Key Publications A special issue on visual language in science education with STTIS results has already been accepted <strong>for</strong> publication in the International Journal of Science Education Vol 24, nº 3. The special issue includes six <strong>papers</strong>: Ametller & Pintó, Students’ reading of innovative images of energy at secondary school level Colin, Chauvet & Viennot, Reading images in optics: students’ difficulties, and teachers’ views. Pintó, R., The Science Teachers Training in an In<strong>for</strong>mation Society Project. Pintó & Ametller, Students’ Difficulties in Reading Images: Comparing Results from Four National Research Groups. Stylianidou, Omerod & Ogborn, Analysis of Science Textbook Pictures about ‘Energy’ And Pupils’ Reading Of Them. Testa, Monroy & Sassi, Students’ reading Images in Kinematics: The Case Of Real-Time Graphs. Results of the project have been also published in: Komorek, Behrendt, Dahncke, Duit, Gräber & Kross (eds.), Proceedings of the Second International Conference of the European Science Education Research Association (E.S.E.R.A.). Research in Science Education. Past, Present, and Future, (Kiel, Germany), 31 August-4 September 1999. Pints & Suriñach (eds), International Conference Physics Teacher Education Beyond 2000. Selected Contributions, Elsevier Editions, ISBN. 2-84299-312-8, (Paris), 2001. Pints & Suriñach (eds), Proceedings of the International Conference Physics Teacher Education Beyond 2000 CD Production Calidos, ISBN: 84-699-4416-9, (Barcelona), 2001. Research reports: Balzano, Giberti, Monroy & Sassi, Trans<strong>for</strong>mations done by teachers when using an IT: the case of MBL (micro computer based laboratory), NR1.2-IT, 1999. Chauvet, Colin & Viennot, Reading images in optics- Students difficulties, teachersí views and practice. NR2-FR, 1999. Chauvet, Hirn, & Viennot, Investigation on teacher trans<strong>for</strong>mations when implementing teaching strategies, FR NR3, 1999. Contini, Ott & Sassi, The State of the Art in the Use/Value of In<strong>for</strong>maticTools, NR1.1 –IT, 1999. Monroy, Testa, Giberti, & Sassi, Trans<strong>for</strong>mation of didactic intentions: The Italian case of ìmotion and <strong>for</strong>ce proposal, NR3-IT, 1999. Pinto & Ametller, Using images to teach Energy: students' difficulties, teachers' interpretations and teachers' trans<strong>for</strong>mations, NR2-SP, 2000. Pinto, Ametller, Chauvet, Colin, Giberti, Monroy, Ogborn, Ormerod, Sassi, Stylianidou, Testa &. Viennot, Investigation on the difficulties in teaching and learning graphic representations and on their use in science classrooms, RW2. STTIS Project, 2000. Pinto, Gutierrez, Ametller, Andresen, Balzano, Boohan, Chauvet, Colin, Couso, Giberti, Hirn, Kolsto, Monroy, Ogborn, Quale, Rebmann, Sassi, Stylianidou, Testa, Viennot, Teachers Implementing Innovations: Trans<strong>for</strong>mations Trends, RW4, 2001. Pinto, Ametller, Boohan, Chauvet, Giberti, Gutierrez, Monroy, Ogborn, Ormerod, Quale, Sassi, Stylianidou, Testa, Viennot,, Dissemination activities. Presentation of the STTIS results at the International Conference Physics Teacher Education Beyond 2000, RW6, 2000. Pinto, Perez & Gutierrez, The State of Art in the Use and Value of In<strong>for</strong>matic Tools - The Spanish case. NR1.1-SP, 1999. Pinto, Perez & Gutierrez, Implementing MBL (Microcomputer Based Laboratory) technology <strong>for</strong> the laboratory work in Compulsory Secondary school Science classes, NR1.2-SP, 1999. Pinto & Gomez, Teaching about energy in Spanish secondary schools: teachers trans<strong>for</strong>mations of innovations, NR3-SP, 1999. Quale, Andresen & Kolst, The State of Art in the Use and Value of In<strong>for</strong>matic Tools. The Norwegian case, NR1.1-NO, 1999. Quale, Andresen & Kolst, Using IT-tools in the teaching of physics in Norwegian secondary schools: intentions, expectations and practice, NR1.2-NO, 1999. Rebmann, G., The State of Art in the Use and Value of In<strong>for</strong>matic Tools. The French case, NR1.1-FR, 1999. Rebmann, G., Investigation of actual use of in<strong>for</strong>matic tools by science teachers: the French case, NR1.2-FR, 1999. Sassi, Monroy, Testa & Giberti, Reading and interpreting graphs from real-time experiments: students difficulties, teachers interpretations and class practice, NR2-IT, 2000. Sassi, Monroy, Testa, Ametller, Andresen. Balzano, Boohan., Chauvet, Colin, Couso, Giberti, Gutierrez., Hirn-Chaine, Ogborn, Pintó, Quale, Rebmann, Stylianidou, Viennot, Teacher training materials favouring the take-up of innovations, RW5, 2000. 110
Sassi, Ogborn, Pintó, Quale, Viennot, Guidelines <strong>for</strong> <strong>policy</strong>-<strong>makers</strong> of teacher training programs, RW7, 2000. STTIS Project, Internal Report RW0: Outline and Justification of Research Methodology, Work Packages WP1, WP2 and WP3, 1998. Stylianidou, Ogborn, Contini, Gutierrez, Kolst, Ott, Perez, Pinto, Quale, Rebmann, Sassi, Viennot, The State of Art in the Use and Value of In<strong>for</strong>matic Tools, RW1.1, 1999 Stylianidou & Ogborn, The State of Art in the Use and Value of In<strong>for</strong>matic Tools. The UK case, NR1.1-UK, 1999. Stylianidou & Ogborn, Teachers using computer modelling and simulation in the science classroom: the English case. NR1.2- UK, 1999. Stylianidou & Ogborn, Teachers’ trans<strong>for</strong>mations of innovations: the case of teaching Energy in English secondary schools. NR3-UK, 1999. Stylianidou, Ogborn, Balzano, Giberti, GutiÈrrez, Kolst, Monroy, Perez, Pinto, Quale, Rebmann, Sassi, Viennot, The nature of use by science teachers of in<strong>for</strong>matic tools, RW1.2., 2000. Stylianidou, Ormerod & Ogborn, Difficulties in teaching and learning with pictorial representations, NR2-UK, 2000. Viennot, Balzano, Chauvet, Giberti, Gomez, Hirn, Monroy, Ogborn, Pinto, Sassi, Stylianidou, Investigation on teacher trans<strong>for</strong>mations when implementing teaching strategies, RW3, 1999. 111
Change language