References
- Adbo , K. and Taber , K.S. 2008 . Learners’ mental models of the particle nature of matter: A study of 16 year‐old Swedish science students . International Journal of Science Education , Retrieved August 30, 2008, from http://www.informaworld.com/smpp/content~content=a789153158~db=all
- Ahtee , M. and Varjola , I. 1998 . Students’ understanding of chemical reaction . International Journal of Science Education , 20 (3) : 305 – 316 .
- Andersson , B. 1986 . Pupils’ expectations of some aspects of chemical reactions . Science Education , 70 (5) : 549 – 563 .
- Ault , C.R. , Novak , J.D. and Gowin , D.B. 1984 . Constructing vee maps for clinical interviews on molecule concepts . Science Education , 68 (4) : 441 – 462 .
- Barker , V. and Millar , R. 1999 . Students’ reasoning about chemical reactions: What changes occur during a context‐based post‐16 chemistry course? . International Journal of Science Education , 21 (6) : 645 – 665 .
- Baron , J. 1994 . Thinking and deciding , (2nd ed.) , Cambridge, UK : Cambridge University Press .
- Briggs , H. and Holding , B. 1986 . Aspects of secondary students’ understanding of elementary ideas in Chemistry, full report , Leeds, UK : Centre for Studies in Science and Mathematics Education, University of Leeds .
- Cavallo , A.M.L. , McNeely , J.C. and Marek , E.A. 2003 . Eliciting students’ understandings of chemical reactions using two forms of essay questions during a learning cycle . International Journal of Science Education , 25 (5) : 583 – 603 .
- Cohen , G. 1983 . The psychology of cognition , (2nd ed.) , London : Academic Press .
- Dawson , M.R.W. 1998 . Understanding cognitive science , Oxford, UK : Blackwell Publishers .
- DfES . 2002 . Key Stage 3 National Strategy Framework for teaching science: Years 7, 8 and 9 , London : Department for Education and Skills .
- García Franco , A. and Taber , K.S. in press . Secondary students’ thinking about familiar phenomena: Learners’ explanations from a curriculum context where ‘particles’ in a key idea for organising teaching and learning . International Journal of Science Education ,
- Gardner , H. 1998 . Extraordinary minds , London : Phoenix .
- Gilbert , J.K. 2005 . “ Visualization: A metacognitive skill in science and science education ” . In Visualization in science education , Edited by: Gilbert , J.K. 9 – 27 . Dordrecht, , The Netherlands : Kluwer Academic Publishers .
- Gilbert , J.K. and Treagust , D.F. , eds. In press . Chemical education: Linking the representational levels of chemistry , New York : Springer‐Verlag .
- Griffiths , A.K. and Preston , K.R. 1992 . Grade‐12 students’ misconceptions relating to fundamental characteristics of atoms and molecules . Journal of Research in Science Teaching , 29 (6) : 611 – 628 .
- Hesse , J.J. and Anderson , C.W. 1992 . Students’ conceptions of chemical change . Journal of Research in Science Teaching , 29 (3) : 277 – 299 .
- Hines , C. 1990 . Students’ understanding of chemical equations in secondary schools in Botswana . School Science Review , 72 (258) : 138 – 140 .
- Howe , T.V. 1975 . Educational problems in writing formulae and equations , MSc thesis, Glasgow, , UK : University of Glasgow .
- Jensen , W.B. 1998 . Logic, history, and the chemistry textbook: I. Does chemistry have a logical structure? . Journal of Chemical Education , 75 (6) : 679 – 687 .
- Johnson , P.M. 2000 . Children’s understanding of substances, Part 1: Recognising chemical change . International Journal of Science Education , 22 (7) : 719 – 737 .
- Johnson , P.M. 2002 . Children’s understanding of substances, Part 2: Explaining chemical change . International Journal of Science Education , 24 (10) : 1037 – 1054 .
- Johnson , P.M. 2005 . The development of children’s concept of a substance: A longitudinal study of interaction between curriculum and learning . Research in Science Education , 35 (1) : 41 – 61 .
- Johnstone , A.H. 1991 . Why is science difficult to learn? Things are seldom what they seem . Journal of Computer Assisted Learning , 7 : 75 – 83 .
- Kearton , V. 2002 . Evaluating the misconceptions of pupils that lead to difficulties in understanding chemical symbol equations (Best Practice Research Scholarship Report) , London : Department for Education and Skills .
- Mayer , R.E. 1992 . Thinking, problem solving, cognition , (2nd ed.) , New York : W. H. Freeman and Company .
- Nussbaum , J. and Novick , S. 1982 . Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy . Instructional Science , 11 : 183 – 200 .
- Phang , F.A. 2006 . The patterns of physics problem‐solving from the perspective of metacognition , MPhil thesis, Cambridge, , UK : University of Cambridge .
- Pope , M.L. and Denicolo , P. 1986 . Intuitive theories—a researcher’s dilemma: Some practical methodological implications . British Educational Research Journal , 12 (2) : 153 – 166 .
- Royal Society of Chemistry . n.d. a . Chemical misconceptions: Prevention, diagnosis and cure Retrieved December 15, 2007, from http://www.chemsoc.org/networks/learnnet/miscon2.htm
- Royal Society of Chemistry . n.d. b . Completing word equations Retrieved December 15, 2007, from http://www.chemsoc.org/pdf/LearnNet/miscon2/Completing_word_equations.pdf
- Solsona , N. , Izquierdo , M. and de Jong , O. 2003 . Exploring the development of students’ conceptual profiles of chemical change . International Journal of Science Education , 25 (1) : 3 – 12 .
- Soul , F.J. 2001 . Evaluating the usefulness of chemical word equations in improving understanding of chemical change (Best Practice Research Scholarship Report) , London : Department for Education and Skills .
- Squire , L.R. , Knowlton , B. and Musen , G. 1997 . “ The structure and organization of memory ” . In Human memory: A reader , Edited by: Shanks , D. 152 – 197 . London : Arnold .
- Strauss , A. and Corbin , J. 1998 . Basics of qualitative research: Techniques and procedures for developing grounded theory , (2nd ed.) , Thousand Oaks, CA : Sage .
- Sweller , J. 2007 . “ Evolutionary biology and educational psychology ” . In Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology , Edited by: Carlson , J.S. and Levin , J.R. 165 – 175 . Charlotte, NC : Information Age Publishing .
- Taber , K.S. 1996 . Chlorine is an oxide, heat causes molecules to melt, and sodium reacts badly in chlorine: A survey of the background knowledge of one A level chemistry class . School Science Review , 78 (282) : 39 – 48 .
- Taber , K.S. 1998 . An alternative conceptual framework from chemistry education . International Journal of Science Education , 20 (5) : 597 – 608 .
- Taber , K.S. 2000 . Case studies and generalisability—Grounded theory and research in science education . International Journal of Science Education , 22 (5) : 469 – 487 .
- Taber , K.S. 2001a . Building the structural concepts of chemistry: Some considerations from educational research . Chemistry Education: Research and Practice in Europe , 2 (2) : 123 – 158 .
- Taber , K.S. 2001b . Constructing chemical concepts in the classroom?: Using research to inform practice . Chemistry Education: Research and Practice in Europe , 2 (1) : 43 – 51 .
- Taber , K.S. 2002a . Chemical misconceptions—Prevention, diagnosis and cure: Classroom resources , Vol. 2 , London : Royal Society of Chemistry .
- Taber , K.S. 2002b . Chemical misconceptions—Prevention, diagnosis and cure: Theoretical background , Vol. 1 , London : Royal Society of Chemistry .
- Taber , K.S. 2007 . Classroom‐based research and evidence‐based practice: A guide for teachers , London : SAGE .
- Taber , K.S. 2008 . Conceptual resources for learning science: Issues of transience and grain‐size in cognition and cognitive structure [electronic version] . International Journal of Science Education , 30 (8) : 1027 – 1053 .
- Taber , K.S. in press . “ Learning at the symbolic level ” . In Chemical education: Linking the representational levels of chemistry , Edited by: Gilbert , J.K. and Treagust , D.F. New York : Springer‐Verlag .
- Watson , R. and Dillon , J. 1996 . “ Progression in pupils’ understanding of combustion ” . In Research in science education in Europe: Current issues and themes , Edited by: Welford , G. , Osborne , J. and Scott , P. 243 – 253 . London : Falmer Press .
- Watts , M. and Taber , K.S. 1996 . An explanatory gestalt of essence: Students’ conceptions of the ‘natural’ in physical phenomena . International Journal of Science Education , 18 (8) : 939 – 954 .