Bibliography – STCSE
Students‘ and Teachers‘ Conceptions and Science Education

Update up09.rtf / March 23, 2009

Reinders Duit duit@ipn.uni-kiel.de

Abd-El-Khalick, F. (2006). Preservice and experienced biology teachers' global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 1-29 // g8, B, PHYSIO.
Abd-El-Khalick, F., & Akerson, V. (2007). On the role  and use of ''theory'' in science education research. Science Education, 91(1), 187-194 // g1, CSC, CC.
Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855 // g1, TXT, C, CSC.
Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 387-396 // g7, P, M, T, MMEDIA.
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Research on science education (pp. 1105-1149) // g1, PCK, g8, P, ES, B, g9.
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science  Education, 30(10), 1405-1416 // g1, PCK.
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science  Education, 30(14), 1945-1969 // g7, LAB.
Acar, B., & Tarhan, L. (2008). Effects of cooperative learning on students' understanding of metallic bonding. Research in Science Education, 38(4), 401-420 // g7, C.
Acher, A., Arcà, M., & Sanmarti, N. (2007). Modeling as a teaching learning process for understanding materials: A case of study in primacy education. Science Education, 91(3), 398-418 // g1, g7, MODEL.
Adams, J. D., Tran, L. U., Gupta, P., & Creedon-O'Hurley, H. (2008). Sociocultural frameworks of conceptual change: implications for teaching and learning in museums. Cultural Studies of Science Education(3), 435-449 // g1, CC, SCON.
Aduriz-Bravo, A., Bonan, L., Galli, L. G., Chion, A. R., & Meinardi, E. (2005). Scientific argumentation in pre-service biology teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 1(1) // g8, CTL, ARGUMENTATION.
Afonso, A., S., & Gilbert, J. K. (2008). The nature of exhibits about acoustics in science and technology centres. Research in Science Education, 38(5), 633-651 // g7, P, S, INFORMAL.
Afonso, A. S., & Gilbert, J. K. (2007). Educational value of different types of exhibits in an interactive science and technology center. Science Education, 91(6), 967-987 // g7, INFORMAL, ANALOGY.
Agung, S., & Schwartz, M. (2007). Students' understanding of conservation of matter, stoichiometry and balancing equations in Indonesia. International Journal of Science Education, 29(13), 1679-1702 // g6, C.
Aikenhead, G. S. (2007). Humanistic perspectives in the science curriculum. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 881-910): Lawrence Erlbaum Associates // g1.
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers'  view of nature of science: The influence of intellectual levels, cultural values, explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748-770 // g8, CSC, AFF.
Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44(5), 653-680 // g8, CSC.
Akgul, M. (2006). Teaching science in an inquiry-based learning environment: What it means for pre-service elementary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(1) // g8, CTL, INQUIRY.
Akinoglu, O., & Tandogan, R. Ö. (2007). The effects of problem-based active learning in science education on studens' academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81 // g7, PROSOL, AFF.
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29(14), 1745-1766 // g7, INQUIRY, WRITING.
Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: students' argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 67-90 // g7, STS, ARGUMENTATION.
Allen, M. (2007). Allowing biased experimenting leads to improve pupil learning: A useful paradox. School Science Review, 88(325), 81-90 // g7, LAB.
Allen, M. (2008). "Now this is what should have happend...": A clash of classroom epistemologies? Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 319-326 // g1, CSC.
Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 3-30). Mahwah: Lawrence Erlbaum Associates // g1, CC, SCON.
Anderson, D., & Nashon, S. (2007). Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program. Science Education, 91(2), 298-320 // g7, P, M, CTL, INFORMAL.
Anderson, J., Lin, H.-S., Treagust, D., Ross, S., & Yore, L. (2007). Using large-scale assessment datasets for research in science and mathematics education: Programme for International Student Assessment (PISA). International Journal of Science and Mathematics Education, 5(4), 591-614 // g1.
Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 807-830): Lawrence Erlbaum Associates // g1, INQUIRY.
Anderson, R. D. (2007). Teaching the theory of evolution in social, intellectual, and pedagogical context. Science Education, 91(4), 664-677 // g1, B, EVOLUTION.
Apedoe, X., S. (2008). Engaging students in inquiry: Tales from an undergraduate geology laboratory-based course. Science Education, 92(4), 631-663 // g7, ES, INQUIRY.
Appleton, K. (2007). Elementary science teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 493-535): Lawrence Erlbaum Associates // g1, GEN, INQUIRY, CC, MODEL, ANA, CSC, WRITING.
Arabatzis, T., & Kindi, V. (2008). The problem of conceptual change in the philosophy and history of science. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 345-373). New York: Routledge // g1, CC, CSC, g3.
Arbaugh, F., Abell, S., Lannin, J., & Volkmann, M. (2007). Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 191-201 // g8, CTL, g9.
Armstrong, N. A., Wallace, C. S., & Chang, S.-M. (2008). Learning from writing in college biology. Research in Science Education, 38(4), 483-499 // g7, B, WRITING.
Arriassecq, I., & Greca, I. (2007). Approaches to the teaching of special relativity theory in high school and university textbooks of Argentina. Science & Education, 16(1), 65-86 // g1, TXT, P, R.
Arzi, H. J., & Whithe, R. T. (2007). Change in teachers' knowledge of subject matter: A 17-year longitudinal study. Science Education, 92(2), 221-251 // g8, EN.
Ash, D. (2008). Thematic continuities: Talking and thinking about adaption in a socially complex classroom. Journal of Research in Science Teaching, 45(1), 1-30 // g1, SCON, VYGOTSKY, DISCOURSE, g7, B, EVOLUTION, VIDEO.
Ash, D., Crain, R., Brandt, C., Loomis, M., Wheaton, M., & Bennett, C. (2007). Talk, tools, and tensions: Observing biological talk over time. International Journal of Science Education, 29(12), 1581-1602 // g7, INFORMAL, DISCOURSE.
Ashkenazi, G. (2006). Metaphors in science and art: Enhancing human awareness and perception. Electronic Journal of Science Education, 11(1), 1 - 9 // g1.
Astor-Jack, T., McCallie, E., & Balcerzak, P. (2007). Academic and informal science education practitioner views about professional development in science education. Science Education, 91(4), 604-628 // g1, g8,CTL.
Atkin, J. M., & Black, P. (2007). History of science curriculum reform in the United States and the United Kingdom. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 781-806). Mahwah: Lawrence Erlbaum Associates // g1.
Aypay, A., Erdogan, M., & Sözer, M. (2007). Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey. Journal of Research in Science Teaching, 44(10), 1417-1435 // g7.
Baddock, M., & Bucat, R. (2008). Effectiveness of a classroom chemistry demonstration using the cognitive conflict strategy. International Journal of Science  Education, 30(8), 1115-1128 // g7, C.
Bailey, J. M., & Slater, T. F. (2005). Resource letter AER-1: Astronomy education research. American Journal of Physics, 73(8), 677-683 // g6, g7, P, AS.
Bakar, E., Bal, S., & Akcay, H. (2006). Preservice science teachers beliefs about science-technology and their implication in society. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 18 - 32 // g8, STS.
Bal, S., Samanci, N. K., & Bozkurt, O. (2007). University students' knowledge and attitude about genetic engineering. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 119-126 // g6, B, GENETICS, BIOTECH, AFF.
Baldy, E. (2007). A new educational perspective for teaching gravity. International Journal of Science Education, 29(14), 1767-1788 // g7, P, M, GRAV.
Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95 // g7, INFORMAL.
Bang, E., Kern, A., Luft, J., & Roehrig, G. H. (2007). Short report: First-year secondary science teachers. School Science and Mathematics, 107(6), 258-261 // g8, CTL.
Banilower, E. R., Heck, D. J., & Weiss, I. R. (2007). Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44(3), 375-395 // g8, CTL.
Barak, M., & Shakham, L. (2008). Reform-based science teaching: Teachers' instructional practices and conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 11-20 // g8, CTL.
Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science  Education, 30(8), 1075-1093 // AFF.
Barton, A. C. (2007). Science learning in urban settings. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 319-343): Lawrence Erlbaum Associates // g1.
Baser, M. (2006). Fostering conceptual change by cognitive conflict based instruction on students' understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96 -113 // g7, P, T, GEN.
Basu, S. J. (2007). Powerful learners and critical agents: The goals of five urban Caribbean youths in a conceptual physics classroom. Science Education, 92(2), 252-277 // g6, AFF, CTL.
Bauer, C. F. (2008). Attitude towards chemistry: A semantic differential instrument for assessing curriculum impacts. Journal of Chemical Education, 85(10), 1440-1445 // g7, C, AFF.
Beghetto, R. A. (2007). Factors associated with middle and secondary students' perceived  science competence. Journal of Research in Science Teaching, 44(6), 800-814 // g7, AFF.
Bell, B. (2007). Classroom assessment of science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 965 -1006). Mahwah: Lawrence Erlbaum Associates // g1, g5.
Bell, D. (2008). Engaging teachers, engaging pupils, engaging science: are we learning our lessons? School Science Review, 90(33), 35-44 // g1, g8.
Bell, R., & Trundle, K. C. (2008). The use of computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346-372 // g7, P, AS, MMEDIA.
Bell, T. (2007). Komplexe Systeme und Selbstregulation: eine Modellsystemsequenz für fächerübergreifendes Lernen. Physik und Didaktik in Schule und Hochschule, 2(6), 43-58 // g7, P, NONLIN, LPRO.
Bell, T. (2007). Konzeptentwicklung in einer Lernprozessstudie im Breich "komplexe Systeme und Selbstregulation". Physik und Didaktik in Schule und Hochschule, 2(6), 59-71 // g7, P, NONLIN, LPRO.
Benckert, S., & Pettersson, S. (2008). Learning physics in small-group discussions - three examples. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 121-134 // g7, P, LPRO, VIDEO, PROSOL.
Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370 // g7, STS, CONTEXT, AFF, GEN.
Berry, A., Loughran, J., & Driel van, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science  Education, 30(10), 1271-1279 // g1, PCK.
Besson, U. (2004). Some features of causal reasoning: Common sense and physics teaching. Research in Science & Technological Education, 22(1), 113-125 // g6, P, M, PRESSURE.
Besson, U. (2004). Students' conceptions of fluids. International Journal of Science Education, 26(14), 1683-1714 // g6, P, M, PRESSURE.
Beyer, C., J,, & Davis, E., A. (2008). Fostering second graders' scientific explanations: A beginning elementary teacher's knowledge, beliefs, and practice. Journal of the Learning Sciences, 17(3), 381-414 // g8, CTL.
Bianchini, J. A., & Cavazos, L. M. (2007). Learning from students: inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching. Journal of Research in Science Teaching, 44(4), 586-612 // g8, CTL.
Bilgin, I. (2006). Promoting pre-service students' understanding of chemical equilibrium through discussions in small groups. International Journal of Science and Mathematics, 4(3), 467-484 // g7, C.
Blalock, C., Lichtenstein, M., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935-2005. International Journal of Science Education, 30(7), 961-978 // g5, AFF.
Bloomfield, D.-P. (2008). Correlation among Jamaican 12th-graders' five variables and performance in genetics. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 63-69 // g6, B, GENETICS, AFF.
Borghi, L., De Ambrosis, A., & Mascheretti, P. (2007). Microscopic models for bridging electrostatics and currents. Physics Education, 42(2), 146-155 // g7, P, E, ESTAT.
Borrmann, T. (2008). Laboratory education in New Zealand. Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 327-335 // g6, LAB, AFF.
BouJaoude, S., & Attieh, M. (2008). The effect of using concept maps as study tools on achievement in chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 233-246 // g7, C.
Bowen, M., & Roth, W.-M. (2007). The practice of field ecology: Insights for science education. Research in Science Education, 37(2), 171-187 // g1, B, ECOLOGY.
Bradamante, F., & Viennot, L. (2007). Mapping gravitational and magnetic fields with children 9-11: Relevance, difficulties and prospects. International Journal of Science Education, 29(3), 349-372 // g7, P, M, GRAV, MAG, FLD.
Brandt, C. B. (2008). Scientific discourse in the academy: A case study of an American Indian undergraduate. Science Education, 92(5), 825-847 // g1, SCON, g6, CSC, DISCOURSE.
Brewer, W. F. (2008). Naive theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 155-204). New York: Routledge // g1, CC, g5, g6, g7, P, AS.
Bricker, L. A., & Bell, P. (2007). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498 // g1, ARGUMENTATION.
Brigida, E., & Falcao, M. (2008). Religious beliefs: their dynamics in two groups of life scientists. International Journal of Science  Education, 30(9), 1249 -1264 // g1, g6, CSC.
Britton, E. D., & Schneider, S. A. (2007). Large-scale assessments in science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1007-1040). Mahwah: Lawrence Erlbaum Associates // g1, g5.
Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking School Science Review, 88(325), 97-104 // g7, P, E.
Broksch, N., & Hopf, M. (2006). Schülerexperimente im Vergleich - Videoanalyse. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, LAB, VIDEO.
Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002 // g1, GEN.
Brown, B., A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708-732 // g7, g8, DISCOURSE.
Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-155). New York: Routledge // g1, CC.
Bryce, T., & Blown, E. (2007). Gender effects in children's development and education. International Journal of Science Education, 29(13), 1655 -1678 // g1, g6 ,GEN, AFF.
Buck, G., A., Plano Clark, V., L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688-707 // g7, CTL, CSC, GEN.
Butler Kahle, J. (2007). Systemic reform: Research, vision, and politics. In S. K. Abell & N. G. Lederman (Eds.), Research on science education (pp. 911-941): Lawrence Erlbaum Associates // g1.
Cady, J., & Rearden, K. (2007). Pre-service teachers' beliefs about knowledge, mathematics and science. School Science and Mathematics, 107(6), 237-245 // g8, CTL.
Caleon, I. S., & Subramaniam, R. (2007). Augmenting learning in an out-of-school context: The cognitive and affective impact of two cryogenics-based enrichment programmes on upper primary students. Research in Science Education, 37(3), 333-351 // g7, C, INFORMAL.
Campbell, G. E., & Chin, S. L. (2006). The fit of the implicit cognition paradigm to science education research: An exploratiory analysis. Paper presented at the 28th Annual Meeting of the Cognitive Science Society, Vancouver // g1, COSC, g7, P, E, M.
Carlone, H., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218 // g6, GEN, CSC.
Carlsen, W. S. (2007). Language and science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 57-74): Lawrence Erlbaum Associates // g1, VYGOTSKY, CC, SCON, SITL, DISCOURSE.
Carlton Parsons, E. (2008). Learning contexts, black cultural ethos, and the science achievement of African American students in an urban middle school. Journal of Research in Science Teaching, 45(6), 665-683 // g6, AFF.
Carlton Parsons, E. (2008). Positionality of African Americans and a theoretical accommodation of it: Rethinking science education research. Science Education, 92(6), 1127-1144 // g1.
Carter, L. (2007). Sociocultural influences on science education: Innovation for contemporary times. Science Education, 92(1), 165-181 // g1, SCON.
Cartwright, J. (2007). Science and literature: Towards a conceptual framework. Science and Education, 16(2), 115-139 // g1.
Carvalho, G. S., Silva, R., & Clement, P. (2007). Historical analysis of Portuguese school textbooks (1920-2005) on the topic of digestion. International Journal of Science Education, 29(2), 173-194 // g6, B, PHYSIO, TXT.
Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education, 38(5), 565-587 // g7, B, ECOLOGY, STS.
Castéra, J., Bruguiére, C., & Clément, P. (2008). Genetic diseases and genetic determinism models in French secondary school biology textbooks. Journal of Biological Education, 42(2), 53-59 // g1, TXT, GENETICS.
Cavallo, A. M. L., & McCall, D. (2008). Seeing may not mean believing: Examining students' understandings & beliefs in evolution. The American Biology Teacher, 70(9), 522-530 // g6, B, EVOLUTION.
Chamizo, J. (2007). Teaching modern chemistry through ´Recurrent Historical Teaching Models´. Science and Education, 16(2), 197-216 // g1, C, g3.
Chandrasegaran, A., Treagust, D., & Mocerino, M. (2008). An evaluation of a teaching intervention to promote students' ability to use multiple levels of representation when describing and explaining chemical reactions. Research in Science Education, 38(2), 237- 248 // g7, C.
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). Enhancing students' use of multiple levels of representation to describe and explain chemical reactions. School Science Review, 88(325), 115-118 // g7, C.
Chang, C.-Y., & Cheng, W.-Y. (2008). Science achievement and students' self-confidence and interest in science: A Taiwanese representative sample study. International Journal of Science  Education, 30(9), 1183-1200 // g6, AFF.
Chang, H.-P., Chen, J.-Y., Guo, C.-J., Chen, C.-C., Chang, C.-Y., Lin, S.-H., et al. (2007). Investigating primary and secondary students' learning of physics concepts in Taiwan. International Journal of Science Education, 29(4), 465-482 // g6, P.
Chang, S.-N. (2007). Externalising students' mental models through concept maps. Journal of Biological Education, 41(3), 107-112 // g7, B, HUMAN.
Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29(2), 195-214 // g7, B, GENETICS, LAB, INQUIRY.
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge // g1, CC, COSC, MM.
Childs, A., & McNicholl, J. (2007). Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourses. International Journal of Science Education, 29(13), 1629-1653 // g8, CTL.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843 // gp, DISCOURSE, g8, CTL, VIDEO.
Chinn, P. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44(9), 1247-1268 // g8, CTL.
Chittleborough, G., & Treagust, D. (2008). Correct interpretation of chemical diagrams requires transforming from one level of representation to another. Research in Science Education, 38(4), 463-482 // g7, C.
Chiu, M.-H. (2007). A national survey of students' conceptions of chemistry in Taiwan. International Journal of Science Education, 29(4), 421-452 // g6, C.
Chiu, M.-H., Guo, C.-J., & Treagust, D. F. (2007). Assessing students' conceptual understanding in science: An introduction about a national project in Taiwan. International Journal of Science Education, 29(4), 379-390 // g5, g6.
Christiansen, F. V., & Rump, C. (2008). Three conceptions of thermodynamics: Technical matrices in science and engineering. Research in Science Education, 38(5), 545-564 // g1, g8, TXT, P, C, T, CTL.
Chu, H.-E., Treagust, D. F., & Chandrasegaran, A. L. (2008). Naive students' conceptual development and beliefs: The need for mutiple analyses to determine what contributes to student success in a university introductory physics course. Research in Science Education, 38(1), 111-125 // g7, P, S, CSC, LPRO.
Clark, D. B., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Protor, S., et al. (2008). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408 // g7, ES.
Clark, D. B., & Sampson, V. D. (2007). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253-278 // g7, GC, INQUIRY, ARGUMENTATION, MMEDIA.
Clark, D. B., & Sampson, V. D. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321 // g7, ARGUMENTATION, DISCOURSE.
Clary, R., & Wandersee, J. (2007). A mixed analysis of the effects of an integrative geobiological study of petrified wood in introductory college geology classrooms. Journal of Research in Science Teaching, 44(8), 1011 -1035 // g7, ES.
Cleaves, A., & Toplis, R. (2007). Assessment of practical and enquiry skills: Lessons to be learnt from pupils' views. School Science Review, 88(325), 91-96 // g6, CTL.
Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). New York: Routledge // g1, CC, MODEL, MM, ANA, g7.
Cokelez, A., Dumon, A., & Taber, K. (2008). Upper secondary French students, chemical transformations and the ''Register of models'': A cross-sectional study. International Journal of Science Education, 30(6), 807-836 // g6, C.
Coll, R., & Lay, M. C. (2008). Scientists and scientific thinking: understanding scientific thinking through an investigation of scientists views about superstitions and religious beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 197-214 // g6, CSC.
Coll, R. K., Ali, S., Bonato, J., & Rohindra, D. (2007). Investigating first-year chemistry learning difficulties in the South Pacific: A case study from Fiji. International Journal of Science and Mathematics Education, 4(3), 365 - 390 // g6, C.
Cook, M. (2008). Students´ comprehension of science concepts depicted in textbook illustrations. Electronic Journal of Science Education, 12(1), 39-54 // g7, B, TXT, PHYSIO.
Cook, M., Wiebe, E. N., & Carter, G. (2008). The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representation. Science Education, 92(5), 848-867 // g1, EXNOV, g7, AT.
Cooper, M. M., Cox, C. T., Nammouz, M., & Case, E. (2008). An assessment of the effect of collaborative groups on students' problem-solving strategies and abilities. Journal of Chemical Education, 85(6), 866 - 872 // g7, C.
Costu, B. (2008). Learning science through the PDEODE teaching strategy: Helping students make sense of everyday situations. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 3-9 // g7, P, CHSTATE.
Cracolice, M. S., Deming, J. C., & Ehlert, B. (2008). Concept learning versus problem solving: A cognitive difference. Journal of Chemical Education, 85(6), 873-878 // g7, C.
Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642 // g8, CTL, INQUIRY.
Czerniak, C. M. (2007). Interdisciplinary science teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 537-559). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, AFF.
Dahsah, C., & Coll, R. K. (2008). Thai grade 10 and 11 students' understanding of stoichiometry and related concepts. International Journal of Science and Mathematics Education, 6(3), 573-600 // g6, C.
Dal, B. (2006). The origin and extent of student's understandings: The effect of various kinds of factors in conceptual understanding in volcanism. Electronic Journal of Science Education, 11(1) // g6, g7, g8, ES.
Dal, B. (2007). How do we help students build beliefs that allow them to avoid critical learning barriers and develop a deep understanding of geology? Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 251-269 // g6, ES.
Danielowich, R. (2007). Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663 // g8, CTL.
Danish, J. A., & Enyedy, N. (2007). Negotiated representational mediators: How young children decide what to include in their science representations. Science Education, 91(1), 1-35 // g7, B, GDD, VIDEO.
Da-Silva, C., Mellado, V., Ruiz, C., & Porlán, R. (2007). Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps. Science Education, 91(3), 461-491 // g8, CTL, CSC.
Davidsson, E., & Jakobsson, A. (2007). Different images of sience at Nordic science centres. International Journal of Science Education, 29(10), 1229-1245 // g1, INFORMAL, CSC.
de Hosson, C., & Kaminski, W. (2007). Historical controversy as an educational tool: Evaluating elements of a teaching-learning sequence conducted with the text  "Dialogue on the ways that vision operates''. International Journal of Science Education, 29(5), 617-642 // g7, P, O, g3.
De Jong, O., & Taber, K. S. (2007). Teaching and learning the many faces of chemistry. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 631-652). Mahwah: Lawrence Erlbaum Associates // g1, g6, g7, C.
Dean Jr., D., & Kuhn, D. (2007). Direct instruction vs. discovery: The long view. Science Education, 91(3), 384-397 // g7.
Demirci, N. (2007). University students' perceptions of web-based vs. paper-based homework in a general physics course. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 29-34 // g7, P.
Deniz, H., Donnelly, L. A., & Yilmaz, I. (2008). Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution. Journal of Research in Science Teaching, 45(4), 420-443 // g6, B, EVOLUTION, CSC.
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Desjardins, S. G. (2008). Disorder and chaos: Developing and teaching an interdisciplinary course on chemical dynamics. Journal of Chemical Education, 85(8), 1078-1082 // g7, C, NONLIN.
DeWitt, J., & Osborne, J. (2008). Engaging students with science: in their own words. School Science Review, 90(331), 109-116 // g6, CTL, AFF.
Dhindsa, H. S. (2008). Cultural dimensions of the learning environment in Brunei. International Journal of Science and Mathematics Education, 6(2), 251-267 // g6, CTL,GEN.
Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Exploring prospective teachers' worldviews and conceptions of nature of science. International Journal of Science Education, 29(10), 1261-1280 // g5, g6, ASSESSMENT, GEN.
Dillon, J. (2008). Discussion, debate and dialog: changing minds about conceptual change research in science education. Cultural Studies of Science Education(3), 387-395 // g1, CC.
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Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112 // g6, g8, CSC.
Doménech, J., Gil-Pérez, D., Gras-Martí, A., Guisasola, J., Martínez-Torregrosa, J., Salinas, J., et al. (2007). Teaching of energy issues: A debate proposal for a global reorientation. Science & Education, 16(1), 43-46 // g1, g7, P, EN.
Donnelly, L. A., & Boone, W. J. (2007). Biology teachers' attitudes toward and use of Indiana's evolution standards. Journal of Research in Science Teaching, 44(2), 236-257 // g8, CTL, B, EVOLUTION, AFF.
Dori, Y., & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250 // g7, C, MMEDIA, LAB.
Doymus, K. (2008). Teaching chemical equilibrium with the jigsaw technique. Research in Science Education, 38(2), 249-260 // g7, C.
Drechsler, M., & Van Driel, J. (2008). Experienced teachers' pedagogical content knowledge of teaching acid-base chemistry. Research in Science Education, 38(5), 611-631 // g8, C, CTL, PCK, MODEL.
Drieling, K. (2008). Erde oder Boden, Horizont oder Schichten? Geographie Heute, 29(265), 34-39 // g6, g7, ES, B.
Duit, R. (2007). Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 3-15 // g1.
Duit, R. (2008). Zur Rolle von Schülervorstellungen im Unterricht. Geographie Heute, 29(265), 2-6 // g1.
Duit, R., Niedderer, H., & Schecker, H. (2007). Teaching physics. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 599-629). Mahwah: Lawrence Erlbaum Associates // g1, CSC, LAB, MMEDIA, AFF, GEN, g6, g7, P, E, M, AT, Q.
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Duncan, R. G., & Reiser, B. J. (2007). Reasoning across ontologically distinct levels: Students' understandings of molecular genetics. Journal of Research in Science Teaching, 44(7), 938-959 // g7, B, GENETICS.
Eggert, S., & Bögeholz, S. (2006). Göttinger Modell der Bewertungskompetenz - Teilkompotenz ,,Bewertung, Entscheiden und Reflektieren'' für Gestaltungsaufgaben Nachhaltiger Entwicklung. Zeitschrift für Didaktik der Naturwissenschaften, 12, 177-198 // g1.
Eilks, I., & Maric, S. (2007). Die Veränderung von Lehrerinnen und Lehrern in langzeitlichen Modellen partnerschaftlicher Unterrichtsentwicklung und -forschung durch partizipative Aktionsforschung in der Chemiedidaktik. Chimica et ceterae artes rerum naturae didacticae, 33(99), 30-48 // g8, CTL.
Eilks, I., Moellering, J., & Valanides, N. (2007). Seventh-grade students´ understanding of chemical reactions: Reflections from an action research interview study. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 271-286 // g7, C.
Ekborg, M. (2008). Opinion building on a socio-scientific issue: the case of genetically modified plants. Journal of Biological Education, 42(2), 60-65 // g7, B, GENETICS, STS.
Elliott, M. J., Stewart, K. K., & Lagowksi, J. J. (2008). The role of the laboratory in chemistry instruction. Journal of Chemical Education, 85(1), 145-149 // g1, LAB.
Endler, L. C., & Bond, T. G. (2008). Changing science outcomes: Cognitive acceleration in a US setting. Research in Science Education, 38(2), 149-166 // g7, g6, INQUIRY.
Enfield, M., Smith, E., L., & Grueber, D., J. (2008). "A sketch is like a sentence": Curriculum structures that support teaching epistemic practices of science. Science Education, 92(4), 608-630 // g7, P, M, B, BIODIV, CSC, MODEL.
Enghag, M., Gustafsson, P., & Jonsson, G. (2007). From everyday life experiences to physics understanding occuring in small group work with context rich problems during introductory physics work at university. Research in Science Education, 37(4), 449-467 // g7, P, DISCOURSE, LPRO, VIDEO.
Enghag, M., & Niedderer, H. (2008). Two dimensions of student ownership of learning during small-group work in physics. International Journal of Science and Mathematics Education, 6(4), 629-653 // g7, P, AFF.
Erdogan, I., & Campbell, T. (2008). Teacher questioning and interaction patterns in classrooms facilitated with differing levels of constructivist teaching practices. International Journal of Science  Education, 30(14), 1891-1914 // g8, CTL, gP, VIDEO, CON.
Erduran, S., Ardac, D., & Yakmaci-Guzel, B. (2006). Learning to teach argumentation: Case studies of pre-service secondary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 1-14 // g8, CTL, ARGUMENTATION.
Ergazaki, M., & Zogza, V. (2008). Exploring lake ecology in a computer-supported learning environment. Journal of Biological Education, 42(2), 90-94 // g7, B, ECOLOGY.
Eskilsson, O. (2008). The quality of lower secondary students' discussions during labwork in chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 247-254 // g7, C, LAB, DISCOURSE.
Evans, E. M. (2008). Conceptual change and evolutionary biology: A developmental analysis. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 263-294). New York: Routledge // g1, CC, g6, g7, B, EVOLUTION.
Eylon, B.-S., Berger, H., & Bagno, E. (2008). An evidence-based continuous professional development programme on knowledge integration in physics: A study of teachers' collective discourse. International Journal of Science Education, 30(5), 619-642 // g8, CTL, DISCOURSE.
Falk, H., Brill, G., & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science  Education, 30(14), 1841-1866 // g8, B, BIOTECH, CTL, PCK.
Fang, Z., Lamme, L., Pringle, R., Patrick, J., Sanders, J., Zmach, C., et al. (2008). Integrating reading into middle school science: What we did, found and learned. International Journal of Science  Education, 30(15), 2067-2089 // g7, READING, INQUIRY.
Fazio, C., Guastella, I., Sperandeo-Mineo, R., .M., & Tarantino, G. (2008). Modelling mechanical wave propagation: Guidelines and experimentation of a teaching-learning sequence. International Journal of Science  Education, 30(11), 1491-1530 // g7, P, S, WAVES, LPRO.
Fernández-Manzanal, R., Rodríguez-Barreiro, l., & Carrasquer, J. (2007). Evaluation of environmental attitudes: Analysis and results of a scale applied to university students. Science Education, 91(6), 988-1009 // g6, B, ECOLOGY, AFF.
Fischler, H. (2008). Physikdidaktisches Wissen und Handlungskompetenz. Zeitschrift für Didaktik der Naturwissenschaften, 14, 27-49 // g1, g8, g9, CTL.
Fonseca, J. M. B., & Conboy, J. E. (2006). Secondary student perceptions of factors effecting failure in science in Portugal. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 82-95 // g6, CTL.
Forbes, C. T., & Davis, E. A. (2008). The development of preservice elementary teachers' curricular role identity for science teaching. Science Education, 92(5), 909-940 // g8, CTL.
Ford, M. (2007). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423 // g1, CSC, SCON.
Ford, M., & Wargo, B. (2007). Routines, roles, and responsibilities for aligning scientific and classroom practices. Science Education, 91(1), 133-157 // g8, CSC.
Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 103-124). Mahwah: Lawrence Erlbaum Associates // g1, g5.
Fraser, W. J., & Maguvhe, M. O. (2008). Teaching life science to blind and visually impaired learners. Journal of Biological Education, 42(2), 84-89 // g7, B.
Friedrichsen, P., Chaval, K., & Tuescher, D. (2007). Strategies and sources of support for beginning teachers of science and mathematics. School Science and Mathematics, 107(5), 169-181 // g8, CTL.
Friege, G., & Lind, G. (2006). Types and qualities of knowledge and their relations to problem solving in physics. International Journal of Science and Mathematics Education, 4(3), 437-465 // g1, PROSOL, EXNO, g6, P.
Furner, J. M., & Kumar, D. D. (2007). The mathematics and science intergration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 185-189 // g1.
Furtak, E. M., & Ruiz-Primo, M. A. (2008). Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92(5), 799-824 // g5, g6, P, M, BUOY.
Gaigher, E., Rogan, J. M., & Braun, M. W. H. (2007). Exploring the development of conceptual understanding through structured problem-solving in physics. International Journal of Science Education, 29(9), 1089-1110 // g7, P, PROSOL.
Garcia-Mila, M., & Andersen, C. (2007). Development change in notetaking during scientific inquiry. International Journal of Science Education, 29(8), 1035-1058 // g7, INQUIRY.
Garlick, R., & Laugksch, R. C. (2008). Teaching children to ask investigable questions in science. School Science Review, 90(331), 119-127 // g8, CTL, INQUIRY.
Garrison, L., & Amaral, O. (2006). Designing and using program-specific evaluation instruments. Electronic Journal of Science Education, 11(1), 1-13 // g8, CTL.
Gioka, O. (2007). Assessment for learning in biology lessons. Journal of Biological Education, 41(3), 113-116 // g8, CTL, B.
Glynn, S., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107 // g7, AFF.
Göhring, A., & Laukenmann, M. (2006). Selbstbestimmtes Lernen in Haupt- und Realschule (Klassenstufe 8) - eine Unterrichtseinheit zum Thema Energie. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, EN.
Gomes, A. D. T., Borges, A. T., & Justin, R. (2008). Students' performance in investigative activity and their understanding of activity aims. International Journal of Science Education, 30(1), 109-135 // g6, INQUIRY.
Grandy, R., & Duschl, R. (2007). Reconsidering the character and role of inquiry in school sciene: Analysis of a conference. Science and Education, 16(2), 141-166 // g1, CSC, INQUIRY.
Greensfeld, H., & Elkad-Lehman, I. (2007). An analysis of the processes of change in two science teacher educators' thinking. Journal of Research in Science Teaching, 44(8), 1219-1245 // g8, CTL.
Grindstaff, K., & Richmond, G. (2008). Learners' perceptions of the role of peers in a reserach experience: Implications for the apprenticeship process, scienctific inquiry, and collaborative work. Journal of Research in Science Teaching, 45(2), 251-271 // g7, CTL, INQUIRY.
Guderian, P., & Priemer, B. (2008). Interessenförderung durch Schülerlaborbesuche - eine Zusammenarbeit der Forschung in Deutschland. Physik und Didaktik in Schule und Hochschule, 2(7), 27-36 // g7, INFORMAL.
Gunel, M., Hand, B., & Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal of Science and Mathematics Education, 5(4), 615-637 // g7, WRITING.
Gungor, A., Eryilmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056 // g7, P, AFF.
Guo, C.-J. (2007). Issues in science learning: An international perspective. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 227-256): Lawrence Erlbaum Associates // g1.
Haerle, F. C. (2006). Personal epistemologies of 4th graders. Their beliefs about knowledge and knowing. Oldenburg: Didaktisches Zentrum // g6, CTL, CSC.
Haigh, M. (2007). Can investigative practical work in high school biology foster creativity? Research in Science Education, 37(2), 123-140 // g7, B, LAB.
Halldén, O., Scheja, M., & Haglund, L. (2008). The contextuality of knowledge: An intentional approach to meaning making and conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 509-532). New York: Routledge // g1, CC, PIAGET, AFF, COSC.
Hammann, M., Hoi Phan, T. T., Ehmer, M., & Grimm, T. (2008). Assessing pupils' skill in experimentation. Journal of Biological Education, 42(2), 66-72 // g7, LAB, INQUIRY, B.
Hamza, K. M., & Wickman, P.-O. (2007). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92(1), 141-164 // g7, C, E, LPRO.
Hanley, P., Maringe, F., & Ratcliffe, M. (2008). Evaluation of professional development: Deploying a process-focused model. International Journal of Science Education, 30(5), 711-725 // g8, CTL.
Hanley, P., Osborne, J., & Ratcliff, M. (2008). Teaching twenty first century science. School Science Review, 90(330), 105-112 // g6, g8, CSC.
Hanson, L., & Redfors, A. (2006). Swedish upper secondary studens'  view of the origin and development of the universe. Research in Science Education, 36(4), 355-379 // g6, P, AS, CSC.
Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41 // g7, P, AFF.
Hänze, M., & Berger, R. (2007). Kooperatives Lernen im Gruppenpuzzle und im Lernzirkel. Unterrichtswissenschaft, 35(3), 227-213 // g7, P, AFF.
Harms, U., & Krombass, A. (2008). Lernen im Museum - das Contextual Model of Learning. Unterrichtswissenschaft, 36(2), 150-166 // g7, B, BIODIV, INFORMAL.
Harrison, C., Hofstein, A., Eylon, B.-S., & Simon, S. (2008). Evidence-based professional development of science teachers in two countries. International Journal of Science Education, 30(5), 577-592 // g8, CTL, g9.
Harskamp, E., Ding, N., & Suhre, C. (2008). Group composition and its effect on female and male problem-solving in science education. Educational Research, 50(4), 307-318 // g7, PROSOL, GEN.
Harskamp, E., Mayer, R., & Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction, 17(5), 465-477 // g7, B, MMEDIA.
Hart, C. (2008). Models in physics, models for physics learning, and why the distinction may matter in the case of electric circuits. Research in Science Education, 38(5), 529-544 // g7, P, E, CIRC, g8, CTL, MODEL, ANA.
Hart, P. (2007). Environmental education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 689-726). Mahwah: Lawrence Erlbaum Associates // g1, g7, B, ECOLOGY.
Hatzinikita, V., Dimopoulos, K., & Christidou, V. (2008). PISA test items and school textbook related to science: A textual comparison. Science Education, 92(4), 664-687 // g1, TXT.
Havlada, R., & Ashkenazi, G. (2007). Coordination of theory and evidence: Effect of epistemological theories on students' laboratory practice. Journal of Research in Science Teaching, 44(8), 1134-1159 // g7, LAB, CSC.
Haworth, C., Dale, P., & Plomin, R. (2008). A twin study into the genetic and environmental influences on academic performance in science in nine-year-old boys and girls. International Journal of Science Education, 30(8), 1003-1025 // g6, GEN.
Hazari, Z., Tai, R. H., & Sadler, P. M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847-876 // g7, P, GEN, AFF.
Henderson, D., Stanisstreet, M., & Boyes, E. (2007). Who wants a job in biology? Student aspirations and perceptions. Journal of Biological Education, 41(4), 156-161 // g6.
Henze, I., Driel van, J. H., & Verloop, N. (2008). Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe. International Journal of Science  Education, 30(10), 1321-1342 // g8, CTL, PCK, CSC, P, AS, MODEL.
Henze, I., van Driel, J. H., & Verloop, N. (2007). Science teachers' knowledge about teaching models and modelling in the context of a New Syllabus on public understanding of science. Research in Science Education, 37(2), 99-122 // g8, CTL, PCK.
Herbert, S. (2008). Collateral learning in science: Students' reponses to a cross-cultural unit of work. International Journal of Science Education, 30(7), 979-994 // g7, B, HEALTH.
Hewson, P. W. (2007). Teacher professional development in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1179-1203). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, g9.
Hewson, P. W. (2008). Conceptions over time: Are language and the here-and-now up to the task? Cultural Studies of Science Education(3), 263-276 // g1, CC.
Hipkins, R., Bull, A., & Joyce, C. (2008). The interplay of context and concepts in primary school children's systems thinking. Journal of Biological Education, 42(2), 73-77 // g7, B.
Hohenstein, J., & Ran, L. (2007). Use of questions in exhibit labels to generate explanatory conversation among science museum visitors. International Journal of Science Education, 29(12), 1557-1580 // g7, INFORMAL.
Hokayem, H., & BouJaoude, S. (2008). College students' perceptions of the theory of evolution. Journal of Research in Science Teaching, 45(4), 395-419 // g7, B, EVOLUTION, CSC, g8.
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362 // g1.
Hong, Z.-R., Lin, H.-S., & Lawrenz, F. (2008). Promoting single-parent family children's attitudes toward science and science performance through extracurricular science intervention in Taiwan. International Journal of Science Education, 30(4), 469-494 // g6, AFF, INFORMAL.
Hopf, M. (2006). Problemlösendes Experimentieren - Wirkungen auf Lernende. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, LAB.
Höttecke, D., & Rieß, F. (2007). Rekonstruktion der Vorstellungen von Physikstudierenden über die Natur der Naturwissenschaften - eine explorative Studie. Physik und Didaktik in Schule und Hochschule, 1(6), 1-14 // g8, CSC.
Howe, E. (2007). Untangling sickle-cell anemia and the teaching of heterozygote protection. Science & Education, 16(1), 1-19 // g1, CC.
Hsi, S. (2007). Conceptualizing learning from the everyday activities of digital kids. International Journal of Science Education, 29(12), 1509-1530 // g7, INFORMAL.
Hsu, P.-L., & Yang, W.-G. (2007). Print and image integration of science texts and reading comprehension: A systemic functional linguistics perspective. International Journal of Science and Mathematics Education, 5(4), 639-659 // g7, TXT.
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. Science Education, 92(2), 320-344 // g7, AS.
Hsu, Y.-S., Wu, H.-K., & Hwang, F.-K. (2008). Fostering high school students' conceptual understandings about seasons: The design of a technology-enhanced learning environment. Research in Science Education, 38(2), 127-148 // g7, P, AS, MMEDIA.
Huang, H.-J. (2006). Listening of the language of constructing science knowledge. International Journal of Science and Mathematics, 4(3), 391-415 // g7, B, GENETICS, DISCOURSE.
Hubber, P. (2006). Year 12 students' mental models of the nature of light. Research in Science Education, 36(4), 419-439 // g7, P, O, Q.
Hume, A., & Coll, R. (2008). Student experiences of carrying out a practical science investigation under direction. International Journal of Science  Education, 30(9), 1201-1228 // g6, g8, CTL, LAB, INQUIRY.
Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74 // g1, SCON, g7, g8, INFORMAL, CSC.
Huziak-Clark, T., Van Hook, S., Nurnberger-Haag, J., & Ballone-Duran, L. (2007). Using inquiry to improve pedagogy through K-12/ university partnerships. School Science and Mathematics, 107(8), 311-324 // g8, CTL, INQUIRY.
Ikeoji, C. N., Agwubike, C. C., & Disi, J. O. (2007). Perceptions of head agricultural science teachers regarding problems and challenges of vocational agriculture delivery in secondary schools in Delta State, Nigeria. Electronic Journal of Science Education, 11(2) // g8, B.
Inagaki, K., & Hatano, G. (2008). Conceptual change in naive biology. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 240-262). New York: Routledge // g1, CC, g6, B.
Inagaki, K., & Hatona, G. (2002). Young childrens' naive thinking about the biological world. New York: Taylor & Francis // g1, g6, B.
Irez, S. (2007). Reflection-oriented qualitative approach in belief research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 17-27 // g5, g8, CSC.
Jabot, M., & Henry, D. (2007). Mental models of elementary and middle school students in analyzing simple battery and bulb circuits. School Science and Mathematics, 107(1), 371-381 // g6, P, E, CIRC.
Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A science lesson plan analysis instrument for formative and summative program evaluation of a teacher education program. Science Education, 92(6), 1096-1126 // g5, g8, CTL.
Jakobson, B., & Wickman, P.-O. (2008). The roles of aesthetic experience in elementary school science. Research in Science Education, 38(1), 45-66 // g7, AFF.
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Marbach-Ad, G., McGinnis, J. R., & Dantley, S. J. (2008). Beliefs and reported science teaching practices of elementary and middle school teacher education majors from a historically black college/university and a predominately white college/university. Electronic Journal of Science Education, 12(2), 2-29 // g8, CTL.
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Marks, R., & Eilks, I. (2008). Kommunikations- und Bewertungskompetenz entwickeln in einem gesellschaftskritisch-problemorientierten Chemieunterricht über Alcopops. Chimica et ceterae artes rerum naturae didacticae, 34(101), 43-71 // g7, C, STS.
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Rittersbacher, C., & Schmidt, S. (2008). Eine Sprachanalyse biologischer Themen (englisch-deutsch) als Vorarbeit für eine Pedagogy of Awareness. Chimica et ceterae artes rerum naturae didacticae, 101(34), 72-99 // g4, B, PHYSIO, TXT.
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Robertson, A. (2007). Development of shared vision: Lessons from a science education community collaborative. Journal of Research in Science Teaching, 44(5), 681-705 // g8, CTL.
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Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science  Education, 30(10), 1365-1387 // g8, CTL, C, PCK.
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Rule, A. C., Baldwin, S., & Schell, R. (2008). Second graders learn animal adaptions through form and function analogy object boxes. International Journal of Science  Education, 30(9), 1159-1182 // g7, B, GDD, ANA.
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Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868-908 // g7, B, GDD, INQUIRY.
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