Bibliographie générale


Froese Klassen, C. (2013). “Stories” Created for Science Teaching: A Critical Analysis. In P. Heering, S. Klassen, & D.Metz, (Eds.).FlensburgStudies on the History and Philosophy of Science in Science Education, Vol. 2.Flensburg: Flensburg University Press (in press).

Hadzigeorgiou, Y., Klassen, S., & Froese Klassen, C. (2012). Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story. Science & Education, 21(8), 1111–1138.

Heering, P. (2010). False friends: What makes a science story inadequate for teaching? Interchange: A Quarterly Review of Education, 41(4), 323–333.

Klassen, S. (2006). A theoretical framework for contextual science teaching. Interchange, 37(1-2), 31–62.

Klassen, S. (2007). The Application of Historical Narrative in Science Learning: The Atlantic Cable Story. Science & Education, 16(3–5), 335–352.

Klassen, S. (2009). The construction and analysis of a science story: A proposed methodology. Science & Education, 18(3-4), 401–423.

Klassen, S. (2010). The relation of story structure to a model of conceptual change in science learning. Science & Education, 19(3), 305–317.

Klassen, S., & Froese Klassen, C. (2013). Raising Interest in Interest: A Critical Component in Learning Science through Stories and Informal Learning Environments. In P. Heering, S. Klassen, & D. Metz, (Eds.). Flensburg Studies on the History and Philosophy of Science in Science Education, Vol. 2. Flensburg: Flensburg University Press (in press).

Klassen, S., & Froese Klassen, C. (2013). Science teaching with historically based stories: Theoretical and practical perspectives. In M. R. Matthews, (Ed.). International Handbook of Research in History and Philosophy for Science and Mathematics Education.Dordrecht: Springer (in press).

Kokkotas, P., Rizaki, A., & Malamitsa, K. (2010). Storytelling as a strategy for understanding concepts of electricity and electromagnetism. Interchange, 41(4), 379–405.

Kubli, F. (2001). Can the theory of narratives help science teachers be better storytellers? Science & Education, 10, 595–599.

Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a Foundation for the Use of Historical Narratives. Science & Education, 16(3–5), 313–334.

Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science, Science Education, 89(4), 535–554.