Editor: P.L. Lijnse

Table of contents

 

 Preface / P.L. Lijnse  1

Part 1: Plenary lectures

 

Chapter 1

 

Welcome address / P.L. Lijnse

15
 

Chapter 2

 Science Education Research and Cognitive Science / Ph. Adey 17

Chapter 3

Fundamental Patterns in Common Reasoning: examples in Physics / L. Viennot  33

Chapter 4

 Modelling Clay for Computers / J. Ogborn 48

Chapter 5

Constructivist Perspectives on Learning Science / R. Driver    65

Chapter 6 

Science Education and Studies of the 'Nature of Science' / J. Donnelly

 
75 

 Part 2: Research programmes

  

 Chapter 7

 Research in Science Education at King's College London / Ph. Adey 87 

 Chapter 8

Research in the Department of Science Education, Institute of Education, University of London / J. Ogborn  91 

Chapter 9 

Research in the Centre for Studies in Science and Mathematics Education at the University of Leeds / J. Donnelly

 
99 

Chapter 10 

 

Research in Science Education at the University of York / R. Millar

103 

Chapter 11 

Research in Chemistry Education at Essen University / E. Sumfleth

 
108 

Chapter 12 

Approaches and projects at the Institute of Physics Education of the University of Bremen / U. Hericks and H. Schwedes  114 

Chapter 13 

Research at the Laboratoire de Recherche en Didactique des Sciences, Universite de Montpellier II / D. Cros and A. Sivade

 
122 

Chapter 14 

 Research in Didactics from Lyon / J. Grea 127 

Chapter 15 

Science Education Research at Thessaloniki: a selective presentation / D. Psillos  134 

Chapter 16 

 Research in Science Education at Utrecht University: an outline / A. H. Verdonk adn P. L. Lijnse 140 

Part 3: Ph.D. research

  

Chapter 17

Inter-disciplinary interlinking of contents, relevant for the training in the professional field biotechnology/body care / A. Pitton  149 

Chapter 18 

Role and impact of out-of-school activities in science teaching: the case of school visits to scientific and technical centres / B. Franc  157 

Chapter 19 

How do chemistry courses for students aged 16-18 influence the perceptions of and attitudes towards the chemical industry? / M.B. Key  164 

Chapter 20 

An investigation of 16-18 year old students' understanding of basic chemical ideas / V. Barker  175 

Chapter 21 

A conceptual structure of school chemistry curricula / B.van Berkel, W. de Vos and A.H. Verdonk  184 

Chapter 22 

Looking for childern's modelling abilities with particular interest in children's use of formal rules / E. Maragoudaki

 
195 

Chapter 23 

The effectiveness of using a micro-computer-based laboratory in teaching selected concepts in mechanics: an intervention study / C. Chang  201 

Chapter 24 

An investigation into the effect of I.T. on pupils' understanding of some science concepts and processes / K. Nikolopoulou  206 

Chapter 25 

Design of a 'just in time' learning situation around a computational tool in a professional cooperation framework /A. Gay  210 

Chapter 26 

Designing a computer-based course on basic electricity for prospective primary school teachers / A. Barbas and D. Psillos  215 

Chapter 27 

Introducing explanations in a chemistry learning environment with a computer / M. Schwob  224 

Chapter 28 

Assessment in physics as a tool for learning / M.A. Sanchez

 
228 

Chapter 29 

Effectiveness of practical work in the remediation of alternative conceptions of force with students in Botswana / P. Dekkers

 
233 

Chapter 30

A constructivistic approach to assessing pupils' process skills in science education / P.M. Kind

 
242 

Chapter 31 

 

Increasing the availability of conceptual tools about colour: a teaching sequence integrating physics, technique of art and perception / F. Chauvet

246 

Chapter 32 

Children's ideas about colour and light / E. Pittman

 
251 

Chapter 33

The concept of energy and its teaching / F. Stylianidou

255

Chapter 34

Educating primary teachers in science: the case of energy / A. Spirtou and P. Koumaras

259

Chapter 35

The role of available information in learning about energy through the spontaneous use of analogy / G. Bissuel

266

Chapter 36

In search of a 'didactical structure' for the introduction of particles / M. Vollebregt

272

Chapter 37

The evolution of students' explanations for physical state of matter as a change in their conceptual profile / E.F. Mortimer

281

Chapter 38

Educational structure of chemical bonding; the use of models in descriptions of chemical bonding / G.M.v. Hoeve-Brouwer

288

Chapter 39

The educational structure of organic synthesis / H. van Keulen

295

Chapter 40

A productive group as a means for structuring learning; a didactical research in biochemistry education / A. Jongbloed and H.H. ten Voorde

301

Chapter 41

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

310

Chapter 42

Constructivist approaches to teaching and learning science / Ph. H. Scott

318

Chapter 43

Knowledge acquisition as interpersonal understanding / C. W. J. M. Klaassen

322

Chapter 44

How do individual pupils learn within small groups? Empirical investigations considered from a constructivist point of view / B. Langensiepen

331

Chapter 45

Small group discussion in physics: interaction and development of students' physics understanding / E. Alexopoulou

335

Part 4: Reflection and Evaluation

Chapter 46

Second thoughts on a first summerschool/ P.L. Lijnse

 
341