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15. The Research Base

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Kahneman, D., Slovic, P., Tversky, A. (1982). Judgment under certainty: Heuristics and biases. Cambridge: Cambridge University Press.
Hawkins, A., Kapadia, R. (1984). Children's conceptions of probability: A psychological and pedagogical review. Educational Studies in Mathematics. 15, 349-377.
Kaput, J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.),. Handbook of research 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.
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.
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.
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.
Kerslake, D. (1981). Graphs. In K. M. Hart (Ed.). Children's understanding of mathematics:. 11-16 (pp. 120-136). London: John Murray.
Duschl, R., Smith, M., Kesidou, S., Gitomer, D., Schauble, L. (1992). Assessing student explanations for criteria to format conceptual change learning environments. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.
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 Research 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.),. Research 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 research on mathematics teaching and learning. (pp. 390-419). New York: Macmillan Publishing Company.
Wagner, S., Kieran, C. (Eds.) (1989). Research issues in the learning and teaching of algebra. Reston, VA: National Council of Teachers of Mathematics.
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.
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.
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.
Carr, M., Kirkwood, V. (1988). Teaching and learning about energy in New Zealand secondary school junior science classrooms. Physics Education. 23, 86-91.
Kitchener, K. (1983). ner, K. (1983, Fall). Educational goals and reflective thinking. The Educational Forum. 75-95.
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.
Cooley, W., Klopfer, L. (1961). Test on understanding science. Form W. Princeton: Educational Testing Service.
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 Research in Science Teaching. 1, 35-47.
Schauble, L., Klopfer, L.E., Raghavan, K. (1991). Students' transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching. 28, 859-882.
Brown, C., Carpenter, T., Kouba, V., Lindquist, M., Silver, E., Swafford, J. (1988). Secondary school results from the fourth NAEP mathematics assessment: Algebra, geometry, mathematical methods, and attitudes. Mathematics Teacher,. 337-347, 397.
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). Thinking as argument. Harvard Educational Review,. 62, 155-178.
Kuhn, D., Amsel, E., O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.