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Preface / P.L. Lijnse |
1 |
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Part 1: Plenary lectures
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Chapter 1
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Welcome address / P.L. Lijnse
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15 |
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Chapter 2
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Science Education Research and Cognitive Science / Ph. Adey |
17 |
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Chapter 3
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Fundamental Patterns in Common Reasoning: examples in Physics / L. Viennot |
33 |
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Chapter 4
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Modelling Clay for Computers / J. Ogborn |
48 |
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Chapter 5
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Constructivist Perspectives on Learning Science / R. Driver |
65 |
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Chapter 6
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Science Education and Studies of the 'Nature of Science' / J. Donnelly
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75 |
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Part 2: Research programmes
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Chapter 7
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Research in Science Education at King's College London / Ph. Adey |
87 |
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Chapter 8
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Research in the Department of Science Education, Institute of Education, University of London / J. Ogborn |
91 |
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Chapter 9
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Research in the Centre for Studies in Science and Mathematics Education at the University of Leeds / J. Donnelly
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99 |
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Chapter 10
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Research in Science Education at the University of York / R. Millar
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103 |
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Chapter 11
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Research in Chemistry Education at Essen University / E. Sumfleth
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108 |
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Chapter 12
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Approaches and projects at the Institute of Physics Education of the University of Bremen / U. Hericks and H. Schwedes |
114 |
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Chapter 13
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Research at the Laboratoire de Recherche en Didactique des Sciences, Universite de Montpellier II / D. Cros and A. Sivade
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122 |
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Chapter 14
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Research in Didactics from Lyon / J. Grea |
127 |
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Chapter 15
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Science Education Research at Thessaloniki: a selective presentation / D. Psillos |
134 |
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Chapter 16
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Research in Science Education at Utrecht University: an outline / A. H. Verdonk adn P. L. Lijnse |
140 |
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Part 3: Ph.D. research
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Chapter 17
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Inter-disciplinary interlinking of contents, relevant for the training in the professional field biotechnology/body care / A. Pitton |
149 |
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Chapter 18
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Role and impact of out-of-school activities in science teaching: the case of school visits to scientific and technical centres / B. Franc |
157 |
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Chapter 19
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How do chemistry courses for students aged 16-18 influence the perceptions of and attitudes towards the chemical industry? / M.B. Key |
164 |
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Chapter 20
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An investigation of 16-18 year old students' understanding of basic chemical ideas / V. Barker |
175 |
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Chapter 21
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A conceptual structure of school chemistry curricula / B.van Berkel, W. de Vos and A.H. Verdonk |
184 |
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Chapter 22
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Looking for childern's modelling abilities with particular interest in children's use of formal rules / E. Maragoudaki
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195 |
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Chapter 23
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The effectiveness of using a micro-computer-based laboratory in teaching selected concepts in mechanics: an intervention study / C. Chang |
201 |
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Chapter 24
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An investigation into the effect of I.T. on pupils' understanding of some science concepts and processes / K. Nikolopoulou |
206 |
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Chapter 25
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Design of a 'just in time' learning situation around a computational tool in a professional cooperation framework /A. Gay |
210 |
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Chapter 26
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Designing a computer-based course on basic electricity for prospective primary school teachers / A. Barbas and D. Psillos |
215 |
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Chapter 27
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Introducing explanations in a chemistry learning environment with a computer / M. Schwob |
224 |
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Chapter 28
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Assessment in physics as a tool for learning / M.A. Sanchez
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228 |
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Chapter 29
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Effectiveness of practical work in the remediation of alternative conceptions of force with students in Botswana / P. Dekkers
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233 |
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Chapter 30
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A constructivistic approach to assessing pupils' process skills in science education / P.M. Kind
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242 |
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Chapter 31
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Increasing the availability of conceptual tools about colour: a teaching sequence integrating physics, technique of art and perception / F. Chauvet
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246 |
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Chapter 32
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Children's ideas about colour and light / E. Pittman
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251 |
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Chapter 33
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The concept of energy and its teaching / F. Stylianidou
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255 |
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Chapter 34
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Educating primary teachers in science: the case of energy / A. Spirtou and P. Koumaras
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259 |
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Chapter 35
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The role of available information in learning about energy through the spontaneous use of analogy / G. Bissuel
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266 |
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Chapter 36
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In search of a 'didactical structure' for the introduction of particles / M. Vollebregt
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272 |
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Chapter 37
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The evolution of students' explanations for physical state of matter as a change in their conceptual profile / E.F. Mortimer
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281 |
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Chapter 38
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Educational structure of chemical bonding; the use of models in descriptions of chemical bonding / G.M.v. Hoeve-Brouwer
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288 |
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Chapter 39
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The educational structure of organic synthesis / H. van Keulen
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295 |
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Chapter 40
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A productive group as a means for structuring learning; a didactical research in biochemistry education / A. Jongbloed and H.H. ten Voorde
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301 |
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Chapter 41
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The Van Hiele level scheme and a historic text as sources of inspiration for designing concept-development leading to entropy/ W. Kaper and H.H ten Voorde
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310 |
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Chapter 42
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Constructivist approaches to teaching and learning science / Ph. H. Scott
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318 |
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Chapter 43
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Knowledge acquisition as interpersonal understanding / C. W. J. M. Klaassen
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322 |
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Chapter 44
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How do individual pupils learn within small groups? Empirical investigations considered from a constructivist point of view / B. Langensiepen
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331 |
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Chapter 45
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Small group discussion in physics: interaction and development of students' physics understanding / E. Alexopoulou
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335 |
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Part 4: Reflection and Evaluation
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Chapter 46
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Second thoughts on a first summerschool/ P.L. Lijnse
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341 |
