Research in Science Education, 2000, 30(2), 213-224

Integrated Science Teaching as a Challenge for Teachers to

Develop New Conceptual Structures
Manffed Lang
IPN, Kiel University

John Olson
Queens University

Abstract

Integrated science teaching is a task which requires that teachers develop new conceptual
structures for the science topics they teach. It is oi~en assumed that changes in teaching can be
facilitated through reflective practices such as teacher self-assessment. Does self- assessment in
fact help teachers develop new conceptual structures in the context of integrated science? We
examine this assumption in the research reported in this paper. In the German PING projectman
integrated science project for middle schools---teacher in-service education was based on
collaborative workshops in which a group of 22 teachers from different types of schools used
teaching materials for eight integratedtopics for their lesson planning and conducting units over a
period of 30 months. During this time concept maps, interviews and questionnaires were used as
means to promote teacher self-assessment. We find that this kind of self-assessment in a
collaborative framework was a useful basis for helping science teachers develop integrated
conceptual structures and we suggest that in-service courses might use self-assessment for
reflection on conceptual content knowledgeas a basis for supporting integrated science teaching.

Recent studies of curriculum innovation in mathematics, science and technology education

suggest that more emphasis is being put on connections between the sciences and other fields
of study and on ways of knowing that are particular to the sciences. Black and Atkin (1996),
for example, note that in many of the case studies they analysed there was change toward
integration: "Separate science courses are giving place to integrated or combined programs" (p.
37). One major reason for this change has been identified by Atkin (1998): Scientists in
universities have lost their dominant role in curriculum development and instead teachers
increasingly influence science curriculum. Furthermore, curriculum priorities are shifting
toward more practical work. For example, problems of environmental deterioration are being
reflected in curriculum outlines in Japan (Atkin, 1998) and in Ontario, Canada, the science
curriculum emphasises relationships among ideas, people and things in the real world
(Robertson, Cowell & Olson, 1998). In the USA, the Science Standards (National Research
Council, 1996) provide a fi~amework for integration where boundaries between traditional
subject matter categories are opened and connections made through conceptual themes such as
systems, evolution, cycle or energy (Close, 1996; Bybee, 1997). Integrated structures-such as
those proposed by the Science Standards-challenge teachers to re-evaluate their objectives and
teaching methods; they provide teachers with tools for judging the quality of teaching and
improving professional development and assessment (Yinger & Hendriks-Lee, 1998). In
Germany, a standards approach for improvement of science teaching is evolving as part of a
national science and mathematics reform project of the joint federal and state commission for
educational planning and research funding (Bund-Lander-Kommission i'dr Bildungsplanung
und Forschungsf'0rderung (BLK), 1997; Lang, 1998). Concepts for science integration
developed by the project PING (Practising Basic Integrated Science Teaching:
Projektkerngruppe, 1996) are included as part of the project.
214 LANG & OLSON
Changing Conceptual Structures in Science Teaching

How are the structures required for integrated science teaching domains to be developed?
Whatever the approach adopted, and these are numerous (Huber & Effe-Stumpf, 1994), they
require basic subject knowledge in order to generate an integrated super- structure used to f'md
relationships among subjects (Olson, 1992; Olson, James, & Lang, 1999), and beyond subject-
based principles, there are more general and demanding principles of integration among
disciplines such as those deriving from moral or economic perspectives (Frey, 1973, 1974).
According to Alexander and Judy (1988) these principles are controlled through metacognitive
strategies across knowledge domains as particular fields of study.
The problem is that subject matter normally dominates teacher thinking. Teachers are
prepared to teach separate subjects and are socialised as subject matter specialists (Hansen,
1999) and knowledge is organised around central concepts of different separate disciplines.
How then can teachers develop the ability to undertake the necessary reassessment of their
work, to review and critique existing practices? This is a demanding task involving
considerable subject matter expertise and the ability to co-operate with others teaching
different subjects. In a study of experienced biology and physics teachers Hashweh (1987), for
example, found that the amount of subject matter knowledge is closely related to teachers'
ability to integrate topics within disciplines they teach. Teachers also find it difficult to
collaborate in order to overcome the deficits. Terhart (1995) notes that in an underdeveloped
collaborative culture, subjects taught by different teachers are insufficiently related to one
another.
In classroom practice subject matter knowledge is part of a professional practice,
developing on the basis of discipline knowledge, a value and goal system, an action repertoire
and occupational knowledge in teaching practice and interaction with students, colleagues,
teacher educators, researchers or parents. Change from discipline-oriented knowledge to
integrated science teaching is an outcome of changes in the professional self (Bauer, 1999).
The restructuring of knowledge domains from separate subjects is therefore a twofold task: the
boundaries of different subject domains need to be transcended and the goals, occupational
rules and action repertoires in teaching practice and interaction have to be redef'med.
The transcendence of subject domains is not only a logical problem of generalisation of
knowledge from one domain to another or transfer from theory to practice (Korthagen &
Kessel, 1999). The general logic used in one subject domain has limited application in another
domain (Alexander & Judy, 1988; Wilson, 1994). Furthermore, the perception of domains
depends "on the learning history, the background of experience, and, consequently on the
personality structure of an individual" as Seiler (1973, p. 284) notes in modification of a theory
of formal thinking like that of Piaget (1957). Constraints of domain specificity are therefore
determined by personal and situational factors which must be considered when planning for
integrated science teaching. The development of integrated knowledge domains is both a result
of teachers' subject matter knowledge and experience, and reflection on student understanding.
This means that we cannot simply rely on formal structures of subject matter to plan
instruction, but need to know more about how teachers and students perceive integrated subject
matter.

Reflective Self-Assessment as a Method for Developing Integrated Science Teaching

The demands on integrated science teaching are many, especially the ability to analyse
content knowledge for thematic use and to promote subject-based conceptual development
through linking subjects and highlighting socially relevant connections which is a major
challenge often overlooked in calls for integration. Teachers are called upon to use complex
 INTERGRATED SCIENCE TEACHING 215

formative and summative evaluation skills in assessing how well they are functioning. How
can teachers develop these skills?
To answer this question we have to look at the process of professional development itself.
One way teachers can develop knowledge about integrated conceptual structures is through
reflective self-assessment of the way they represent to themselves the structure of what they
teach (Bauer, 1999; Terhart, 1999). Self-assessment is a tool for self-reflection on one's own
teaching or learning processes (Atkin, 1998; Black & Atkin, 1996; Buhren, Killus, & Mtlller,
1998), and concept mapping has the potential to support reflection and analysis for educational
change (Mason, 1992). Originally Novak (1990) began to study concept mapping,
accompanied by reflective journals as a technique that supports meaningful learning of students
and beginning teachers through the assimilation of new concepts and propositions into existing
structures and metacognitive development. In the context of integrated science teaching it is a
powerful tool for analysing structural knowledge in order to aid meaningful learning, and in
addition to understand and design complex structures and to communicate complex ideas
(Plotnick, 1997). Teachers may reflect on concept maps in different stages of their learning, or
their own concept maps with those of their students or with those of experts (Fischer, Hucke, &
Gerull, 1999; Wiley & Resnick, 1997). We have used concept mapping as part of teacher
professional development and it is to that process we now turn.

Developing Integrated Conceptual Structures in the PING Collaborative Project

So far in Germany only in-service courses on integrated science teaching to date have been
offered; there are no mandatory courses in pre-service. This means that in-service courses
about integrated science teaching have to begin from teacher subject matter expertise. Thinking
in terms of integration is difficult for most teachers because of the routines of disciplinary
teaching, lack of material support for integrated topics, a different style of student-centred
teaching and the inclusion of a variety of socially oriented topics. There is a need for
frameworks to support this professional development.
The PING project, which provides such a framework, is based on the collaborative activity
of teachers, researchers and teacher educators who evaluate their professional practice and
beliefs against classroom experiences in the development of materials. The role of this
framework in professional development has been a focus of our research (Black & Atkin,
1996; Lang, 1997; Riquarts & Hansen, 1998). Three principles comprise our approach to
teacher education: knowledge of the disciplines and teaching methods need to fit; development
of materials is a collaborative process involving different groups of professional expertise;
continuous reflection is central in professional development. Teachers participate in regular
workshops for exchange of experiences and evaluation of materials involving a core group of
teachers, teacher educators and researchers.
In order to understand how well elements of this development process worked research was
conducted over a period of two years based on the hypothesis that teachers would develop
abilities to plan integrated science teaching based on higher order categories such as those
represented in Figure 1.
In Figure I the base shows the overlap amongst subjects as they exist in subject based teaching.
The higher levels in the hierarchy indicate the subsystems of professional practice and
integrative categories needed for integrated science teaching. The development of each
subsystem is supported by reflective self-assessment. In the PING project the topic "Me and
Water" is an integrative system. Its conceptual structure, named "thematic landscape" refers to
aspects of personal experience with water, properties of water, cycles of water, what can we
do, water cultures, quality of water. Conceptual structures contain different subcategories for
content and methods of scientific inquiry. The thematic landscape is used as structural aid for
planning integrated science teaching depending on teachers' understanding of subject matter.
216 LANG & OLSON

ative c a t e g o f i e s ~ ~
al structure,thematic }
, s c i e n t i f i c ~ ~

~._~( Componentsof \
professional practice
Reflective (knowledge,values,
self-assessement goals, action /

Domainsof subjectmatterknowledgefromteachereducationand teachingpracticein:

ies teac lstnj teaching ( Biologyteaching

Figure 1: Graphical representation of a system for the development of

integrated science teaching.

How do teachers develop the capability to teach such a topic in this manner? A network for
information exchange, material development and revision is maintained by the research
institute for science education IPN (Lang, 2000). Workshops for reflective teacher in-service
education combine selection and use of work-sheets for different topics, concept development,
lesson planning, feedback from classroom practice and reflective self-assessment. Teachers
meet regularly with other team members and discuss lesson planning and materials to be used
in classrooms. After teaching a topic in classroom experiences are exchanged and evaluated in
the follow-up sessions and new materials are discussed. The research question we asked was:
Have teachers developed the capacity to use higher order concepts in planning lessons for
integrated science teaching?

Teachers' Concept Reorganisation for the Topics "Me and Water" and "Me and Soil"

Twenty-two teachers from eleven lower secondary schools in the state of Schleswig-
Holstein participated in reflective workshops for integrated science teaching during 1996 and
1998. The workshops were officially announced as a continuous series in the program of the
state institute for teacher education. There were seven sessions over a period of two years
dealing with the topics "Me and Water," "Me and the Sun," "Me and Soil," "Me and Plants,"
"Me and Animals," "Me and Other People" and "Me and Machines." The same group of
teachers were asked to produce concept maps (Markham, Mintzes, & Jones, 1994; Ruiz-Primo,
Shavelson, & Schulz, 1997) during the sessions for the soil and water topics to guide their
lesson planning, and asked to comment on them, at the beginning and after teaching these
topics.
Teachers were given a sheet of paper with a list of 22 concepts on the left side (e.g., rain,
cooking, aquarium) and relational terms on the right side (e.g., belongs to, consists of, means).
They were introduced to the use of concept maps and were asked to use the selected and
 INTERGRATED SCIENCE TEACHING 217

additional concepts of their own choice for construction of concept maps. A person from the
research team attended the planning sessions and interviewed the group about their intentions
and interpretation of the maps. Concept maps then were copied and given to the teachers to be
used for lesson planning. Concept maps drawn in the session before teaching about a topic are
the basis for planning lesson contents considering the availability of materials, educational
goals and personal competencies from past experiences and the sessions. Content is
represented by central concepts and their relations in a hierarchy or in subsystems (Ruiz-Primo
et al., 1997).
After teaching the topics, teachers presented and evaluated their experiences, evolved a
modified map and explained their changes in an interview and a questionnaire. These maps
were used for self-assessment comparing pre- and post-maps, and identifying changes of
central concepts and links during the sessions and in a questionnaire. Figures 2 and 3 show an
example of a pre-map and modified post-map constructed by one group of teachers. They
illustrate the reorganisation of central concepts and links and the reduction of number of
concepts and links that were typical among other groups in the course.
In addition the project team developed team maps for comparison with those of the
teachers. These maps represent a basic structure of central concepts for a topic. They include
concepts of the thematic landscape which is a visual overview of PING concepts such as
quality of water, properties or circulation of water for the topic "Me and Water" as an example.
In addition they refer to classroom activities through objects such as pond, aquarium or fish.

: Cooking .il "

Washing i: Watersupply : , Sew~e ')

X'X~N__e~ i
[ Influences 1
L Belon~slo j/,/~ .....~,ly ..~.~/,, (" Me and waler

~ Oxygen

9 Phosphate

Figure 2: Pre-map of group H for the topic "Me and Water."

218 LANG & OLSON

Quality

(. PH.V.,~, ;~ / [ ~oo~to i

(, Phosphate )

Figure 3." Post-map of group H for the topic "Me and Water."

These concept maps were given to teachers at the end of the course as part of a questionnaire
evaluating the usefulness of these team maps for support of lesson planning. Teacher concept-
maps for the topics of soil and water before and at the end of each teacher education segment
and related questionnaire and interview data were analysed. Quantitative measures for concept
maps, although remaining a controversial issue according to Mason (1992), were used
specifying number of concepts, focal concepts and number of links.
Direction and connotation of links were not used for analysis, because teachers were not
using them systematically and repeatedly mentioned in the interviews, that they had difficulties
to use them. Qualitative measures from interviews and questionnaires were incorporated to
serve as a complementary data base for concept map interpretation.
Maps about the topic "Me and Water" showed a wide range of concepts and links at the
beginning of the in-service course: Seven groups composed of two to four teachers created
maps with between 10 and 22 concepts with a mean of 14.3 concepts and 9.6 links. At the
beginning of the course three groups placed the concept "Me and Water" at the centre of their
map, two placed "water circulation," one placed "pond" and one "rain." The centre is defined
by the focal node with the greatest number of links (Trent, Pernell, Mungai, & Chimedza,
1998). After'teaching two groups changed the central concept to "water quality" and one group
had no links at all with no central point. In these post-maps 5 to 12 concepts with a mean of
9.4 concepts and 6.9 links were used.
This reduction of concepts and links is contrary to the findings of Trent et al. (1998) in their
study of pro-service student teachers in an introductory education course. They identified
significantly more concepts from pro- to post-maps about beliefs of effective teaching with an
increase in the number of relations to central concepts. This kind of differentiation is assumed
to be pan of a learning process without the influence of classroom practice. In the PING case
post-maps were reduced after the experiences of teaching. In a questionnaire, teachers gave
different reasons for changing central concepts and for the reduction in number of concepts and
links in the maps. Most of them experienced lack of time to put the initial planning into
practice. Several said that they changed maps because of wishes and needs of students. Some
found that the planning represented in pro-maps was inadequate and they changed them. In the
interviews the reasons for the changes noted in the questionnaire were confirmed.
What did teachers learn from this? Teachers appear to have adapted concepts for lesson
planning based on the practical problems they encountered in teaching. They learned to use
concept maps as flexible instruments for making choices in teaching. As one teacher said in a
 INTERGRATED SCIENCE TEACHING 219

comment on his post-map: "I choose concepts more carefully. I have these concepts at first,
choose work-sheets on the basis of these concepts and have to decide about their usefulness.
This is the consideration, whether they fit to the goal." In addition they also try to integrate
proposals offered during the course into their maps: "The suggestion to use the aquarium was a
shining example. I was looking for something objective that I could use in class or where the
class can took at and something that remains."
Teachers also mentioned their concerns about student interests or goals when choosing
concepts for planning a lesson. One teacher said:

I was inclined to do everything that was mentioned in my concept map. This was a reason to look
for achievement. But it was by far too much.... Now I would reduce it to the [topic] pond. I
would do more with students and would emphasise pollution.

Concept maps provide an abstract picture of the topic. They are primarily perceived as
instruments for analysis of subject matter but may not adequately reflect the realities of
teaching. This point was underscored by a teacher:

For me concept-maps are importaat only for preparation of teaching on the basis of subject matter
analysis. A teacher should keep this limitation in mind for his course in a special grade. In
addition he has to think about goals and central activities in advance. It is not possible to transfer
concept-maps completely into practice.

In this statement the assumption is made, that subject matter analysis is the primary basis for
planning, separated from teaching practice and educational activities. The challenge for
planning is to relate the integrative structure o f a concept map to actual practical activities as
some teachers were able to do:

The new concept map is less comprehensive but more related to practical activities, the Black
River-our river in our village. We are now looking for different interests children have when they
work on different parts of the river. This we didn't consider in our first draft.

Pro- and post-maps about the topic "Me and Soil" were constructed in a session that
followed six month after the session about the topic "Me and Water." In a similar way ton
groups of teachers created in the first session on this topic pro-maps with 16.2 concepts on the
average and post-maps with 13.5 concepts after teaching this topic. Only one o f these groups
put the concept "Me and Soil" in the centre of their pro- and post-map. The others chose as
central concepts in the pre-maps "different types o f soil," "schoolyard" and "life in the soil"
and changed their central concepts in the post-maps into "quality of soil," "compost," and
"samples of soil." More than in the case of "Me and Water," teachers used practical activities
as central concepts. Perhaps as a consequence of experience with the use of concept maps for
the topic "Me and Water," teachers now construed the topic "Me and Soil" as a simple
overview relating it to practical activities. Again teachers said that the reason they changed
their maps was due to matters such as lack o f time and students' interests. In addition two
groups pointed at organisational problems. One teacher said he found the mapping useful in
getting an overall picture: "I would construct the concept maps about "Me and Soil" more
simply and could go through it as it was and I was satisfied. This was the fh'st time I agreed
with the idea of the concept map." Pre-maps drawn before teaching about the topic show a
wide variety of concepts and relations. After teaching the post-maps concentrate on fewer
concepts.
220 LANG & OLSON
Teacher Perception of Concept Map Use and Course Provisions

For final evaluation teachers were given a questionnaire about how they perceived the
effects of different aspects of the course on their practice of integrated science teaching. The
questionnaire contained the following groups of items:

. Usefulness of PING in-service workshops (10 items) concerning the development

of: integrative goals, relations between science and everyday knowledge,
procedures to use PING materials, actions guiding lesson interventions, science
learning, occupational knowledge, use of examples, exchange of experiences with
colleagues, use of research results for lesson planning.

. Importance for integrated lesson planning (10 items) concerning: teaching

materials for different topics, teacher education on new topics, formal educational
studies, discussions with colleagues, students' interests, support for group work,
support for autonomous work, elaboration of basic concepts, situational factors
and initial cues for a topic.

. Usefulness of past experiences and knowledge (8 items) about." project work,

group work with students, knowledge of science disciplines, pedagogical
knowledge, in-service training, teaching similar topics, team-work with colleagues
and research results on teaching practice.

. Usefulness of concept maps (11 items) in order to: develop relations for a topic,
collect ideas individually, collect ideas in a group, provide a system for thoughts,
plan lesson content, sequence a lesson, support discussions, select PING materials,
integrate a topic, support self-assessment and discuss teacher education.

Teachers rated the items on a four point scale ranging from 1 ("very") to 4 ("not at all").
They gave high ratings for most items about usefulness of the PING workshop namely for
science content and everyday experiences, the development of integrative goals, the exchange
of experiences among colleagues and the development of actions guiding lesson interventions
as aspects of professional development. Feedback from research was considered to be hardly
useful. The mean of this group of items is M~=l.9.
As prerequisites for integrated lesson planning, teachers rated highly discussion with
colleagues, availability of teaching materials, support for autonomous work and preparation for
new topics. The mean of this group of items is M2=1.4. As well past experiences and
knowledge about teamwork with colleagues, group work with students and work on similar
topics were seen as most useful for lesson planning. Knowledge of science disciplines and
previous teacher education were less useful, while research results on their teaching were
judged as hardly useful. The mean of this group of items is M3=1.7.
Concept maps in the last group of items were seen to be most useful for collecting ideas in
a group or individually, for providing a system for thoughts and for planning lesson content;
less so for integration and self-assessment. The mean of this group of items is M4=1.8.
For each teacher a mean value for each group of items was calculated in order to test
hypotheses about differences between teachers experience with concept maps related to factors
of professional background for integrated science teaching such as in-service teacher
education, support and background for lesson planning and extent of previous experiences and
prior knowledge. Results from analysis of variance are summarised in Table 1.
F-ratios are statistically significant for differences on two of the three dependent variables:
usefulness of teacher education (FI (1,10) = 2.85, p =.005) and support and background for
lesson planning (F2 (1,10) -- 7.75, p = .001). Usefulness of former experiences and knowledge
 INTERGRATED SCIENCE TEACHING 221

Table 1
ANOVA of Differences in Teachers' Rating About Usefulness of Concept Maps and
Professional Background in Teacher Training, Lesson Planning and Former Experiences and
Knowledgefor Integrated Science Teaching

Item Mean SD F (df----1,10)

1. usefulness of in-service teacher education 1.9 0.37 2.85
2. support and background for lesson planning 1.4 0.36 7.70
3. usefulness of former experiences and knowledge 1.7 0.45 1.95

(F3 (1,10) = 1.95, p=.145) is not statistically significant. But a more differentiated view about
the background of teachers from different school types is necessary.
The hypothesis about differences in former experiences and knowledge was tested for
separate teachers from different school types. Linear regression was calculated for usefulness
of former experiences and use of concept maps with school types as control variable. The F-
Table 1 ratio from ANOVA (Fl (1,10) -- 12.8, p=.01) for thel2 teachers from the school type
"Hauptschule" is statistically significant. For the 10 teachers of the other groups the F-ratio (F
(1,10) = 0.54) is low and statistically not significant. This means that at least for the
"Hauptschule" teachers' past experiences are relevant for use of concept maps.
In summary teachers generally perceive concept maps as useful tools for planning
integrated science teaching. But there are differences in their views depending on their
experiences about the in-service course, lesson planning and former experiences as teachers
from the school type "Hauptschule." It is assumed that reflective self-assessment through
concept maps during the course had specific effects on aspects of professional development.
This effect of self-assessment on aspects of professional development is confirmed through
the highly significant correlation coefficients between perceived usefulness of self-assessment
through concept maps and PING course provision for the development of integrated goals (r =
.57) and the development of action guiding lesson interventions (r = .52).
Usefulness of concept maps is also significantly related statistically to teachers' opinions
about their ability to use team maps for planning the topics "Me and Water" (r = .53) and "Me
and Soil" (r = .66). As a consequence concept maps for self-assessment are not only viewed as
a tool to support goals and lesson interventions for integration, but also to develop intended
integrated science topics.

Conclusions

Changes toward science integration seem to take place through the adoption and adaptation
of a few central concepts related to a planned topic. Concept maps, questionnaires and open
interviews support this process by guiding reflective discourse in order to reorganise domain
specific concepts in a higher order integrative system. The first phase of the teacher in-service
course on the topics "Me and Water" and "Me and Soil", using work-sheets and concepts of the
PING project, are examples of change processes toward integrative science teaching. Teachers
in the course had taught separate science subjects for several years. It is assumed that specific
subject matter domains, action repertoires and social interaction were developed which define
professional practice. This professionalism of domain specific knowledge with narrow
boundaries was partially reorganised through self-reflective processes, supported by self-
assessment through concept maps, questionnaires and interviews.
Teachers considered their reflective use of concept maps generally helpful while the use of
feedback from researchers seems to have been hardly of any use. Changes in the professional
self are difficult and time-consuming because of a stable system of knowledge and routines,
222 LANG & OLSON
routines are put in the centre of teachers' planning. After teacher education and experiences in
the classroom, the familiar structures are partially reorganised by structures defined by topics
in the PING project. The assumption about reorganisation of knowledge domains through self-
assessment in the PING course about the topics "Me and Water" or "Me and Soil" was
supported by results from the final questionnaire analysis.
Changes of professional development through teacher education, support for lesson
planning and former specific experiences and knowledge of school types are related to self-
assessment through concept maps. Results are encouraging enough to proceed with more
differentiated questionnaire systems to analyse the complex structure of professionalism
described by the Bauer model (Bauer, 1999).
Teachers accepted to a certain degree the challenge of the innovation defined by the
integrative topics in a collaborative culture. However, they experienced difficulties changing
from well-known territory to the unfamiliar ways of integrated science teaching. This may be
due to different factors such as an incomplete integrative meta-structure, inadequate support for
the development of an action repertoire as part of PING teacher education or students problems
with too demanding PING materials. To handle these difficulties, feedback from schools for
the adaptation of PING materials for different requirements in different school types should be
improved. In the same vein team maps from the PING developer group for topics to be planned
may support teachers to develop their maps for lesson planning, but the use of teams maps is
also a chance for the developer group to learn about teachers' general view of applicability of
concept maps. Nonetheless, collaborative teacher education supported by reflective self-
assessment and support through lesson planning on the basis of former experiences and
knowledge can be viewed as a reasonable way to develop integrated science teaching.

Correspondence: Dr. Mantled Lang, Institute for Science, Olshausenstrabe 62, D-24098, Kiel,
Federal Republic of Germany.
Internet Email: langm@ipn.uni-kiel.de

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