• Aronson, E., Stephan, C., Sikes, J., Blaney, N., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills: Sage.
• Bauer, R. (1997). Schülergerechtes Arbeiten in der Sekundarstufe I [Student-oriented working in lower secondary lessons]. Berlin: Cornelson Scriptor.
• Becker, H.-J., & Hildebrandt, H. (2002). Research in didactics of chemistry education – Perspectives for future teacher training. In B. Ralle & I. Eilks (eds.), Research in chemical education – what does this mean? (pp. 27-38). Aachen: Shaker.
• Beck, K., Witteck, T., & Eilks, I. (2010). Open experimentation on phenomena of chemical reactions via the learning company approach in early secondary chemistry education. Eurasia Journal of Mathematics, Science and Technology Education, 6, 163-171.
• Brandenburger, A. (2007). Fachunterricht ist Sprachförderung ... Selbstständiger und kompetenter Umgang mit Lesetexten und Fachsprache [Domain specific lessons and language training … self-directed and competent handling of texts and technical language]. Pädagogik, 6, 29-32.
• Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 32, 21-32.
• Bryce, T. G. K., & Robertson, I. J. (1985). What can they do? A review of practical assessment in Science. Studies in Science Education, 12, 1-24.
• Busch, H., & Ralle, B. (2011). Fachbegriffe und ihre Bedeutung. Diagnostik fachsprachlicher Kompetenz [Technical terms and their meaning. Diagnosing competencies in technical language]. Naturwissenschaften im Unterricht Chemie, 22 (124+125), 52-55.
• Chinn, C.A., & Malhotra, B.A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175- 218.
• Demuth, R. (1981). Schülerexperimente im Chemieunterricht (I). Zur Frage der Schülermotivation für das Fach Chemie. Naturwissenschaften im Unterricht Physik/Chemie, 29, 256-259.
• di Fuccia, D.-S., & Ralle, B. (2006). Lab Experiments as a tool of an everyday assessment. In I. Eilks & B. Ralle (eds.), Towards research-based science teacher education (pp. 149-159). Aachen: Shaker.
• di Fuccia, D.-S., & Ralle, B. (2010). Practical activities and assessment in lower and higher secondary education. In N. Valanides (ed.), Trends in Science and Mathematics Education 1. Nicosia: J.G. Cassoulides & Son.
• Eilks, I. (2000). Promoting scientific and technological literacy: Teaching Biodiesel. Science Education International, 11 (1), 16-21.
• Eilks, I. (2002). "Learning at Stations" in secondary level chemistry lessons. Science Education International, 13 (1), 11-18.
• Eilks, I., & Markic, S. (2011). Effects of a long-term Participatory Action Research project on science teachers’ professional development. Eurasia Journal of Mathematics, Science and Technology Education, 7, 149-160.
• Eilks, I., Markic, S., & Witteck, T. (2010). Collaborative innovation of the science classroom by Participatory Action Research – Theory and practice in a project of implementing cooperative learning methods in chemistry education. In M. Valenčič Zuljan & J. Vogrinc (eds.), Facilitating effective student learning through teacher research and innovation (pp. 77-101). Ljubljana: University of Ljubljana.
• Euler, M. (ed.) (2002). Lernort Labor [Learning place laboratory] (Theme issue). Naturwissenschaften im Unterricht Physik, 16, no. 90, 161-202.
• Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., & Wirth, J. (2005). Research on science teaching and learning: Deficits and desiderata. Journal of Science Teacher Education, 16, 309-349.
• Fries, E., & Rosenberger, R. (1970). Forschender Unterricht [Inquiring education]. Frankfurt: Diesterweg.
• Full, R. (1996). Lichtblicke - Petrischalenexperimente in der Overheadprojektion [Light-views – Experiments with Petri dishes in the overhead projection]. Chemie in unserer Zeit, 30, 286-294.
• Ganser, M., & Hammann, M. (2009). Teaching competencies in biological experimentation. The Nature of Research in Biological Education - Proceedings of the VIIth Conference of European Researchers in Didactics of Biology (ERIDOB) (pp. 377-394).
• Gropengießer, I., & Beuren, A. (2000). Lernen an Stationen [Learning at stations] (Theme issue). Naturwissenschaften im Unterricht Biologie, 24, no. 259.
• Guderian, P., & Priemer, B. (2008). Interessenförderung durch Schülerlaborbesuche - eine Zusammenfassung der Forschung in Deutschland [Promotion of interest by visits of out-of-school labs – a review of research in Germany]. Physik und Didaktik in Schule und Hochschule, 7, 27-36.
• Guderian, P., Priemer, B., & Schön, L.-H. (2006). In den Unterricht eingebundene Schülerlaborbesuche und deren Einfluss auf das aktuelle Interesse an Physik [Out-of-school labs embedded into formal education and their influence on interest in physics]. Physik und Didaktik in Schule und Hochschule, 5, 142-149.
• Häusler, K. (2002). Zur Geschichte des Chemieunterrichts [On the history of chemistry education]. In P. Pfeifer, B. Lutz, H. J. Bader (eds.), Konkrete Fachdidaktik Chemie (pp. 10-35). München: Oldenbourg.
• Heinzerling, P., & Latzel, G. (2002). Schülerlabore in Deutschland [Student labs in Germany] [Theme issue]. Praxis der Naturwissenschaften Chemie, 51, no. 8.
• Hepp, R. (1999). Lernen an Stationen [Learning at stations] (Theme issue). Naturwissenschaften im Unterricht Physik, 10, no. 51/52.
• Hepp, R. (2004). Kooperatives Lernen in der Praxis [Cooperative learning in pracitce]. Naturwissenschaften im Unterricht Physik, 15, no. 51/52, 24-29.
• Hesse, S. (2008). Wenn Schülern die Wörter fehlen. Fachunterricht in Klassen mit Migrationshintergrund [If students don’t have words. Domain specific lessons in classes with migration background]. Naturwissenschaften im Unterricht - Chemie, 19 (no. 106/107), 66-71.
• Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. Chemistry Education: Research and Practice, 3, 247-264.
• Hofstein, A., & Lunetta, V.N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 2, 201-217.
• Hofstein, A., Lunetta, V.N. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 88, 28-54.
• Hugerat, M., Schwarz. P., & Livneh, M. (2006). Microscale chemistry experimentation for all ages. Haifa. AACE.
• Jansen, W., Matuschek, C., Fickenfrerichs, H., & Peper, R. (1992). Das historisch-problemorientierte Unterrichtsverfahren – Geschichte der Chemie im Chemieunterricht [The historical-problemoriented teaching method – history of chemistry in chemistry teaching]. In N. Just & H.-J. Schmidt (eds.), Grundlinien deutscher Chemiedidaktik (pp. 207-228). Essen: Westarp.
• Johnson, D. W. & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn & Bacon.
• Kagan, S. (1994). Cooperative learning. San Clemente: Kagan.
• KMK - Kultusministerkonferenz. (2004). Bildungsstandards im Fach Chemie für den Mittleren Schulabschluss [National Standards for lower secondary chemistry examination]. Neuwied: Luchterhand.
• KMK - Kultusministerkonferenz (2011). The education system in the federal republic of Germany. Retrieved from the world wide web, December 29, 2011, at http://www.kmk.org/information-in-english/theeducation-system-in-the-federal-republic-ofgermany.html.
• Klahr, D. (2000). Exploring science. The cognition and development of discovery processes. Cambridge: MIT.
• Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (ed.), Handbook of research on science teaching and learning (pp. 94-128). New York: Macmillan.
• Lee, O., & Luykx, A. (2008) Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In S. K. Abell & N. G. Lederman (eds.), Handbook of Research on Science Education (pp. 171- 198). New York: Routledge.
• Leisen, J. (2005). Sprachhilfen für Schülerinnen und Schüler mit Migrationshintergrund [Language supoorts for students with migration background]. Naturwissenschaften im Unterricht - Physik, 16 (3), 21-25.
• Leisen, J. (2006). Zweitsprache Deutsch – Übungen zum Verstehen für Schülerinnen und Schüler mit Migrationshintergrund [Secand language German – Exercises for comprehension for students with migration background]. Naturwissenschaften im Unterricht - Physik, 17, 216-220.
• Leisen, J. (2010). Handbuch Sprachförderung im Fach - Sprachsensibler Fachunterricht in der Praxis [Handbook language training in the subject – language sensitive domain specific lessons in practice]. Bonn: Varus.
• Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In: B. J. Fraser & K. G. Tobin (eds.), International Handbook of Science Education (pp. 249-264). Dordrecht: Kluwer.
• Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory and practice. In: S. K. Abell & N. G. Lederman (eds.), Handbook of Research on Science Education (pp. 393-441). New York: Routledge.
• Lyman, F. (1987). Think-Pair-Share: An expanding teaching technique. MAACIE Cooperative News, 1, 1-2.
• Markic, S. (2011). Lesson plans for student language heterogeneity while learning about "matter and its properties". Paper presented at the European Science Educational Research Association (ESERA) Conference, Lyon, France.
• Markic, S., & Eilks, I. (2006). Cooperative and context-based learning on electrochemical cells in lower secondary science lessons – A project of Participatory Action Research. Science Education International, 17 (4), 253-273.
• Marks, R., Thielemann, G. C., Bastisch, E., Bornkampf, I., Siol, A., Sövegjarto-Wigbers, D., Eilks, I., & Gräber, W. (2010). Chitosan – Fachliche Grundlagen, Experimente und die Kooperation mit außerschulischen Partnern und Lernorten (Teil 2) [Chitosan – scientific background experiments and the cooperation with outof-school partners and places (part 2)]. Der Mathematische und Naturwissenschaftliche Unterricht, 63, 412-417.
• Melle, I., Parchmann, I., & Sumfleth, E. (2004). Kerncurriculum Chemie [Core curriculum chemistry]. Der Mathematische und Naturwissenschaftliche Unterricht, 57, 160-166.
• McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35, 357-382.
• Niedderer, H., & von Aufschnaiter, S. (2008). Curriculum development and related research yesterday and today - the example of the IPN Curriculum Physics. In: S. Mikelskis-Seifert, U. Ringelband, M. Brückmann (eds.), Four decades of research in science education - from curriculum development to quality improvement (pp. 13-27). Münster: Waxmann.
• Obendrauf, V. (2008). More small scale hands on experiments for easier teaching and learning. Chem. Educ. Int., 8, retrieved from the World Wide Web, July 01, 2011, at http://old.iupac.org/publications/cei/vol8/index.html.
• Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28, 1041-1062.
• Poppe, N., Markic, S., & Eilks, I. (2011). Low-cost-techniques for the science classroom. Bremen: SALiS Project.
• Prechtl, M. (2011). Protokolle als Chemie-Foto-Storys [Chemical photo-stories as lab reports]. Naturwissenschaften im Unterricht Chemie, 22 (124+125), 48- 51.
• Priemer, B. (2008). Extracurricular science laboratories: an innovative informal learning facility for school students. In Proceedings of Groupe International de Recherche sur l’Enseignement de la Physique (GIREP) Conference (p. 66-67). Ljubljana, Slovenia.
• Ralle, B. (1993). Das chemische Experiment–fachdidaktische Diskussion und Unterrichtspraxis [The chemical experiment – the discussion within chemical education and the teaching reality]. Chemie in der Schule, 40, 2-8.
• Reif, F., & St. John, M. (1979). Teaching physicists thinking skills in the laboratory. American Journal of Physics, 11, 950-957.
• Riebling, L., & Bolte, C. (2008). Sprachliche Heterogenität im Chemieunterricht [Linguistic heterogenity in chemistry education]. In: D. Höttecke (ed.), Kompetenzen, Kompetenzmodelle, Kompetenzentwicklung (pp. 176 - 178). Münster: LIT
• Rincke, K. (2010). Alltagssprache, Fachsprache und ihre besonderen Bedeutungen für das Lernen [Everyday and special language and their role in science education]. Zeitschrift für Didaktik der Naturwissenschaften. 16, 235-260.
• Rincke, K. (2011). It’s rather like learning a language. International Journal of Science Education, 33, 229-258.
• Rumann, S. (2007). Enhancing students competencies on scientific inquiry in chemistry. Paper presented at the National Association for Research in Science Teaching (NARST) Conference, New Orleans, US.
• Sager, N., & Ralle, B. (2011). Wissensstrukturen erkennen. Diagnose und Leistungsbewertung beim schülerzentrierten Arbeiten mit „Lücken Concept Maps“ [Identifying the structure of knowledge. Diagnosis and assessment in student-centered teaching situations by using concept-maps with gaps]. Naturwissenschaften im Unterricht Chemie, 22 (124-125), 63- 67.
• Schaffer, S., & Pfeifer, P. (2011). Ziele von Schülerexperimenten [Objectives of student experiments]. Natruwissenschaften im Unterricht Chemie, 32 (126), 10-13.
• Schecker H., & Parchmann I. (2007). Standards and competence models: the German situation. In D. Waddington, P. Nentwig & S. Schanze (eds.), Making it comparable, standards in science education (pp. 147-164). Münster: Waxmann.
• Schmidkunz, H. (2011). Versuche richtig aufbauen [Setting up experiments correctly]. Naturwissenschaften im Unterricht Chemie, 22 (124+125), 43-47.
• Schmidkunz, H., & Lindemann, H. (1992). Das forschendentwickelnde Unterrichtsverfahren [The inquiringscaffolding teaching method]. Essen: Westarp 1992.
• Schmidt, I., Di Fuccia, D.-S., & Ralle, B. (2011). Außerschulische Lernstandorte - Erwartungen, Erfahrungen und Wirkungen aus der Sicht von Lehrkräften und Schulleitungen. Der Mathematische und Naturwissenschaftliche Unterricht, 64, 362-369.
• Schreiber, N., Theyßen, H., & Schecker, H. (2009). Experimentelle Kompetenz messen?! [assessing experimental competence?!]. PhyDid A - Physik und Didaktik in Schule und Hochschule, 8, 92-101.
• Schwedt, G. (2003). Chemie mit Supermarktprodukten [Chemistry with products from the supermarket]. Weinheim: WileyVCH.
• Sharan, Y. & Sharan, S. (1994). Group Investigation in the cooperative Classroom. In S. Sharan (ed.), Handbook of Cooperative Learning Methods (pp. 97-114). Westport: Greenwood Press.
• Solomon, J. (1980). Teaching children in the laboratory. London: Croom Helm
• Stäudel, L. (2000). Lernen an Stationen [Learning at stations] (Theme issue). Naturwissenschaften im Unterricht Chemie, 11, no. 58/59.
• Stanat P., Artelt, C., Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Schümer, G., Tillmann, K.-J., & Weiß, M. (2002). PISA 2000: Overview of the study. Berlin: MPI, www.mpib-berlin.mpg.de /pisa/PISA-2000_Overview.pdf (Last accessed on 13/02/2012).
• Streller, S., & Bolte, C. (2007). "Chemistry (in) the ExtraClass": An out-of-school-course to enhance students' interest in chemistry. Paper presented at the European Science Educational Research Association (ESERA) Conference, Malmö, Sweden.
• Streller, S., & Bolte, C. (2010). Development of interests in science – a longitudinal study with primary school children. In: I. Maciejowska, P. Ciesla (eds.), 10th European Conference on Research in Chemistry Education (ECRICE). Book of Abstracts (p. 263-264). Krakow: Pedagogical University.
• Streller, S., & Bolte, C. (2011). Das KieWi-Sprachcamp Naturwissenschaften. Naturwissenschaftliches und sprachbezogenes Lernen im Rahmen eines außerschulischen organisierten Bildungsangebotes für Berliner Schülerinnen und Schüler der Jahrgangsstufe 5/6 [The KieWi-language camp science. Science and language in the framework of an out-of-school learning project for Berlin students in classes 5/6]. In Senatsverwaltung für Bildung, Wissenschaft und Forschung (ed.), Sprachförderung / Deutsch als Zweitsprache, Fachbrief Nr. 10, 23-26.
• Sutton, C. (1992). Words, science and learning. Buckingham: Open University Press.
• Tajmel, T. (2010). DaZ-Förderung im naturwissenschaftlichen Fachunterricht [DaZpromotion in science education]. In B. Ahrenholz (ed.), Fachunterricht und Deutsch als Zweitsprache (pp. 167-184). Tübingen: Narr.
• Tajmel, T. (2011). Wortschatzarbeit im mathematischnaturwissenschaftlichen Unterricht [Work on the treasury of words in mathematics and science teaching]. Informationen zur Deutschdidaktik, 35, 83-93.
• Tamir, P. (1974). An inquiry oriented laboratory examination. Journal of Educational Measurement, 11, 52-33.
• Tamir, P. (1989). Training teachers to teach effectively in the laboratory. Science Education, 73, 59-69.
• Marks, R., Thielemann, G. C., Bastisch, E., Bornkampf, I., Siol, A., Sövegjarto-Wigbers, D., Eilks, I., & Gräber, W. (2010). Chitosan – Fachliche Grundlagen, Experimente und die Kooperation mit außerschulischen Partnern und Lernorten (Teil 2) [Chitosan – Scientific background, experiments and the cooperation with outof-school partners and learning environments]. Der Mathematische und Naturwissenschaftliche Unterricht, 63, 412- 417.
• Thomas, B. (2009). Der Sachunterricht und seine Konzeptionen. Historische und aktuelle Entwicklungen [The Sachunterricht and its concepts: historical and recent developments]. Bad Heilbrunn: Klinkhardt 2009.
• v. Borstel, G. (2009). Experimente mit ChemZ. Retrieved from the World Wide Web, December 29, 2011, at http://ne.lo-net2.de/gregor.vonborstel/download /FB /Handbuch_V_1_1.pdf (Last accessed on 13/02/2012).
• Wilke, H.-J., & Tronicke, G. (2007). Experimente mit Kunststoffflaschen [Experiments with plastic bottles]. Stuttgart: Klett.
• Wilke, H.-J., & Tronicke, G. (2008). Experimente mit Blechdosen [Experiments with tin cans]. Stuttgart: Klett.
• Witteck, T., & Eilks, I. (2005a). Writing up an experiment cooperatively. School Science Review, 86 (317), 107-110.
• Witteck, T., & Eilks, I. (2005b). Die Reaktion von Natrium mit Chlor [The reaction of sodium and chlorine]. Naturwissenschaften im Unterricht, 16, 496-498.
• Witteck, T., & Eilks, I. (2006). Max Sour Ltd. – Open experimentation and problem solving in a cooperative learning company. School Science Review, 88 (323), 95-102.
• Witteck, T., Most, B., Leerhoff, G., & Eilks, I. (2004). Cooperative learning on the internet using the ball bearing method (Inside-Outside-Circle). Science Education International, 15, 209-223
• Witteck, T., Most, B., Kienast, S., & Eilks, I. (2007). A lesson plan on separating matter based on the learning company approach – A motivating frame for selfregulated and open lab-work in introductory chemistry lessons. Chemistry Education Research and Practice, 7, 108- 119.

APA

di Fuccia, D., Witteck, T., Markic, S., & Eilks, I. (2012). Trends in Practical Work in German Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), 59-72. https://doi.org/10.12973/eurasia.2012.817a

Vancouver

di Fuccia D, Witteck T, Markic S, Eilks I. Trends in Practical Work in German Science Education. EURASIA J Math Sci Tech Ed. 2012;8(1):59-72. https://doi.org/10.12973/eurasia.2012.817a

AMA

di Fuccia D, Witteck T, Markic S, Eilks I. Trends in Practical Work in German Science Education. EURASIA J Math Sci Tech Ed. 2012;8(1), 59-72. https://doi.org/10.12973/eurasia.2012.817a

Chicago

di Fuccia, David, Torsten Witteck, Silvija Markic, and Ingo Eilks. "Trends in Practical Work in German Science Education". Eurasia Journal of Mathematics, Science and Technology Education 2012 8 no. 1 (2012): 59-72. https://doi.org/10.12973/eurasia.2012.817a

Harvard

di Fuccia, D., Witteck, T., Markic, S., and Eilks, I. (2012). Trends in Practical Work in German Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), pp. 59-72. https://doi.org/10.12973/eurasia.2012.817a

MLA

di Fuccia, David et al. "Trends in Practical Work in German Science Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 8, no. 1, 2012, pp. 59-72. https://doi.org/10.12973/eurasia.2012.817a