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15.  BASE DE LA INVESTIGACIÓN

A. La función de la investigación
B. La naturaleza de las publicaciones de investigación
C. Resultados de la investigación (por capítulo y sección)
D. Referencias
D. Referencias


A
A B C D E F G H I J K L M N O P R S T V W

Aikenhead, G.S. (1987). High school graduates' beliefs about science-technology-society III. Characteristics and limitations of scientific knowledge. Science Education, 71, 459-487.

Allen, R.D., Statkiewitz, W.R., & Donovan, M. (1983). Student perceptions of evidence and interpretations. In J. Novak (Ed.), Proceedings of the international seminar: Misconceptions in science and mathematics (pp. 79-83). Ithaca, NY: Cornell University.

Anderson, C., Sheldon, T., & Dubay, J. (1990). The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis. Journal of Investigación in Science Teaching, 27, 761-776.

Anderson, C., & Smith, E. (1983). Children's conceptions of light and color: Understanding the concept of unseen rays. East Lansing: Michigan State University.

Andersson, B. (1990). Pupils' conceptions of matter and its transformations (age 12-16). In P. Lijnse, P. Licht, W. de Vos, & A.J. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles (pp. 12-35). Utrecht: CD-þ Press.

Arnaudin, M.W., & Mintzes, J.J. (1985). Students' alternative conceptions of the human circulatory system: A cross age study. Science Education, 69, 721-733.

Arnaudin, M.W., & Mintzes, J.J. (1986). The cardiovascular system: Children's conceptions and misconceptions. Science and Children, 23(5), 48-51.

Atwood, V. (Ed.). (1986). Elementary school social studies: Investigación as a guide to practice. Washington, DC: National Council for the Social Studies.



B
A B C D E F G H I J K L M N O P R S T V W

Baird, J., Fensham, P., Gunstone, R., & White, R. (1989). A study of the importance of reflection for improving teaching and learning. Paper presented at the annual meeting of the National Association for Investigación in Science Teaching, San Francisco.

Baird, J.R., & Mitchell, J. (Eds.). (1986). Improving the quality of teaching and learning: An Australian case study. Melbourne, Australia: Monash University Press.

Bar, V. (1989). Children's views about the water cycle. Science Education, 73, 481-500.

Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513.

Behr, M.J. (1987). Ratio and proportion: A synthesis of eight conference papers. In U. Bergson, N. Hescovits, & C. Kieran (Eds.), Psychology and mathematics education (Vol. II). Proceedings of the eleventh international conference, Montreal, Canada.

Behr, M., Lesh, R., Post, T., & Silver, E. (1983). Rational number concepts. In R. Lesh & M. Lindau (Eds.), Acquisition of mathematical concepts and processes (pp. 91-126). New York: Academic Press.

Behr, M., Wachsmuth, I., Post, T., & Lesh, R. (1984). Order and equivalence of rational numbers: A clinical teaching experiment. Journal for Investigación in Mathematics Education, 15, 323-341.

Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operation in verbal arithmetic problems: The effects of number size, problem, structure, and context. Educational Studies in Mathematics, 15, 129-147.

Bell, A., Swan, M., & Taylor, G. (1981). Choice of operations in verbal problems with decimal numbers. Educational Studies in Mathematics, 12, 399-420.

Bell, B. (1981). When is an animal, not an animal? Journal of Biological Education, 15, 213-218.

Bell, B., & Brook, A. (1984). Aspects of secondary students understanding of plant nutrition. Leeds, UK: University of Leeds, Centre for Studies in Science and Mathematics Education.

Bell, B., & Freyberg, P. (1985). Language in the science classroom. In R. Osborne & P. Freyberg (Eds.), Learning in Science (pp. 29-40). Auckland, NZ: Heinemann.

Benander, L., & Clement, J. (1985). Catalogue of error patterns observed in courses in basic mathematics. Unpublished manuscript. (ERIC Reproduction Service No. ED 287 672).

Bernstein, A.C., & Cowan, P.A. (1975). Children's concepts of how people get babies. Child Development, 46, 77-91.

Berti, A. E. (1988). The development of political understanding in children between 6-15 years old. Human Relations, 41, 437-446.

Berti, A.E. (1992). Acquisition of the profit concept by third-grade children. Contemporary Educational Psychology, 17, 293-299.

Berti, A.E., & Bombi, A.S. (1988). The child's construction of economics. Cambridge: Cambridge University Press.

Berti, A.E., & Grivet, A. (1990). The development of economic reasoning in children from 8 to 13 years old: Price mechanism. Contributi di Psicologia, 3(III), 37-47.

Bishop, B., & Anderson, C. (1990). Student conceptions of natural selection and its role in evolution. Journal of Investigación in Science Teaching, 27, 415-427.

Black, P. (1990). Can pupils design their own experiments? In Proceedings of the international conference on physics education through experiments (pp. 281-299). Tianjin, China: ICPE.

Black, P., & Solomon, J. (1983). Life world and science world: Pupils' ideas about energy. In G. Marx (Ed.), Entropy in the school: Proceedings of the 6th Danube seminar on physics education (pp. 43-55). Budapest: Roland Eotvos Physical Society.

Bliss, J. (1978). Ideas of chance and probability in children and adolescents. Physics Education, 13, 408-413.

Blum, L.H. (1977). Health information via mass media: Study of the individual's concepts of the body and its parts. Psychological Reports, 40, 991-999.

Boylan, C., Hill, D., Wallace, A., & Wheeler, A. (1992). Beyond stereotypes. Science Education, 76, 465-476.

Brook, A., Briggs, H., & Bell, B. (1983). Secondary students' ideas about particles. Leeds, UK: The University of Leeds, Centre for Studies in Science and Mathematics Education.

Brook, A., & Driver, R. (1984). Aspects of secondary students' understanding of energy: Summary report. Leeds, UK: University of Leeds, Centre for Studies in Science and Mathematics Education.

Brook, A., & Driver, R. (1986). The construction of meaning and conceptual change in the classroom: Case studies on energy. Leeds, UK: University of Leeds, Centre for Studies in Science and Mathematics Education.

Brook, A., & Wells, P. (1988). Conserving the circus: An alternative approach to teaching and learning about energy. Physics Education, 23, 80-85.

Brosnan, T. (1990). Categorizing macro and micro explanations of material change. In P.L. Lijnse, P. Licht, W. de Vos, & A.J. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles (pp. 198-211). Utrecht, Holland: CD-þ Press.

Brown, C., Carpenter, T., Kouba, V., Lindquist, M., Silver, E., & Swafford, J. (May 1988). Secondary school results from the fourth NAEP mathematics assessment: Algebra, geometry, mathematical methods, and attitudes. Mathematics Teacher, 337-347, 397.

Brown, D., & Clement, J. (1989). Overcoming mis-conceptions via analogical reasoning: abstract transfer versus explanatory model construction. Instructional Science, 18, 237-261.

Brown, D., & Clement, J. (1992). Classroom teaching experiments in mechanics. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Investigación in physics learning: Theoretical issues and empirical studies (pp. 380-397). Kiel, Germany: Institute for Science Education at the University of Kiel.

Brown, J. & VanLehn, K. (1982). Towards a generative theory of "bugs." In T.P. Carpenter, J. Moser, & T. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 117-135). Hillsdale, NJ: Lawrence Erlbaum Associates. Brumby, M. (1979). Problems in learning the concept of natural selection. Journal of Biological Education, 13,119-122.

Brumby, M. (1982). Students' perceptions of the concept of life. Science Education, 66, 613-622.

Brumby, M. N., Garrard, J., & Auman, J. (1985). Students' perceptions of the concept of health. European Journal of Science Education, 7, 307-323.

Burger, W., & Shaughnessy, J. (1986). Characterizing the van Hiele levels of development in geometry. Journal for Investigación in Mathematics Education, 17, 31-48.



C
A B C D E F G H I J K L M N O P R S T V W

Carey, S. (1985). Conceptual change in childhood.Cambridge, MA: MIT Press.

Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257-291). Hillsdale, NJ: Lawrence Erlbaum Associates.

Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). An experiment is when you try it and see if it works: A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529.

Carpenter, T., Corbitt, M., Kepner, H., Lindquist, M., & Reys, R. (1981). Decimals: Results and implications from the second NAEP mathematics assessment. Arithmetic Teacher, 28(8), 34-37.

Carpenter, T., Lindquist, M., Matthews, W., & Silver, E. (1983). Results of the third NAEP mathematics assessment: Secondary school. Mathematics Teacher, 76, 652-659.

Carpenter, T., & Moser, J. (1983). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics: Concepts and processes (pp. 7-44). New York: Academic Press.

Carr, M., & Kirkwood, V. (1988). Teaching and learning about energy in New Zealand secondary school junior science classrooms. Physics Education, 23, 86-91.

Case, R., & Sowder, J. (1990). The development of computational estimation: A neo-Piagetian analysis. Cognition and Instruction, 7, 79-104.

Champagne, A., Gunstone, R., & Klopfer, L. (1985). Effecting changes in cognitive structures among physics students. In L. West & A. Pines (Eds.), Cognitive structure and conceptual change (pp. 61-90). Orlando, FL: Academic Press.

Children's Learning in Science (1987). Approaches to teaching the particulate theory of matter. Leeds, UK: University of Leeds, Centre for Studies in Science and Mathematics Education.

Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Investigación in Mathematics Education, 13, 16-30.

Clement, J. (1987). Overcoming students' misconceptions in physics: The role of anchoring intuitions and analogical validity. In J. Novak (Ed.), Proceedings of the second international seminar misconceptions and educational strategies in science and mathematics (Vol. III, pp. 84-96). Ithaca, NY: Cornell University.

Clement, J. (1989).The concept of variation and misconceptions in Cartesian graphing. Focus on Learning Problems in Mathematics, 11(1-2), 77-87.

Clements, D., & Battista, M. (1989). Learning of geometric concepts in a Logo environment. Journal for Investigación in Mathematics Education, 20, 450 467.

Clements, D., & Battista, M. (1990). The effects of Logo on children's conceptualizations of angle and polygons. Journal for Investigación in Mathematics Education, 21, 356-371.

Clements, D., & Battista, M. (1992). Geometry and spacial reasoning. In D. Grouws (Ed.), Handbook of Investigación on mathematics teaching and learning (pp. 420-464). New York: Macmillan Publishing Company.

Clough, E.E., & Wood-Robinson, C. (1985a). How secondary students interpret instances of biological adaptation. Journal of Biological Education, 19, 125-130.

Clough, E.E., & Wood-Robinson, C. (1985b). Children's understanding of inheritance. Journal of Biological Education, 19, 304-310.

Connell, R. (1971). The child's construction of politics. Calton, Australia: Melbourne University Press.

Contento, I. (1981). Children's thinking about food and eating: A Piagetian-based study. Journal of Nutrition Education, 13(1), 86-90.

Cooley, W., & Klopfer, L. (1961). Test on understanding science, Form W. Princeton: Educational Testing Service.



D
A B C D E F G H I J K L M N O P R S T V W

Damon, W. (1977). The social world of the child. San Francisco: Jossey-Bass.

Deadman, J., & Kelly, P. (1978). What do secondary school boys understand about evolution and heredity before they are taught the topics? Journal of Biological Education, 12, 7-15.

Dickinson, A.K., Lee, P.J., & Rogers, P.J. (Eds.). (1984). Learning history (pp. 39-84). London: Heinemann Educational Books.

Donaldson, M. (1978). Children's minds. New York: W. W. Norton & Company.

Donnelly, J.F. (1992). Technology in the school curriculum: A critical bibliography. Studies in Science Education, 20, 123-156.

Dossey, J., Mullis, I., Lindquist, M.M., & Chambers, D. (1988). The mathematics report card: Trends and achievement based on the 1986 national assessment. Princeton, NJ: Educational Testing Service.

Downey, M. & Levstik, L. (1988, September). Teaching and learning history: The Investigación base. Social Education, 336-342.

Downey, M. & Levstik, L. (1991). Teaching and learning history. In J. Shaver (Ed.), Handbook of Investigación on social studies teaching and learning (pp. 400-410). New York: Macmillan Publishing Company.

Dreyfus, A., & Jungwirth, E. (1988). The cell concept of 10th graders: Curricular expectations and reality. International Journal of Science Education, 10, 221-229.

Dreyfus, A., & Jungwirth, E. (1989). The pupil and the living cell: A taxonomy of dysfunctional ideas about an abstract idea. Journal of Biological Education, 23, 49-55.

Driver, R. (1985). Beyond appearances: The conservation of matter under physical and chemical transformations. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 145-169). Milton Keynes, UK: Open University Press.

Driver, R., Guesne, E., & Tiberghien, A. (1985). Some features of children's ideas and their implications for teaching. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 193-201). Milton Keynes, UK: Open University Press.

Driver, R., & Millar, R. (1985). Energy matters. Leeds, UK: University of Leeds, Centre for Studies in Science and Mathematics Education.

Duit, R., Goldberg, F., & Niedderer, H. (Eds.). (1992). Investigación in physics learning: Theoretical issues and empirical studies. Kiel, Germany: Institute for Science Education at the University of Kiel.

Duschl, R., Smith, M., Kesidou, S., Gitomer, D., & Schauble, L. (1992, April). Assessing student explanations for criteria to format conceptual change learning environments. Paper presented at the annual meeting of the American Educational Investigación Association, San Francisco, CA.

Dykstra, D., Boyle, C., & Monarch, I. (1992). Studying conceptual change in learning physics. Science Education, 76, 615-652.



E
A B C D E F G H I J K L M N O P R S T V W

Edwards, C. P. (1986). Promoting social and moral development in young children. New York: Teachers College Press.

Egan, K. (1982, March). Teaching history to young children. Phi Delta Kappan, 439-441.

Ericksen, D. (1991). Students ability to recognize patterns. School Science and Mathematics,

Erickson, G. (1985). Heat and temperature: An overview of pupils' ideas. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 55-66). Milton Keynes, UK: Open University Press.



F
A B C D E F G H I J K L M N O P R S T V W

Falk, R., Falk, R., & Levin, I. (1980). A potential for learning probability in young children. Journal for Investigación in Mathematics Education, 11, 181-204.

Fischbein, E., & Gazit, A. (1984). Does the teaching of probability improve probabilistic intuitions? Educational Studies in Mathematics, 15, 1-24.

Fleming, R. (1986a). Adolescent reasoning in socio-scientific issues. Part I: Social cognition. Journal of Investigación in Science Teaching, 23, 677-687.

Fleming, R. (1986b). Adolescent reasoning in socio-scientific issues. Part II: Nonsocial cognition. Journal of Investigación in Science Teaching, 23, 688-698.

Fleming, R. (1987). High school graduates' beliefs about science-technology-society II. The interaction among science, technology, society. Science Education, 71, 163-186.

Fort, D., & Varney, H. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26(8), 8-13.

Foster, T. (1992a). Technology education Investigación: Looking to the future. The Technology Teacher, 52(1), 33-34.

Foster, T. (1992b). Topics and methods of recent graduate student Investigación in industrial education and related fields. Unpublished report.

Freyberg, P. (1985). Implications across the curriculum. In R. Osborne & P. Freyberg (Eds.), Learning in science (pp. 125-135). Auckland, NZ: Heinemann.

Fuson, K. (1988). Children's counting and concepts of number. New York: Springer Verlag.

Fuson, K. (1992). Investigación on whole number addition and subtraction. In D. A. Grouws (Ed.), Handbook of Investigación on mathematics teaching and learning (pp. 243-275). New York: Macmillan Publishing Company.

Fuson, K., Richards, J., & Briars, D. (1982). The acquisition and elaboration of the number word sequence. In C. Brainerd (Ed.), Progress in cognitive development Investigación Vol. 1: Children's logical and mathematical cognition (pp. 33-92). New York: Springer Verlag.

Fuson, K., & Willis, G. (1989). Second graders' use of schematic drawings in solving addition and subtraction word problems. Journal of Educational Psychology, 81, 514-520.



G
A B C D E F G H I J K L M N O P R S T V W

Gal, I., Rothschild, K., & Wagner, D. (1990). Which group is better? The development of statistical reasoning in elementary school children. Paper presented at the American Educational Investigación Association, Boston, MA.

Garfield, J., & Ahlgren, A. (1988). Difficulties in learning probability and statistics: Implications for Investigación. Journal for Investigación in Mathematics Education, 19, 44-63.

Garigliano, L. (1975). SCIS: Children's understanding of the systems concept. School Science and Mathematics, 75, 245-249.

Gega, P. (1986). Science in elementary education. New York: Macmillan Publishing Company.

Gellert, E. (1962). Children's conceptions of the content and functions of the human body. Genetic Psychology Monographs, 65, 293-305.

Goldman, R.J., & Goldman, J.D. (1982). How children perceive the origin of babies and the role of mothers and fathers in procreation: A cross-national study. Child Development, 53, 491-504.

Good, R., Trowbridge, J., Demastes, S., Wandersee, J., Hafner, M., & Cummins, C. (Eds.). (1993). Proceedings of the 1992 evolution education Investigación conference. Baton Rouge, LA: Louisiana State University.

Graeber, A., & Tirosh, D. (1988). Multiplication and division involving decimals: Preservice elementary teachers' performance and beliefs. Journal of Mathematical Behavior, 7, 263-280.

Greeno, J. (1982, March). A cognitive learning analysis of algebra. Paper presented at the annual meeting of the American Educational Investigación Association, Boston, MA.

Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of Investigación on mathematics teaching and learning (pp. 276-295). New York: Macmillan Publishing Company.

Grosslight, L., Unger, C., Jay, E., & Smith, C.L. (1991). Understanding models and their use in science: Con-ceptions of middle and high school students and experts. Journal of Investigación in Science Teaching, 28, 799-822.

Grouws, D. (Ed.) (1992). Handbook of Investigación on mathematics teaching and learning. New York: Macmillan Publishing Company.

Guesne, E. (1985). Light. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 10-32). Milton Keynes, UK: Open University Press.

Gunstone, R., & Watts, M. (1985). Force and motion. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 85-104). Milton Keynes, UK: Open University Press.

Gunstone, R., & White, R. (1981). Understanding of gravity. Science Education, 65, 291-299.



H
A B C D E F G H I J K L M N O P R S T V W

Hallam, R.N. (1970). Piaget and thinking in history. In M. Ballard (Ed.), New movements in the study and teaching of history. Bloomington: Indiana University Press.

Hallam, R.N. (1979). Attempting to improve logical think-ing in school history. Investigación in Education, 21, 1-24.

Hallden, O. (1988). The evolution of species: Pupils' perspectives and school perspectives. International Journal of Science Education, 10, 541-552.

Hart, K. (1988). Ratio and proportion. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades (pp. 198-219). Reston, VA: National Council of Teachers of Mathematics.

Hawkins, A., & Kapadia, R. (1984). Children's conceptions of probability: A psychological and pedagogical review. Educational Studies in Mathematics, 15, 349-377.

Heller, P., Ahlgren, A., Post, T., Behr, M., & Lesh, R. (1989). Proportional reasoning: The effect of two context variables, rate type, and problem setting. Journal of Investigación in Science Teaching, 26, 205-220.

Hembree, R., & Dessart, D. (1986). Effects of hand held calculators in precollege mathematics education: A meta-analysis. Journal for Investigación in Mathematics Education, 17, 83-89.

Hennessy, S., McCormick, R., & Murphy, P. (in press). The myth of general problem-solving capability: Design and technology as an example. Curriculum Journal.

Hergenrather, J., & Rabinowitz, M. (1991). Age-related differences in the organization of children's knowledge of illness. Developmental Psychology, 27, 952-959.

Herget, D. (Ed.). (1989). The history and philosophy of science in science teaching. Proceedings of the first international conference (Vols. 1-2). Tallahassee, FL: Florida State University.

Herscovics, N. (1989). Cognitive obstacles encountered in the learning of algebra. In S. Wagner & C. Kieran (Eds.), Investigación issues in the learning and teaching of algebra (pp. 60-86). Reston, VA: National Council of Teachers of Mathematics.

Hess, R., & Torney, J. (1968). The development of political attitudes in children. Garden City, NY: Doubleday & Company.

Hiebert, J. (1992). Mathematical, cognitive, and instructional analyses of decimal fractions. In G. Leinhardt, R. Putnam, & R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp. 283-322). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hiebert, J., & Behr, M. (Eds.). (1988). Number concepts and operations in the middle grades. Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal number knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 199-223). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hill, D., & Redden, M. (1985). An investigation of the system concept. School Science and Mathematics, 85, 233-239.

Hills, S. (Ed.). (1992). The history and philosophy of science in science education. Proceedings of the second international conference (Vols. 1-2). Kingston, Ontario: Queen's University.



I
A B C D E F G H I J K L M N O P R S T V W

Ingham, A.M., & Gilbert, J.K, (1991). The use of analogue models by students of chemistry at higher education level. International Journal of Science Education, 13, 193-202.



J
A B C D E F G H I J K L M N O P R S T V W

Jahoda, G. (1979). The construction of economic reality by some Glaswegian children. European Journal of Social Psychology, 19, 115-127.

Jahoda, G. (1981). The development of thinking about economic institutions: the bank. Cahiers de Psychologie Cognitive, 1(1), 55-73.

Johnson, C., & Wellman, H. (1982). Children's developing conceptions of the mind and brain. Child Development, 53(1), 222-234.

Joyce, W., Little, T., & Wronski, S. (1991). Scope and sequence, goals, and objectives: Effects on social studies. In J. Shaver (Ed.), Handbook of Investigación on social studies teaching and learning (pp. 321-331). New York: Macmillan Publishing Company.

Jung, W., Pfundt, H., & Rhoeneck, C. von. (Eds.). (1981). Proceedings of the international workshop on "problems concerning students' representations of physics and chemistry knowledge." Ludwigsburg: Paedagogische Hochschule.

Jung, W., Wiesner, H., & Engelhard, P. (1981). Vorstellungen von Schuelern ueber Begriffe der Newtonschen Mechanik. Bad Salzdetfurth: Didaktischer Dienst Franzbecker.

Jungwirth, E. (1987). Avoidance of logical fallacies: A neglected aspect of science education and science-teacher education. Investigación in Science and Technological Education, 5, 43-58.

Jungwirth, E. (1975). Preconceived adaptation and inverted evolution (a case study of distorted concept formation in high school biology) Australian Science Teacher Journal, 21, 95-100.

Jungwirth, E., & Dreyfus, A. (1990). Identification and acceptance of a posteriori causal assertions invalidated by faulty enquiry methodology: An international study of curricular expectations and reality. In D. Herget (Ed.), More history and philosophy of science in science teaching (pp. 202-211). Tallahassee, FL: Florida State University.

Jungwirth, E., & Dreyfus, A. (1992). After this, therefore because of this: One way of jumping to conclusions. Journal of Biological Education, 26, 139-142.



K
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Kahneman, D., Slovic, P., & Tversky, A. (1982). Judgment under certainty: Heuristics and biases. Cambridge: Cambridge University Press.

Kaput, J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of Investigación on mathematics teaching and learning (pp. 515-556). New York: Macmillan Publishing Company.

Kargbo, D., Hobbs, E., & Erickson, G. (1980). Children's beliefs about inherited characteristics. Journal of Biological Education, 14, 137-146.

Karplus, R., Pulos, S., & Stage, E. (1983). Proportional reasoning of early adolescents. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes. New York: Academic Press.

Karplus, R. & Thier, H. (1969). A new look at elementary school science; science curriculum improvement study. Chicago: Rand McNally.

Keil, F. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.

Kerslake, D. (1981). Graphs. In K. M. Hart (Ed.), Children's understanding of mathematics: 11-16 (pp. 120-136). London: John Murray.

Kesidou, S. (1990). Schuelervorstellungen zur Irreversibilitaet. Kiel: Institute for Science Education at the University of Kiel.

Kesidou, S., & Duit, R. (1993). Students' conceptions of the second law of thermodynamics: An interpretive study. Journal of Investigación on Science Teaching, 30, 85-106.

Kieran, C. (1981). Concepts associated with the equality symbol. Educational Studies in Mathematics, 12, 317-326.

Kieran, C. (1984). A comparison between novice and more-expert algebra students on tasks dealing with the equivalence of equations. In J. Moser (Ed.), Proceedings of the sixth annual meeting of PME-NA (pp. 83-91). Madison: University of Wisconsin.

Kieran, C. (1988). Two different approaches among algebra learners. In A. F. Coxford (Ed.), The ideas of algebra, K-12 (1988 Yearbook, pp. 91-96). Reston, VA: National Council of Teachers of Mathematics.

Kieran, C. (1989). The early learning of algebra: A structural perspective. In S. Wagner & C. Kieran (Eds.), Investigación issues in the learning and teaching of algebra (pp. 33-56). Reston, VA: National Council of Teachers of Mathematics.

Kieran, C. (1992). The learning and teaching of school algebra. In D. Grouws (Ed.), Handbook of Investigación on mathematics teaching and learning (pp. 390-419). New York: Macmillan Publishing Company.

Kieren, T. (1992). Rational and fractional numbers as mathematical and personal knowledge: Implications for curriculum and instruction. In G. Leinhardt, R. Putnam, & R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp. 323-372). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kimbell, R., Stables, K., Wheeler, T., Wosniak, A., & Kelly, V. (1991). The assessment of performance in design and technology. London, UK: School Examinations and Assessment Council.

Kircher, E. (1985). Analogies for the electric circuit? In R. Duit, W. Jung, and C. von Rhoeneck (Eds.), Aspects of understanding electricity (pp. 299-310). Kiel, Germany: Institute for Science Education at the University of Kiel.

Kitchener, K. (1983, Fall). Educational goals and reflective thinking. The Educational Forum, 75-95.

Kitchener, K., & King, P. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89-116.

Klopfer, L., & Cooley, W. (1963). Effectiveness of the history of science cases for high schools in the development of student understanding of science and scientists. Journal of Investigación in Science Teaching, 1, 35-47.

Kouba, V., Brown, C., Carpenter, T., Lindquist, M., Silver, E., & Swafford, J. (1988). Results of the fourth NAEP assessment of mathematics: Numbers, operations, and word problems. Arithmetic Teacher, 35(8), 14-19.

Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.

Kuhn, D. (1992). Science as argument: Implications for teaching and learning scientific thinking skills. Manuscript submitted for publication.

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