Learning in Earth and space science: a review of conceptual change instructional approaches

References

• American Association for the Advancement of Science. (2015). Topic: Plate tectonics. Retrieved February 28, 2015, from http://assessment.aaas.org/topics/PT#/
   Google Scholar
• Andre, T., & Windschitl, M. (2003). Interest, epistemological belief, and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 173–193). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority. (2013). Science curriculum. Retrieved March 31, 2015, from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
   Google Scholar
• Bakas, C., & Mikropoulos, T. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students’ ideas. International Journal of Science Education, 25(8), 949–967. *
   Web of Science ®Google Scholar
• Barnett, M., & Morran, J. (2002). Assessing children's alternative frameworks of the moon's phases and eclipses. International Journal of Science Education, 24(8), 859–879. *
   Web of Science ®Google Scholar
• Barnett, M., Wagner, H., Gatling, A., Anderson, J., Houle, M., & Kafka, A. (2006). The impact of science fiction film on student understanding of science. Journal of Science Education and Technology, 15(2), 179–191.
   Google Scholar
• Baxter, J. (1989). Children's understanding of familiar astronomical events. International Journal of Science Education, 11, 502–513.
   Web of Science ®Google Scholar
• Bell, R., & Trundle, K. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346–372. *
   Web of Science ®Google Scholar
• Betzner, J., & Marek, E. (2014). Teacher and student perceptions of earth science and its educational value in secondary schools. Creative Education, 5(11), 1019–1031.
   Google Scholar
• Bezzi, A. (1996). Use of repertory grids in facilitating knowledge construction and reconstruction in geology. Journal of Research in Science Teaching, 33(2), 179–204. *
   Web of Science ®Google Scholar
• Binns, I., Bell, R., & Smetana, L. (2010). Using technology to promote conceptual change in secondary earth science pupils’ understanding of moon phases. Journal of the Research Centre for Educational Technology, 6(2), 112–129. *
   Google Scholar
• Blake, A. (2001). Developing young children's understanding: An example from earth science. Evaluation & Research in Education, 15(3), 154–163. *
   Google Scholar
• Blake, A. (2004). Helping young children to see what is relevant and why: Supporting cognitive change in earth science using analogy. International Journal of Science Education, 26(15), 1855–1873. *
   Web of Science ®Google Scholar
• Blown, E., & Bryce, T. (2006). Knowledge restructuring in the development of children's cosmologies. International Journal of Science Education, 28(12), 1411–1462.
   Web of Science ®Google Scholar
• Broughton, S., Sinatra, G., & Nussbaum, M. (2013). “Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students’ learning about Pluto's reclassification. Research in Science Education, 43(2), 529–550. *
   Web of Science ®Google Scholar
• Broughton, S., Sinatra, G., & Reynolds, R. (2010). The nature of the refutation text effect: An investigation of attention allocation. The Journal of Educational Research, 103(6), 407–423. *
   Web of Science ®Google Scholar
• Bulunuz, N., & Jarrett, O. (2010). The effect of hands-on learning stations building American elementary teachers’ understanding about earth and space science concepts. Eurasia Journal of Mathematics, Science, and Technology Education, 6(2), 85–99. *
   Google Scholar
• Caravita, S., & Hallden, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4(1), 89–111.
   Google Scholar
• Celikten, O., Ipekciouglu, S., Ertepinar, H., & Geban, O. (2012). The effect of conceptual change oriented instruction through cooperative learning on 4th grade students’ understanding of earth and sky concepts. Science Education International, 23(1), 84–96. *
   Google Scholar
• Chang, C., & Barufaldi, J. (1999). The use of a problem-solving-based instructional model in initiating change in students’ achievement and alternative frameworks. International Journal of Science Education, 21(4), 373–388. *
   Web of Science ®Google Scholar
• Chang, H., Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94(1), 73–94.
   Web of Science ®Google Scholar
• Chastenay, P. (2016). From geocentrism to allocentrism: Teaching the phases of the moon in a digital full-dome planetarium. Research in Science Education, 46(1), 43–77. *
   Web of Science ®Google Scholar
• Cheek, K. (2010). Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research. Journal of Geoscience Education, 58(3), 122–134.
   Google Scholar
• Chi, M., Slotta, J., & De Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4(1), 27–43.
   Google Scholar
• Cobern, W. (1994). Worldview theory and conceptual change in science education. Science Education, 80(5), 579–610.
   Web of Science ®Google Scholar
• Cordova, J., Sinatra, G., Jones, S., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior knowledge, self-efficacy, interest, and prior knowledge: Influences on conceptual change. Contemporary Educational Psychology, 39(2), 164–174. *
   Web of Science ®Google Scholar
• Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in first year students’ understanding of evaporation. Chemistry Education Research and Practice, 11, 5–16.
   Web of Science ®Google Scholar
• Dahl, J., Anderson, S., & Libarkin, J. (2005). Digging into earth science: Alternative conceptions held by K-12 teachers. Journal of Science Education, 12, 65–68.
   Google Scholar
• Dawson, V., & Carson, K. (2013). Science teachers’ and senior secondary schools students’ perceptions of earth and environmental science topics. Australian Journal of Environmental Education, 29, 202–220.
   Google Scholar
• Dawson, V., & Moore, L. (2011). Teachers’ perspectives of the new earth and environmental science course: Lessons from the Australian curriculum. Teaching Science, 57(1), 19–27.
   Google Scholar
• Diakidoy, I., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11(1), 1–20. *
   Web of Science ®Google Scholar
• Dodick, J., & Orion, N. (2003). Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching, 40(4), 415–442.
   Web of Science ®Google Scholar
• Dole, J., & Sinatra, G. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109–128.
   Web of Science ®Google Scholar
• Duit, R., & Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
   Web of Science ®Google Scholar
• Duit, R., Widodo, A., & Wodzinski, C. (2007). Conceptual change ideas – Teachers’ views and their instructional practice. In S. Vosnaidou, A. Baltas, & X. Vamvokoussi (Eds.), Re-framing the problem of conceptual change learning and instruction (pp. 197–217). Amsterdam: Elsevier.
   Google Scholar
• Francek, M. (2013). A compilation and review of over 500 geoscience misconceptions. International Journal of Science Education, 35(1), 31–64.
   Web of Science ®Google Scholar
• Gazit, E., Yair, Y., & Chen, D. (2005). Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system. Journal of Science Education and Technology, 14(5), 459–470. *
   Google Scholar
• Gobert, J., & Clement, J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39–53.
   Web of Science ®Google Scholar
• Hayes, B., Goodhew, A., Heit, E., & Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86(4), 253–276. *
   PubMed Web of Science ®Google Scholar
• Hewson, P. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383–396.
   Google Scholar
• Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985–1009.
   Web of Science ®Google Scholar
• Hoban, G., & Nielsen, W. (2012). Using “slowmation” to enable preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42(6), 1101–1119.
   Web of Science ®Google Scholar
• Hobson, S., Trundle, K., & Saçkes, M. (2010). Using a planetarium software to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165–176. *
   Web of Science ®Google Scholar
• Hsu, Y. (2008). Learning about seasons in a technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students’ conceptual change. Science Education, 92(2), 320–344. *
   Web of Science ®Google Scholar
• Hubscher-Younger, T., & Narayanan, N. H. (2007). Turning the tables: Investigating characteristics and efficacy of student-authored multimedia representations. In R. Lowe & W. Schnotz (Eds.), Learning with animations (pp. 235–262). New York, NY: Cambridge University Press.
   Google Scholar
• Jenkins, E. (2000). The impact of The National curriculum on secondary school science teaching in England and Wales. International Journal of Science Education, 22, 325–336.
   Web of Science ®Google Scholar
• Kali, Y., Orion, N., & Eylon, B. (2003). Effect of knowledge integration activities on students’ perceptions of the earth's crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545–565. *
   Web of Science ®Google Scholar
• Keating, T., Barnett, M., Barab, S., & Hay, K. (2002). The virtual solar system project: Developing conceptual understanding of astronomical concepts through building three-dimensional computational models. Journal of Science Education and Technology, 11(3), 261–275. *
   Google Scholar
• King, C. (2001). The response of teachers to new subject areas in a national science curriculum: The case of the earth science component. Science Education, 85(6), 636–664.
   Web of Science ®Google Scholar
• King, C. (2008). The earth science misconceptions of some science writers: How wrong can they be? Teaching Earth Sciences, 33(2), 9–11.
   Google Scholar
• King, C. (2010). An analysis of misconceptions in science textbooks: Earth science in England and Wales. International Journal of Science Education, 32(5), 565–601.
   Web of Science ®Google Scholar
• Kırık, Ö., & Boz, Y. (2012). Cooperative learning instruction for conceptual change in the concepts of chemical kinetics. Chemistry Education Research and Practice, 13, 221–236.
   Web of Science ®Google Scholar
• Klein, P. (2006). The challenges of scientific literacy: From the viewpoint of second generation cognitive science. International Journal of Science Education, 28(2–3), 143–178.
   Web of Science ®Google Scholar
• Küçüközer, H. (2008). The effects of 3D computer modeling on conceptual change about seasons and phases of the moon. Physics Education, 43(6), 632–636. *
   Google Scholar
• Küçüközer, H., Korkusuz, E., Küçüközer, A., and Yürümezoglu, K. (2009). The effect of 3D computer modeling and observation-based instruction on the conceptual change regarding basic concepts of astronomy in elementary school students. Astronomy Education Review, 8(1), 1–18. *
   Google Scholar
• Lee, O., Lester, B., Ma, L., Lambert, J., & Jean-Baptiste, M. (2007). Conceptions of the greenhouse effect and global warming among elementary students from diverse languages and cultures. Journal of Geoscience Education, 55(2), 117–125. *
   Google Scholar
• Lelliott, A., & Rollnick, M. (2010). Big ideas: A review of astronomy education research 1974–2008. International Journal of Science Education, 32(13), 1771–1799.
   Web of Science ®Google Scholar
• Liaw, H., Chiu, M., & Chou, C. (2014). Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon. Chemistry Education Research and Practice, 15, 824–834.
   Web of Science ®Google Scholar
• Libarkin, J., & Anderson, S. (2005). Assessment of learning in entry-level geoscience courses: Results of the geoscience concept inventory. Journal of Geoscience Education, 53, 394–401.
   Google Scholar
• Linnenbrink-Garcia, L., Pugh, K., Koskey, K., & Stewart, V. (2012). Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge. The Journal of Experimental Education, 80(1), 45–68.
   Web of Science ®Google Scholar
• Lombardi, D., Sinatra, G., & Nussbaum, M. (2013). Plausibility reappraisals and shifts in middle school students’ climate change conceptions. Learning and Instruction, 27, 50–62. *
   Web of Science ®Google Scholar
• Marques, L., & Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16–17. Research in Science & Technological Education, 15(2), 195–222. *
   Google Scholar
• Martinez, P., Bannan, B., & Kitsantas, A. (2012). Bilingual students’ ideas and conceptual change about slow geomorphological changes caused by water. Journal of Geoscience Education, 60(1), 54–66. *
   Google Scholar
• Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291–309.
   Web of Science ®Google Scholar
• McCuin, J., Hayhoe, K., & Hayhoe, D. (2014). Comparing the effects of traditional vs. misconceptions-based instruction on student understanding of the greenhouse effect. Journal of Geoscience Education, 63(3), 445–459. *
   Google Scholar
• Murphy, P., & Alexander, P. (2004). Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences. American Educational Research Journal, 41(2), 337–363.
   Web of Science ®Google Scholar
• Nielsen, W., & Hoban, G. (2015). Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation. Journal of Research in Science Teaching, 52(9), 1207–1324. *
   Web of Science ®Google Scholar
• Nussbaum, J., & Novak, J. (1976). An assessment of children's conceptions of the earth utilizing structured interviews. Science Education, 60(4), 535–550.
   Google Scholar
• Nussbaum, J., & Sharoni-Dagan, N. (1983). Changes in second grade children's preconceptions about earth as a cosmic body resulting from a short series of audio-tutorial lessons. Science Education, 67(1), 99–114. *
   Google Scholar
• Ogan-Bekiroglu, F. (2007). Effects of model-based teaching on pre-service physics teachers’ conceptions of the moon, moon phases, and other lunar phenomena. International Journal of Science Education, 29(5), 555–593. *
   Web of Science ®Google Scholar
• Pintrich, P., Marx, R., & Boyle, R. (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), 167–199.
   Web of Science ®Google Scholar
• Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66(2), 211–227.
   Google Scholar
• Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. Hofer & P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 365–385). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Randolph, J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research, and Evaluation, 14(13), 1–13.
   Google Scholar
• Rebich, S., & Gautier, C. (2005). Concept mapping to reveal prior knowledge and conceptual change in a mock summit course on global climate change. Journal of Geoscience Education, 53(4), 355–365. *
   Google Scholar
• Salierno, C., Edelson, D., & Sherin, B. (2005). The development of student conceptions of the earth-sun relationship in an inquiry-based curriculum. Journal of Geoscience Education, 53(4), 422–431. *
   Google Scholar
• Schank, P., & Kozma, R. (2002). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21(3), 253–279.
   Google Scholar
• Schneps, M., Ruel, J., Sonnert, G., Dussault, M., Griffin, M., & Sadler, P. (2014). Conceptualiszing astronomical scale: Virtual simulations on handheld tablet computers reverse misconceptions. Computers & Education, 70, 269–280. *
   Web of Science ®Google Scholar
• Scott, P., Asoko, H., & Driver, R. (1991). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 310–329). Kiel: University of Keil.
   Google Scholar
• Şendur, G., & Toprak, M. (2013). The role of conceptual change texts to improce students’ understanding of alkenes. Chemistry Education Research and Practice, 14, 431–449.
   Web of Science ®Google Scholar
• Sharp, J. C., & Sharp, J. G. (2007). Beyond shape and gravity: Children's ideas about the earth in space reconsidered. Research Papers in Education, 22(3), 363–401. *
   Google Scholar
• Shen, J., & Confrey, J. (2007). From conceptual change to transformative modeling: A case study of an elementary teacher. Science Education, 91(6), 948–966. *
   Web of Science ®Google Scholar
• Sinatra, G. (2005). The warming trend in conceptual change research: The legacy of Paul R. Pintrich. Educational psychologist, 40(2), 107–115.
   Web of Science ®Google Scholar
• Sinatra, G., & Mason, L. (2013). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 377–394). New York, NY: Routledge.
   Google Scholar
• Sneider, C., & Ohadi, M. (1998). Unraveling students’ misconceptions about the earth's shape and gravity. Science Education, 82(2), 265–284. *
   Web of Science ®Google Scholar
• Steer, D., Knight, C., Owens, K., & McConnell, D. (2005). Challenging students’ ideas about earth's interior using a model-based conceptual change approach in a large class setting. Journal of Geoscience Education, 53(4), 415–421. *
   Google Scholar
• Stieff, M., & Wilensky, U. (2003). Connected chemistry: Incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285–302.
   Google Scholar
• Stover, S., & Saunders, G. (2000). Astronomical misconceptions and the effectiveness of science museums in promoting conceptual change. Journal of Elementary Science Education, 12(1), 41–51. *
   Google Scholar
• Supasorn, S. (2015). Grade 12 students’ conceptual understanding and mental models of galvanic cells before and after learning by using small-scale experiments in conjunction with a model kit. Chemistry Education Research and Practice, 16, 393–407.
   Web of Science ®Google Scholar
• Supasorn, S., & Promarak, V. (2015). Implementation of 5E inquiry incorporated with analogy learning approach to enhance conceptual understanding of chemical reaction rate for grade 11 students. Chemistry Education Research and Practice, 16, 121–132.
   Web of Science ®Google Scholar
• Taasoobshirazi, G., & Sinatra, G. (2011). A structural equation model of conceptual change in physics. Journal of Research in Science Teaching, 48(8), 901–918.
   Web of Science ®Google Scholar
• Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy. International Journal of Science Education, 25(10), 1205–1225. *
   Web of Science ®Google Scholar
• Toulmin, S. (1972). Human understanding. Princeton, NJ: Princeton University Press.
   Google Scholar
• Treagust, D., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297–328.
   Google Scholar
• Trumper, R. (2006). Teaching future teachers basic astronomy concepts—seasonal changes—at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879–906. *
   Web of Science ®Google Scholar
• Trundle, K., Atwood, R., & Christopher, J. (2002). Pre-service elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633–658. *
   Web of Science ®Google Scholar
• Trundle, K., Atwood, R., & Christopher, J. (2006). Pre-service elementary teachers’ knowledge of observable moon phases and pattern of change in phases. Journal of Science Teacher Education, 17(2), 87–101. *
   Google Scholar
• Trundle, K., Atwood, R., & Christopher, J. (2007a). Fourth-grade elementary students’ conceptions of standards-based lunar concepts. International Journal of Science Education, 29(5), 595–616. *
   Web of Science ®Google Scholar
• Trundle, K., Atwood, R., & Christopher, J. (2007b). A longitudinal study of conceptual change: Pre-service elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44(2), 303–326. *
   Web of Science ®Google Scholar
• Trundle, K., Atwood, R., Christopher, J., & Saçkes, M. (2010). The effect of guided inquiry-based instruction on middle school students’ understanding of lunar concepts. Research In Science Education, 40(3), 451–478. *
   Web of Science ®Google Scholar
• Trundle, K., & Bell, R. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers and Education, 54(4), 1078–1088. *
   Web of Science ®Google Scholar
• Tsai, C., & Chang, C. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the causes of the seasons. Journal of Research in Science Teaching, 42(10), 1089–1111. *
   Web of Science ®Google Scholar
• Tyson, L., Venville, G., Harrison, A., & Treagust, D. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387–404.
   Web of Science ®Google Scholar
• Tytler, R., & Prain, V. (2010). A framework for re-thinking learning in science from recent cognitive science perspectives. International Journal of Science Education, 32(15), 2055–2078.
   Web of Science ®Google Scholar
• Ucar, S., & Trundle, K. (2011). Conducting a guided inquiry in science classes using authentic, archived, we-based data. Computers and Education, 57(2), 1571–1582. *
   Web of Science ®Google Scholar
• Ucar, S., Trundle, K., & Krissek, L. (2011). Inquiry-based instruction with archived, online data: An intervention study with pre-service teachers. Research in Science Education, 41(2), 261–282. *
   Web of Science ®Google Scholar
• Ültay, N., Durukan, Ü., & Ültay, E. (2015). Evaluation of the effectiveness of conceptual change texts in the REACT strategy. Chemistry Education Research and Practice, 16, 22–38.
   Web of Science ®Google Scholar
• Venville, G., & Treagust, D. (1996). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35(9), 1031–1055.
   Web of Science ®Google Scholar
• Venville, G. J., & Treagust, D. F. (1998). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35(9), 1031–1055.
   Web of Science ®Google Scholar
• Viiri, J., & Saari, H. (2004). Research-based teaching unit on the tides. International Journal of Science Education, 26(4), 463–481. *
   Web of Science ®Google Scholar
• Vosniadou, S. & Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585.
   Web of Science ®Google Scholar
• West, L. & Pines, A. (1983). How “rational” is rationality? Science Education, 67(1), 37–39.
   Google Scholar
• Wilder, A., & Brinkerhoff, J. (2007). Supporting representational competence in high school biology with computer-based biomolecular visualisations. Journal of Computers in Mathematics and Science Teaching, 26(1), 5–26.
   Google Scholar
• Wu, H., Krajcik, J., & Soloway, E. (2001). Promoting understanding of chemical representations: students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821–842.
   Web of Science ®Google Scholar
• Zelik, M., Schau, C., Mattern, N. (1999). Conceptual astronomy. II. Replicating conceptual gains, probing attitude change across three semesters. American Journal of Physics, 67, 923–927. *
   Web of Science ®Google Scholar
• Zembylas, M. (2005). Three perspectives in linking the cognitive and the emotional in science learning: Conceptual change, socio-constructivism and poststructuralism. Studies in Science Education, 41(1), 91–115.
   Google Scholar