References
ARCHENHOLD, W.F., ORTON, A., DRIVER, R.H., & WOOD-ROBINSON, C. (Eds).Cognitive development research in science and mathematics. Proceedings of an International seminar. The University of Leeds, 1980.
BROOK, A., BRIGGS, M., & DRIVER, R.Aspects of secondary students' understanding of the particulate nature of matter. Children's learning in Science Project. Centre for Studies in Science and Mathematics Education, University of Leeds, 1984.
CLEMENT, J. Students' preconceptions in introductory mechanics.American Journal of Physics, 1982, 50(1), 66–71.
DRIVER, R.P. Pupils' alternative frameworks in science.European Journal of Science Education, 1981, 3(1),93–101.
DRIVER, R.P.The pupil as scientist. Milton Keynes, Open University Press, 1983.
DRIVER, R.P. & EASLEY, J. Pupils and paradigms: A review of literature related to concept development in adolescent science students.Studies in Science Education, 1978, 5, 61–84.
ERICKSON, G. Children's viewpoints of heat: A second look.Science Education, 1980, 64(3), 323–36.
FLAVELL, J.H. Structures, stages and sequences in cognitive development, in Collins, W.A. (Ed.).The concept of development, The Minnesota symposia on child psychology, vol. 15. Hillsdale, New Jersey, Lawrence Erlbaum Associates, 1982.
HAPPS, J.C. Classifying rocks and minerals: A conceptual tug-of-war.New Zealand Science Teacher, 1982, 34, 20–5.
HAPPS, J.C. Evidence of students' alternative conceptual frameworks: Some examples from physics, chemistry and biology.New Zealand Science Teacher, 1983, 39, 13–23.
HAPPS, J.C.The utility of alternative knowledge frameworks in effecting conceptual change. Some examples from the Earth sciences. Unpublished D.Phil. Thesis. University of Waikato, Hamilton, New Zealand, 1984.
HELM, H. Misconceptions in physics amongst South African students.Physics Education, 1980, 15, 92–105.
NOVICK, S. & NUSSBAUM, J. Pupils' understanding of the particulate nature of matter: A cross-age study.Science Education, 1981, 65(2), 187–196.
NUSSBAUM, J., & NOVAK, J. An assessment of children's concepts of the Earth utilizing structured interviews.Science Education, 1976, 60(4), 535–50.
OSBORNE, R.J.Some aspects of the students' view of the world. Paper presented to the Australian Science Education Research Association Conference, Melbourne, 1980.
OSBORNE, R.J. & GILBERT, J.H. A method for investigating concept understanding in science.European Journal of Science Education, 1980, 2(3), 311–21.
OSBORNE, R.J., FREYBERG, P., & TASKER, R.Looking at problems: The working papers in the in-depth phase. Learning in Science Project. Hamilton, New Zealand, University of Waikato, 1980.
OSBORNE, R.J. & WITTROCK, M.C. Learning science: A generative process.Science Education, 1983, 67(4), 489–508.
ROWELL, J.A. & DAWSON, C.J. Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice.Science Education, 1977, 61(2), 243–51.
SHANON, B. Aristotelianism, Newtonianism, and the physics of the layman,Perception, 1976, 5, 241–43.
STRAUSS, S. Cognitive development in school and out.Cognition, 1981, 30, 295–300.
STRIKE, K.A. & POSNER, G.J. Conceptual change and science teaching,European Journal of Science Education, 1982, 4(3), 231–40.
TAMIR, P., GAL-CHOPPIN, R. & NUSSINOVITZ, R. How do intermediate and junior high school students conceptualise living and non-living?Journal of Research in Science Teaching, 1981, 18(3), 241–48.
VINCENTINI-MISSONI, M. Commonsense knowledge and scientific knowledge. In McFadden, C.P. (Ed.),World trends in science education. Halifax, Atlantic Institute of Education, 1980.
WHITE, R.T.Two lessons in one: What you taught and what they learned in science. SET Number 1, Item 7. New Zealand Council for Educational Research, 1982.
Rights and permissions
About this article
Cite this article
Happs, J. Harnessing alternative frameworks in teacher training: An example from the earth sciences. Research in Science Education 14, 167–172 (1984). https://doi.org/10.1007/BF02356802
Issue Date:
DOI: https://doi.org/10.1007/BF02356802