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Dissertation/Habilitation

International Publications

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Reviewed Articles in International Journals/Books

von Aufschnaiter, C. (2003). Interactive processes between university students: Structures of interactions and related cognitive development. Research in Science Education, 33, 341-374.

von Aufschnaiter, C. (2006). Process based investigations of conceptual development: An explorative study. International Journal of Science and Mathematics Education, 4(4), 689-725.

von Aufschnaiter, C. (2008). Book review: How Finns learn mathematics and science. International Journal of Science Education, 30(12), 1697-1700.

von Aufschnaiter, C., Erduran, S., Osborne, J. & Simon, S. (2007). Argumentation and the learning of science. In R. Pintó & D. Couso (Eds.), Contributions from science education research (pp. 377-388). Dordrecht: Springer.

von Aufschnaiter, C., Erduran, S., Osborne, J. & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101-131.

von Aufschnaiter, C. & Rogge, C. (2010). Misconceptions or missing conceptions? EURASIA Journal of Mathematics, Science & Technology Education, 6(1), 3-18.

von Aufschnaiter, C. & Rogge, C. (in press). How research on students' processes of concept formation can inform curriculum development. In D. Jorde & J. Dillon (Eds.), The world of science education: Europe. Sense Publishers.

von Aufschnaiter, C., Schoster, A., & von Aufschnaiter, S. (1999). The influence of students' individual experiences of physics learning environments on cognitive processes. In J. Leach & A. C. Paulsen (Eds.), Practical work in science education - Recent research studies (pp. 281-296). Dordrecht: Kluwer.

von Aufschnaiter, C. & von Aufschnaiter, S. (2003). Theoretical framework and empirical evidence on students' cognitive processes in three dimensions of content, complexity, and time. Journal of Research in Science Teaching, 40(7), 616-648.

von Aufschnaiter, C. & von Aufschnaiter, S. (2007). University students' activities, thinking and learning during laboratory work. European Journal of Physics, 28, S51-S60.


Welzel, M., von Aufschnaiter, C., & Schoster, A. (1999). How to interact with students? The role of teachers in a learning situation. In J. Leach & A. C. Paulsen (Eds.), Practical work in science education - Recent research studies (pp. 313-327). Dordrecht: Kluwer.