General books about learning and science

Affect and learning science
Conceptual learning
Cognitive development and science
Cultural issues
Exploring student thinking
Gender issues
Gifted & high-ability students
Language and learning in science
Models and modelling in science education
Memory, metacognition and study skills in science7
Nature of Science issues
Problem-solving
Research methods in science education
Science-technology-society / teaching science in context
Student conceptions (misconceptions, alternative frameworks, intuitive theories etc.)
Teaching science


Journal links

• Adey, P., (1989) with Bliss, J., Head, J., & Shayer, M., (eds.), Adolescent Development and School Science, Lewes (East Sussex): The Falmer Press.

• Amos, S. & Boohan, R. (eds.) (2002) Teaching Science in Secondary Schools: Perspectives on practice, London: RoutledgeFalmer.

• Amos, S. & Boohan, R. (eds.) (2002) Teaching Science in Secondary Schools: A reader, London: RoutledgeFalmer.

• Ausubel, David P. (2000) The Acquisition and Retention of Knowledge: a cognitive view, Dordrecht: Kluwer Academic Publishers.

• Driver, Rosalind (1983) The Pupil as Scientist?, Milton Keynes: Open University Press.

• Duschl, R. & Hamilton R. (eds) (1992) Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, Albany, NY: State University of New York Press.

• Fensham, Peter J., Gunstone, R. F., & White, R. T. (Eds.) (1994) The Content of Science: a constructivist approach to its teaching and learning, London: Falmer Press.

• Fensham, Peter J. (2004) Defining an Identity: The evolution of science education as a field of research, Dordrecht: Kluwer Academic Publishers.

• Gilbert, J. K., de Jong, O., Justi, R., Treagust, D. F. & van Driel, J. H. (Eds.) (2002) Chemical Education: Towards Research-based Practice, Dordecht: Kluwer Academic Publishers, pp.189-212.

• Glynn, S.M., Yeany, R.H. & Britton, B.K. (1991) The Psychology of Learning Science, Hillsdale, New Jersey: Lawrence Erlbaum Associates.

• Kind, V. & Taber, K. S (2005) Science: Teaching School Subjects 11-19, London: Routledge

• Levinson, Ralph (editor) (1994) Teaching Science, London: Routledge.

• Millar, Robin (Ed.) (1989) Doing Science: images of science in science education, London: The Falmer Press.

• Millar, R., Leach, J. & Osborne, J. (eds.) (2000) Improving Science Education: the contribution of research, Buckingham: Open University Press.

• Lawson Anton E. (2003) The Neurological Basis of Learning, Development and Discovery: implications for science and mathematics instruction, Dordrecht: Kluwer Academic Publishers.

• Sears, J. & Sorenson, P. (eds.) (2000) Issues in Science Teaching, London: RoutledgeFalmer.

• Tobin, Kenneth, Kahle, Jane Butler & Fraser, Barry J. (Eds.) (1990) Windows into Science Classrooms: problems associated with higher-level cognitive learning, Basingstoke: Falmer Press.

• West, Leo H. T., & Pines, A. Leon (eds.) (1985) Cognitive Structure and Conceptual Change, London: Academic Press.

• White, Richard T. (1988) Learning Science, Oxford: Basil Blackwell.

• Pintrich, P. R., Marx, R. W. & Boyle, R. A. (1993) Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change, Review of Educational Research, 63 (2), pp.167-199.

• Chi, Michelene T. H., Slotta, James D. & de Leeuw, Nicholas (1994) From things to processes; a theory of conceptual change for learning science concepts, Learning and Instruction, 4, pp.27-43.

• diSessa, Andrea A. (1993) Towards an epistemology of physics, Cognition and Instruction, 10 (2&3), pp.105-225.

• diSessa, Andrea A. & Sherin, Bruce L. (1998) What changes in conceptual change? International Journal of Science Education, 20 (10), pp.1155-1191.

• Driver, Rosalind (1989) Students’ conceptions and the learning of science, International Journal of Science Education, 11 (special issue), pp.481-490.

• Howe, Christine J. (1998) Conceptual Structure in Childhood and Adolescence: the case of everyday physics, London: Routledge.

• Mortimer, Eduardo F. (1995) Conceptual change or conceptual profile change?, Science and Education, 4, pp.267-285. 

•  Nersessian, Nancy J. (1989) Conceptual change in science and in science education, Synthese, 80, pp.163-183.

• Petri, Juergen & Niedderer, Hans (1998) A learning pathway in high-school level quantum atomic physics, International Journal of Science Education, 20 (9), pp.1075-1088.

• Pope, Maureen, & Gilbert, John (1983) Personal experience and the construction of knowledge in science, Science Education, 67 (2), pp.193-203.

• Posner, George J., Strike, Kenneth A., Hewson, Peter W., & Gertzog, William A. (1982) Accommodation of a scientific conception: towards a theory of conceptual change, Science Education, 66 (2), pp.211-227.

• Solomon, J. (1987) Social influences on the construction of pupils’ understanding of science, Studies in Science Education, 14, pp.63-82.

• Strike, Kenneth A. & Posner, George J. (1985) A conceptual change view of learning and understanding, in West, Leo H. T., and Pines, A. Leon, (Eds.), Cognitive Structure and Conceptual Change, London: Academic Press Inc., 1985, pp.211-231.

• Vosniadou, Stella & Ioannides, Christos (1998) From conceptual development to science education: a psychological point of view, International Journal of Science Education, 20 (10), pp.1213-1230.

• Adey, P., (1992) The CASE results: implications for science teaching, International Journal of Science Education, 14 (2), pp.137-146.

• Adey, Philip (1999) The Science of Thinking, and Science For Thinking: a description of Cognitive Acceleration through Science Education (CASE), Geneva: International Bureau of Education (UNESCO).

• Adey, Philip & Shayer, Michael (1994) Really Raising Standards: cognitive intervention and academic acheivement, London: Routledge. (pdf)

• Anderson, Lorin W. & Krathwohl, David R. (2001) A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's taxonomy of educational objectives, New York: Longman.

• Bliss, Joan (1995) Piaget and after: the case of learning science, Studies in Science Education, 25, 1995, pp.139-172.

• Aikenhead, Glen S. (1996) Science Education: Border crossing into the sub-culture of science, Studies in Science Education, 27, pp.1-52.

• Hennessy, Sara (1993) Situated cognition and cognitive apprenticeship: implications for classroom learning, Studies in Science Education, 22, pp.1-41.

• Reiss, M. J. (2000) Teaching science in a multicultural, multi-faith society, in Sears, J. & Sorenson, P., Issues in Science Teaching, London: RoutledgeFalmer, pp.16-22.

• Al-Kunifed, Ali & Wandersee, James H. (1990) One hundred references to concept mapping, Journal of Research in Science Teaching, 27 (10), pp.1069-1075.

• Keogh, B. and Naylor S. (1999) Concept Cartoons, teaching and learning in science: An evaluation, International Journal of Science Education, 21 (4) , pp.431-446.

• Osborne, Roger, J., and Gilbert, John K. (1980) A technique for exploring students’ views of the world, Physics Education, 15 (6), pp.376-379.

• Posner, George J. & Gertzog, William A. (1982) The clinical interview and the measurement of conceptual change, Science Education, 66 (2), pp.195-209.

• Sutton, Clive R. (1980) The learner’s prior knowledge: a critical review of techniques for probing its organisation, European Journal of Science Education, 2 (2), pp.107-120.

• Treagust, D. F. (1988) Development and use of diagnostic tests to evaluate student’s misconceptions in science, International Journal of Science Education, 10 (2), 1988, pp.159-169.

• Viennot, Laurence (1985) Analysing students’ reasoning in science: a pragmatic view of theoretical  problems, International Journal of Science Education, 7 (2), pp.151-162.

• Wandersee, James H. (1990) Concept mapping and the cartography of cognition, Journal of Research in Science Education, 27 (10), pp.923-936.

• White, Richard T. (1985) Interview protocols and dimensions of cognitive structure, in West, Leo H. T., & Pines, A. Leon (eds.), Cognitive Structure and Conceptual Change, London: Academic Press, pp.51-59.

• White, Richard, & Gunstone, Richard (1992) Probing Understanding, London, The Falmer Press.

• Bentley, D., & Watts, D. M. (1987), Courting the positive virtues: a case for feminist science, in Kelly, A., Science for Girls?, Milton Keynes: Open University Press, pp.89-98.

• Smail, B. (1987) Organizing the curriculum to fit girls’ interests, in Kelly, A., Science for Girls?, Milton Keynes: Open University Press,  pp.80-88.

• Georgousi, Kyriaki, Kampourakis, Constantinos & Tsaparlis, Georgios (2001) Physical-science knowledge and patterns of achievement at the primary-secondary interface, part 2: able and top-achieving students, Chemistry Education: Research and Practice in Europe, 2 (3), pp.253-263. (pdf available here)

• Taber, K. S. (Ed.) (2007) Science Education for Gifted Learners, London; Routledge.
  

• Bentley, D. & Watts, M. (1992) Communicating in School Science: Groups, tasks and problem-solving, London: Falmer.
  

• Lemke, Jay L. (1990) Talking science: language, learning, and values, Norwood, NJ: Ablex Publishing Corporation.

• Mortimer, Eduardo F. & Scott, Philip H. (2003) Meaning Making in Secondary Science Classrooms, Maidenhead: Open University Press.

• Newton, Paul, Driver, Rosalind & Osborne, Jonathan (1999) The place of argumentation in the pedagogy of school science, International Journal of Science Education, 21 (5), pp.553-576.

• Ogborn, Jon, Kress, Gunther, Martins, Isabel & McGillicuddy, Kieran (1996), Explaining Science in the Classsroom, Buckingham: Open University Press.

• Schmidt, Hans-Jürgen (1991) A label as a hidden persuader: chemists’ neutralization concept, International Journal of Science Education, 13 (4), pp.459-471.

• Scott, Philip (1998) Teacher talk and meaning making in science classrooms: a review of studies from a Vygotskian perspective, Studies in Sceince Education, 32, pp.45-80.

• Gauld, C. (1989) A study of pupils’ responses to empirical evidence, chapter 3 of Millar, Robin (Ed.), Doing Science: images of science in science education, London: The Falmer Press, pp.62-82.

• Gunstone, R. F. & Mitchell, I. J. (1998) Metacognition and conceptual change, in J. J. Mintzes, J. H. Wanderseee & J. D. Novak, Teaching Science for Understanding: A Human Constructivist View, San Diego: Academic Press, 133-163.

• Novak, Joseph D. (1985) Metalearning and metaknowledge strategies to help students learn how to learn, in West, Leo H. T., & Pines, A. Leon (eds.), Cognitive Structure and Conceptual Change, London: Academic Press, pp.189-209.

• Novak, Joseph D. (1989) The use of metapcognitive tools to facilitate meaningful learning,  in Adey, P., (1989) with Bliss, J., Head, J., & Shayer, M., (eds.), Adolescent Development and School Science, Lewes (East Sussex): The Falmer Press, pp.227-239.

• Taber, K. S. (2003) Lost without trace or not brought to mind? - a case study of remembering and forgetting of college science, Chemistry Education: Research and Practice, 4 (3), pp.249-277. (pdf available here)

• White, Richard T. & Mitchell, Ian J. (1994) Metacognition and the quality of learning, Studies in Science Education, 23, pp.21-37.

• Gilbert, J. K. & Boulter, C. J. (eds.) (2000) Developing Models in Science Education, Dordrecht, Kluwer Academic Publishers   

• Gilbert, John K. (1998) Explaining with models, in Ratcliffe M. (ed.) ASE Guide to Secondary Science Education (London: Stanley Thornes), pp.159-166.
  

• Gilbert, J. (2004) Models and Modelling: Routes to More Authentic Science Education, International Journal of Science and Mathematics Education, 2 (2), pp.115-130.

• Harrison, Allan G., & Treagust, David F. (2000) A typology of school science models, International Journal of Science Education, 22 (9), pp.1011-1026.

• Justi, Rosária & Gilbert, John (2000) History and philosophy of science through models: some challenges in the case of ‘the atom’, International Journal of Science Education, 22 (9), pp.993-1009.

• Matthews, Michael R. (1994) Science Teaching: The role of history and philosophy of science, London: Routledge.

• McComas, William F. (1998) The Nature of Science in Science Education: Rationales and Strategies, Dordrecht: Kluwer.

• Osborne, Jonathan (2002) Learning and teaching about the nature of science, in Amos, S. & Boohan, R. (eds.) Teaching Science in Secondary Schools: Perspectives on practice, London: RoutledgeFalmer, pp.227-237

• Abdullah, Fatin A. P. (2006) The Patterns of Physics Problem-Solving From the Perspective of Metacognition, Unpublished MPhil Thesis, University of Cambridge.

• Tsaparlis, Georgios (1994) Blocking mechanisms in problem solving from the Pascual-Leone's M-space perspective, in Schmidt, Hans-Jürgen, Problem Solving and Misconceptions in Chemistry and Physics, Dortmund: International Council of Association for Science Education, pp.211-226

• Eybe, H. & Schmidt, H-J. (2001) Quality criteria and exemplary papers in chemistry education research, International Journal of Science Education, 23 (2), pp.209-225.

• Bennett, Judith, Hogarth, Sylvia & Lubben, Fred (2003) A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science, Review conducted by the TTA-supported Science Review Group, London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.  (pdf available here)

• Levinson, R. & Turner, S. (2001) The teaching of social and ethical issues in the school curriculum, arising from developments in biomedical research: a research study of teachers, Final Report to The Wellcome Trust by The Science and Technology Group, Institute of Education, University of London. (pdf available here)
  

• Abimbola, I. O., (1988) The problem of terminology in the study of student conceptions in science, Science Education, 72 (2), pp.175-184.

• Black, Paul J., & Lucas, Arthur M. (Eds.) (1993) Children’s Informal Ideas in Science, London: Routledge.
  

• Kind, Vanessa (2004) Beyond Appearances: Students’ misconceptions about basic chemical ideas (2nd Ed.), London: Royal Society of Chemistry. (pdf available here)

• Claxton, Guy (1986) The alternative conceivers’ conceptions, Studies in Science Education, 13, pp.123-130.

• Driver, Rosalind, & Easley, Jack (1978) Pupils and paradigms: a review of literature related to concept development in adolescent science students, Studies in Science Education, 5, pp.61-84.

• Driver, Rosalind and Gaalen Erickson (1983), Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science, Studies in Science Education, 10, 1983, pp.37-60.

• Driver, Rosalind, Guesne, Edith, & Tiberghien, Andrée (Eds.) (1985) Children’s Ideas in Science, Milton Keynes: Open University Press.

• Driver, Rosalind, Squires, Ann, Rushworth, Peter and Wood-Robinson, Valerie (1994) Making Sense of Secondary Science: research into children’s ideas, London: Routledge.

•  Driver, Rosalind, Leach, John, Millar, Robin, & Scott, Phil (1996) Young People’s Images of Science, Buckingham: Open University Press.

• Duit, Reinders (2007) Bibliography - Students' and Teachers' Conceptions and Science Education, available from http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html. 

• Garnett, Patrick J., Garnett, Pamela J., & Hackling, Mark W. (1995) Students’ alternative conceptions in chemistry: A review of research and implication for teaching and learning, Studies in Science Education, 25, pp.69-95.

• Gilbert, John K., Osborne, Roger J. & Fensham, Peter J. (1982) Children’s science and its consequences for teaching, Science Education, 66 (4), pp.623-633.

• Gilbert, John K. & Watts, D. M. (1983) Concepts, misconceptions and alternative conceptions: changing perspectives in science education, Studies in Science Education, 10, pp.61-98.

• Osborne, R. & Freyberg, P. (1985) Learning in Science: The implications of children’s science, Auckland: Heinemann.

• Taber, K. S. (2002) Chemical misconceptions - prevention, diagnosis and cure, London: Royal Society of Chemistry

• Tytler, Russell (1998) The nature of students’ informal science conceptions, International Journal of Science Education, 20 (8), pp.901-927.
  

• Driver, Rosalind & Oldham, Valerie (1986) A constructivist approach to curriculum development in science, Studies in Science Education, 13, pp.105-122.

• Harlen, Wynne (1999) Effective Teaching of Science: a review of research, Edinburgh: Scottish Council for Research in Education.

• Leach, John & Scott, Phil (2002) Designing and evaluating science teaching sequences: an aproach drawing upon the concept of learning demand and a social constructivist perspective on leanring, Studies in Science Education, 38, pp.115-142.

• Mintzes, J. J., Wanderseee, J. H. & Novak, J. D. (1998)  Teaching Science for Understanding: A Human Constructivist View, San Diego: Academic Press, 133-163.

• Millar, R. and Osborne, J. (1998) Beyond 2000: Science education for the future, London: King’s College.

• Parkinson, John (1994) The Effective Teaching of Secondary Science, Harlow: Longman.

• Reiss, Michael (2000) Understanding science lessons: five years of science teaching, Buckingham: Open University Press.

• White, Richard T. (1998) Research, theories of learning, principles of teaching and classroom practice: examples and issues, Studies in Science Education, 31, pp.55-70.

• International Journal of Science Education

• Science Education

• Studies in Science Education

• Journal of Research in Science Teaching

• Research in Science Education

• Chemistry Education Research and Practice

• Physics Education

• Research in Science & Technological Education

• School Science Review

• International Journal of Science and Mathematics Education

• Journal of Science Education and Technology

• Cultural Studies of Science Education