steps involved in designing, implementing, and scoring a valid and reliable
mixed-methods survey instrument. This survey instrument was designed to investigate
experts’ and novices’ conceptual understanding of plate tectonics as inferred
by their answers to a series of questions related to a modified version of a commonly
used cross-section schematic published by the U.S. Geological Survey. Development
of the instrument involved numerous revisions with iterative inputs from local and
community-based experts. After integration of expert comments, the survey instrument
was piloted to a physical science for nonscience majors course. This led to further
revisions in the survey instrument to improve communication validity prior to
widespread distribution. Development of scoring rubrics similarly required iterative
modifications based on a thematic analysis of collected data. By outlining the steps
involved in designing, validating, and analyzing this mixed-methods instrument, we
believe that this paper can serve as a template for future survey instrument development.
In particular, we hope to illustrate the iterative and time intensive nature of
mixed-methods inquiry, both in terms of pre-investigation design and postinvestigation
analysis, and to offer our empirically based insights into the instrument and
rubric development process.
2011-08-04 /h Z Çoban, Gül Ünal
Akpınar, Ercan
Küçükcankurtaran, Evren
Yıldız, Eylem
Ergin, Ömer 2011- Elementary school students’ water awareness 65-83B International Research in Geographical and Environmental Education 20 1 Routledge
g7, HYDROS
2011/02/04. http://dx.doi.org/10.1080/10382046.2011.540103
2011-08-04 1038-2046 10.1080/10382046.2011.540103
2011/08/04?i Gobert, J.D. 2005k The Effects of Different learning Tasks on Model-building in Plate Tectonics: Disgramming versus Explaining 444-455 Journal of Geoscience Education 53 4# g6, g7, LITHOS, TECT, PLATEC, CARTO Geology is a complex, semantically rich domain
involving the interpretation of geological maps as
external visualizations. Geological maps are complex in
particular because 3-dimensional features must be
inferred from 2-dimensional representations depicted by
differing line types and weights. Modeling building, as
an internal mental activity, is also required in order to
achieve deep understanding of textual materials in
geology, of geological maps, as well as in understanding
complex causal processes, e.g., convection, underlying
geological phenomena. Using literature from Cognitive
Psychology, a framework for teaching and learning with
visualizations in Plate Tectonics is given as an example of
one difficult topic in Geology which involves the
understanding of visualizations. Based on previous
work in students' conceptions in Geology, three studies
of students' conceptions and cognition in plate tectonics
were designed. These studies highlight the importance
of progressive model-building as a good pedagogical
approach, as well as examine the efficacy of different
learning tasks as strategies to promote model-building
on the part of learners.
2011-08-04 ` /j H Ivy, Tan Geok-Chin
Road, Kay Siang
Lee, Christine Kim-Eng
Chuan, Goh Kim 1998U A Survey of Environmental Knowledge, Attitudes and Behaviour of Students in Singapore 181-202B International Research in Geographical and Environmental Education 7 3 Routledge$ g6, ATMOS, HUMINDATM, AIRPOL, HYDROS
1998/09/01 The purpose of this study is to gather baseline data on the level of environmental knowledge, attitudes and behaviour of secondary and junior college students in Singapore. For this purpose, an instrument of 55 items was designed and tested on a sample of 1256 secondary three (Grade 9) and junior college year one (Grade 11) students. The students' mean environmental knowledge score was 70.9%. The mean correct response rates for the environmental fact, concept and generalisation subtests were 68.0%, 68.8% and 78.0% respectively. The mean environmental attitude and behaviour scores were 66.0% and 70.5% respectively. When investigating the students' main source of environmental information, it was found that the students gained most of their environmental knowledge from out-of-school sources rather than from general education at school. The majority of the students (53.7%) indicated that they gathered most of their environmental information from the printed media (newspapers and magazines) and electronic media (radio and television). Only 30.7% of the students indicated that general education at school was their main source of environmental information.< http://www.tandfonline.com/doi/abs/10.1080/10382049808667574
2011-08-04 1038-2046 10.1080/10382049808667574
2011/08/04>/k King, Chris John Henry 2009V An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales 565-601* International Journal of Science Education 32 5 RoutledgeH g8, LITHOS, GEOLTIME, GEOL, ROCKS, MINRES, TECT, EARTHQUA, PLATEC, ATMOS
2010/03/15 Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth?s structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre?service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science?teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.+ http://dx.doi.org/10.1080/09500690902721681
2011-08-04 0950-0693 10.1080/09500690902721681
2011/08/04 ?l Kortz, K.M
Smay, J.J
Murry, D.P 2008N Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials 280-290 Journal of Geoscience Education 56 33 g7, LITHOS, GEOL, ROCKS, TECT, PLATEC, GEOMOR, LAND Students often leave introductory geoscience courses
without learning the scientific perspective, and we
developed Lecture Tutorials to help alleviate this
problem. Lecture Tutorials are 10-20 minute interactive
worksheets that students complete in small groups in
class after a short introductory lecture. They are
specifically designed to combat alternative conceptions
and increase learning on difficult topics. Our study
shows that Lecture Tutorials increase student learning in
the classroom more than just lecture alone. On related
multiple choice questions asked before and after the
Lecture Tutorial (but after a short lecture on the topic),
student scores increased 19%. When a subset of these
questions was given before and after an extended lecture
instead of a Lecture Tutorial, student scores did not
increase by a statistically significant amount. On the
multiple choice assessment questions given on exams
relating to the information covered in the Lecture
Tutorials, students who completed the Lecture Tutorials
scored significantly higher than students who heard just
lecture. In addition, students feel that they are an
important and useful part of their learning experience.
Lecture Tutorials are being disseminated and are
available for instructor use.
2011-08-04?m Kortz, K.M
Murry, D.P 20094 Barriers to College Students Learning How Rocks Form 300-315 Journal of Geoscience Education 57 4 g6, LITHOS, GEOL, ROCKS# Students do not have a good understanding of how rocks form. Instead, they have many non-scientific alternative
conceptions to explain different aspects of rock formation. Using 10 interviews and nearly 200 questionnaires filled out
by students at four different colleges, we identified many alternative conceptions students have about rock formation.
We then used themes within those alternative conceptions to identify the underlying conceptual barriers that cause
them. Conceptual barriers are deeply-held conceptions that prevent students from understanding scientific explanations.
One conceptual barrier can cause many alternative conceptions, and alternative conceptions can be the result of more
than one conceptual barrier. The seven conceptual barriers identified in the study that prevent students from
understanding rock formation are Deep Time, Changing Earth, Large Spatial Scale, Bedrock, Materials, Atomic Scale,
and Pressure. Because of these conceptual barriers, students cannot form scientifically correct mental models of how
rocks form, resulting in alternative conceptions, so the conceptual barriers need to be overcome before students truly
learn the scientific explanations of how rocks form. The results of this study can be applied to other areas of geology in
addition to rock formation.
2011-08-04 ?n Kortz, K.M
Smay, J.J 2010- Lecture Tutorials for Introductory Geoscience 1-13 New York W.H. Freeman and Company/ LITHOS, GEOL, ROCKS, TECT, PLATEC, GEOMOR, LAND
2011-08-04 ?o Lane, Rod 2009Q Articulating the Pedagogical Content Knowledge of Accomplished Geography Teachers 40-50 Geographical Education 22 G8, ATMOS, STORM
2011-08-04/p Marques, Luís
Thompson, David 1997} Misconceptions and Conceptual Changes concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16‐17 195-222- Research in Science & Technological Education 15 2 Routledge g6, g7, LITHOS, TECT, PLATEC
1997/11/01j Abstract The study investigates the misconceptions of Portuguese students aged 16?17 in an area of science education, earth science education, which is insufficiently researched. Students? ideas of the following concepts were probed: continent, ocean, permanence of ocean basins, continental drift, the Earth's magnetic field, and plates and plate motions. Interviews were carried out and a questionnaire was administered to a total of 270 students after normal specialist teaching. A teaching?learning model was designed based on a constructivist approach which was underpinned by resources and strategies planned and trialled with an experimental group of volunteer students. The results reveal that the students held a substantial number of misconceptions. The resources and strategies designed to remediate the misconceptions proved to be effective and enjoyable in use.; http://www.tandfonline.com/doi/abs/10.1080/0263514970150206
2011-08-04 0263-5143 10.1080/0263514970150206
2011/08/04 ?q McConnell, D.A
Steer, D.N.
Owens, K.D
Knott, J.R
van Horn, S.
Borowski, W.
Dick, J.
Foos, A.
Malone, M.
McGrew, H.
Greer, L.
Heaney, P.J. 2006k Using Conceptests to Assess and Improve Student Conceptual Understanding in Introductory Geoscience Courses 61-68 Journal of Geoscience Education 54 1
g7, LITHOSd Conceptests are higher-order multiple-choice questions
that focus on one key concept of an instructor's major
learning goals for a lesson. When coupled with student
interaction through peer instruction, conceptests
represent a rapid method of formative assessment of
student understanding, require minimal changes to the
instructional environment and introduce many of the
recognized principles of effective teaching that enhance
student learning. In this study, instructors from several
different institutions developed over 300 conceptests for
the geosciences. These instructors then used this suite of
concept questions in a wide range of classroom settings,
including large introductory general education Earth
Science courses for non-majors at open enrollment
institutions, smaller physical geology classes suitable for
majors at private colleges, and in introductory geology
laboratory settings. Results of pre- and post-class
Geoscience Concept Inventory (GCI) testing and
qualitative feedback from students and instructors
showed that conceptests increased attendance,
improved student satisfaction, and enhanced student
achievement. Participating instructors found
implementation of conceptests into their classes
straightforward and required less than 30 minutes of
preparation per class. The conceptest question database
is available on-line for geoscience instructors.
2011-08-04 ?r Müller, Martin 2007i Students´concepts about meteorite impacts on earth - geographical assesment and pedagogical consequences 218-232 Geographie und ihre Didaktik 35 4 g6, ASTRO, LITHOS, LAND
2011-08-04 ?s Ross, K.E.K
Dargush, A. 1992/ Investigating teacher knowledge of earthquakes 6073-6078. Earthquake Engineering, Tenth World Conference Rotterdam g8, LITHOS, TECT, EARTHQUA
2011-08-04
9054100605-?t Schoon, K.J 1995} The Origin and Extent of Alternative Conceptions in the Earth and Space Sciences: A Survey of Pre-Service Elementary Teachers 27-46' Journal of Elementary Science Education 7 2C g8, ASTRO, SEASON, ROTEARTH, MOON, LITHOS, GEOLTIME, ATMOS, WEATHER
2011-08-04 ?u Sellés-Martínez, José 2007S misleading analogies that lead to the belief that the mantle of the earth is liquid 207-217 Geographie und ihre Didaktik 35 4 g7, LITHOS, EARTHINT
2011-08-04?v ( Spellman, Greg
Field, Ken
Sinclair, John 2003X An Investigation into UK Higher Education Students´ Knowledge of Global Climatic Change 6-17B International Research in Geographical and Environmental Education 12 1$ g6, ATMOS, HUMINDATM, GREENHEF, OZON The promotion of ‘scientific literacy’ is seen to be desirable by governments and
science educators due to the low level of measured public knowledge about scientific
issues. A 20-statement survey originally designed by American researchers was
completed by 400 UK higher education students to assess the knowledge and understanding
of the greenhouse effect and ozone depletion. The overall mean score was
higher than that of the American students. UK students scored significantly higher on
ozone depletion questions than greenhouse questions. Significant differences were
found (1) between students with science A levels and those without, and (2) between
students whose main information source was printed matter and those who relied on
television. There were no significant gender-related or age-related differences in the
study. The relevance of such knowledge-based studies is discussed.
2011-08-04!/w 7 Taylor, Neil
Doff, Tamar
Jenkins, Kathy
Kennelly, Julie 2007c Environmental Knowledge and Attitudes Among a Cohort of Pre-service Primary School Teachers in Fiji 367-379B International Research in Geographical and Environmental Education 16 4 Routledge
g8, OTHERS
2007/11/15 Fiji is developing rapidly, and with an emerging middle class, more of its population are adopting a western lifestyle with its associate patterns of high consumption. This is inevitably having an impact on the country's environment with increased waste production and energy use, and consequently there is a need for effective environmental education to help alleviate these problems. Primary teachers will play a pivotal role in educating children for and about the environment in the coming years. This study reports the findings of a survey of pre-service primary teachers' knowledge and attitudes to the environment locally and globally. The findings indicate that although the majority of teachers interviewed had adopted an ?environmental paradigm? insofar as they wanted to protect the environment, many did not feel that it was necessary to modify their lifestyles in order to do so. The findings suggest that this might be addressed through improved professional development in environmental education and this would be timely given current reforms taking place in the primary sector in Fiji with the introduction of new curricula and assessment regimes.$ http://dx.doi.org/10.2167/irgee223.0
2011-08-04 1038-2046 10.2167/irgee223.0
2011/08/04 ?x
Wagner, Erika 1957/1958~ Untersuchungen über die Beziehungen zwischen erkundlichem Interesse und erdkundlichen Kenntnissen in der Volksschule (Teil 1) 125-134 Erkunde in der Schule 2 6
g6, HUMGEO
2011-08-04 ?y
Wagner, Erika 1957/1958} Untersuchungen über die Beziehungen zwischen erkundlichem Interesse und erkundlichen Kenntnissen in der Volksschule (Teil 2) 149-157 Erkunde in der Schule 2 7
g6, HUMGEO
2011-08-04 ?z Weizinger, Sylvia
Hemmer, Ingrid 20077 Student´s conceptions on circadian and seasonal cycles 198-206 Geographie und ihre Didaktik 35 4 g6, g7, ASTRO, SEASON, ROTEARTH
2011-08-04 ?{ Zurstrassen, Bettina 2009U Social Theory: Who Needs It? A Didactic Substantiation of Social Theories in Lessons. 8-16# Journal of social science education 8 4
g7, HUMGEO Only marginal importance is attached to the analysis of social theories in textbooks for social science. Mostly, they are only taught in extracts, and the analysis of a text extract from a theory is seldom discussed in class. In particular, sociological theories are therefore only presented to the pupils in an abridged form. The didactic-methodical potential of social theories in the process of Conceptual Change - from the everyday theory to science-related theories - about aspects of social changes, the social order, or social actions, remains unused. This article deals with scientific, didactic and methodical questions on the use of social theories in social science lessons? http://www.jsse.org/2009/2009-4/pdf/Zurstrassen-JSSE-4-2009.pdf
2011-08-04 1439-6246; 1618-5293?| Mauthner, Christiane 2011 Schülervorstellungen zum Klimawandel: Schülervorstellungen als Basis für einen schülerorientierten Chemieunterricht Eine empirische Studie in einer Klasse der 8. Schulstufe Saarbrücken VDM Verlag Dr. Müller4 g6, g7, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF Diese Studie wurde unternommen, um das Verständnis und Vorwissen der Schüler/innen bezüglich des Klimawandels zu erfassen, mit den ermittelten Vorstellungen in der Klasse weiterzuarbeiten und zu analysieren, welchen Beitrag eine spezifische Lehrerintervention leisten kann. Es wird nicht die Absicht verfolgt eine möglichst große Anzahl an Präkonzepten zu ermitteln, sondern es geht darum, dass die Lernenden ihre Präkonzepte für sich selbst erfassen.
Die empirische Studie beschäftigt sich im Speziellen mit folgenden Forschungsfragen:
1) Welche Vorstellungen haben 14-jährige Schülerinnen und Schüler vom Klimawandel?
2) Wie können Schülerinnen und Schüler von ihren vorunterrichtlichen Vorstellungen zu wissenschaftlicheren Begriffen und Prinzipien geleitet werden?
3) Verstehen Schülerinnen und Schüler für sie neue wissenschaftliche Konzepte nachhaltiger, wenn ihre Vorstellungen (Präkonzepte) im Unterricht erhoben und berücksichtigt werden?[ http://othes.univie.ac.at/11580/1/2010-09-30_0401542.pdf (Online-Version der Diplomarbeit)
2011-08-04 978-3-639-33119-6 ?} Dal, Burckin 2009Q An Investigation into the Understanding of Earth Sciences among Students Teachers 597-606) Educational Sciences: Theory and Practice 9 2 g8, LITHOS, GEOL, ROCKS In this article, the students teachers' opinions, including rock formation and improper terms related to or different from these ideas, all of which are considered or must be considered in geology classes, have been analyzed. Alternative conception is used to inform our understanding of students teachers' ideas and describe any conceptual difficulties which are different from or inconsistent with the accepted scientific definition. The sample consists of 24 student teachers. We have stated that most student teachers have different alternative conceptions in mind even though they have previously followed one undergraduate Earth Sciences course. In order to explain the student teachers alternatives conceptions regarding rock formation, four basic unconscious beliefs have been discovered and described from the results of the analyses. These four beliefs, defined as: Rock--Scales of Space and Time--Stable Earth--Human Intervention, are used with the purpose of explaining the considered database outputs and alternative conceptions.$ http://eric.ed.gov/PDFS/EJ847769.pdf
2011-08-04 ?~ Treagust, David
Duit, Reinders 2008m Conceptual change: a discussion of theoretical, methodological and practical challenges for science education 297-328% Cultural Studies of Science Education 3 2 Springer Netherlands g1, CC7 Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice will be a rather difficult and long-lasting process.+ http://dx.doi.org/10.1007/s11422-008-9090-4 2009-07-17 NOCOPY 1871-1502 10.1007/s11422-008-9090-4 / Tytler, Russell
Prain, Vaughan 2009Z A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives 2055-2078* International Journal of Science Education 32 15 Routledge g1
2010/10/01e Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative?based representation rather than learners? cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children?s learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re?interpreted in terms of the development of students? representational resources.+ http://dx.doi.org/10.1080/09500690903334849
2011-08-04 0950-0693 10.1080/09500690903334849
2011/08/10? Treagust, David
Duit, Reinders 2009N Multiple Perspectives of Conceptual Change in Science and the Challenges Ahead 89-104> Journal of Science and Mathematics Education in Southeast Asia 32 2 g1 Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Conceptual change can be interpreted from different individual perspectives or from multiple perspectives. In the classical epistemological perspective, cognitive outcomes predominate whilst a multiple perspective can include both cognitive and affective outcomes. In this article we refer to the interpretation of conceptual change from a multiple perspective when an analogy was used in teaching optics. Here is evidence of the potential of a significant improvement in instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice continues to be a rather difficult and long-lasting process. In this article, five challenges for future research and development in conceptual change at theoretical, methodological and practical levels are identified with a deliberate emphasis on their contribution to improve instructional practice.[ http://www.recsam.edu.my/R&D_Journals/YEAR2009/dec2009vol2/multipleperspectives(89-104).pdf
2011-08-04 ISSN-0126-7663 eiten 78 Ruhr-Universität Bochum Bochum European University Press? g6, ATMOS, CLIM, CLIMCHANGE, HUMINDATM, GREENHEF, OZON, AIRPOL.
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