Bibliography – stcse students‘ and Teachers‘ Conceptions and Science Education Full Version fv09. rtf / March 23, 2009



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Dierks, W. (1985). Die Deutung chemischer Reaktionen als Protonenuebergang. Deutscher Verein zur Foerderung des mathematisch und naturwissenschaftlichen Unterrichts(32), 55-70 // g7,C.

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Dierks, W., Weninger, J. (1985). Mathematics in the chemistry classroom. Part 2. Elementary entities play their part. Journal of Chemical Education, 62(11), 1021-1023 // g7,C.

Dierks, W. (1987). Schuelervorstellungen beim Experimentieren. Vorschlaege fuer den Umgang mit einigen Chemie-Fachworten. In U. Hameyer (Ed.), AKTIF Erfahrungsberichte und Studien (pp. 159-189). Kiel: IPN // g7,C.

Dierks, W. (1988). Anmerkungen zu den paedagogischen Absichten des Lehrgangs "Stoffe und Stoffumbildungen" und zu dessen Umsetzung in Unterricht. In W. Dierks, Weninger, J. (Ed.), Stoffe und Stoffumbildungen 3. Teil, Lehrgangsbeschreibung (pp. 2-51). Stutgart: Klett // g7,C.

Dierks, W. (1988). Leitlinien fuer Chemieunterricht und Chemielehrplaene der Sekundarstufe 2: Schuelervorstellungen, Kommunikationsfaehigkeit, komplexes Denken. Deutscher Verein zur Foerderung des mathematisch und naturwissenschaftlichen Unterrichts(41), 10-23 // g1.

Dierks, W. (1988). Wer braucht wirklich auch das Mol auf dem Wege zum Symbol ? Naturwissenschaften im Unterricht - Physik/Chemie, 36, 29-32 // g7,C.

Dierks, W. (1990). An approach to the educational problem of introducing the discontinuum concept in secondary chemistry teaching and attempted solution. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 177-182). Utrecht: CD-ß Press // g7,C.

Dierks, W. (1990). Verstaendigung im Chemieunterricht. In W. Lippke (Ed.), Unterricht-Studium-Fortbildung Band 2: Umwelterziehung-Umweltschutz (pp. 29-38). Siegen: Universitaet-GH Siegen // g1,g7,C.

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Dillon, C. (1994). Qualitative reasoning about physical systems - an overview. Studies in Science Education, 23, 39-57 // g1.

Dillon, J. (2000). Managing science teachers' development. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 94-109). Buckingham: Open University Press // g8,CTL,g9.

Dillon, J. (2002). Managing people - the art of science teacher development. School Science Review, 84(306), 17-21 // g9.

Dillon, J. (2008). Discussion, debate and dialog: changing minds about conceptual change research in science education. Cultural Studies of Science Education(3), 387-395 // g1, CC.

Dillon, J., Rickinson, M., Sanders, D., & Teamey, K. (2005). On food, farming and land management: Towards a research agenda to reconnect urban and rural lives. International Journal of Science Education, 27(11), 1359-1374 // g1, g7, STS, B.

Dillon, J., Sissling, S., Watson, R., & Duschl, R. (2002). Science teachers as researchers - a model for professional development. School Science Review, 84(307), 43-46 // g9.

Dimitriadis, P., Kabouris, K. , Karanikas, J. , Papatsimba, L. , Papamichalis, K. , Kalkanis, G. (1999). Linear motion study through graphs - A new technology-based learning environment. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.1 (pp. 36-39). Kiel: IPN Kiel // g7,P,M,MMEDIA.

Dimitriadis, P., Papatsimpa, L. , Kalkanis, G. (2001). Educating of primary teachers in history, philosophy and methodology of science with a constructivist approach. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. (Ed.), Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1 (pp. 356-358). Thessaloniki, Greece: Aristotle University of Thessaloniki // g3,g8,CTL,CSC,g9.

Dimopoulos, K., & Koulaidis, V. (2003). Science and technology education for citizenship: The potential role for the press. Science Education, 87(2), 241-256 // g1.

Dimopoulos, K., Koulaidis, V., & Sklaveniti, S. (2005). Towards a framework of socio-linguistic analysis of science textbooks: The Greek case. Research in Science Education, 35(2-3), 173-195 // g1, TXT.

Dimopoulos, V. (2005). Science instruction with the use of information communication technologies - Suggestions and applications of quantum approaches. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 93-99). London: Taylor & Francis Group // g7, P, Q, MMEDIA.

Discenna, J., Howse, M. (1998). Biology and physics students' beliefs about science and science learning in non-traditional classrooms. Paper presented at the annual meeting of NARST, San Diego, 1998, 1-20 // g7,CTL,CSC.

DiSessa, A. (1996). What do 'Just plain folk' know about physics? In D. Olson, Torrance, N. (Ed.), The handbook of education and human development. New models of learning, teaching and schooling. (pp. 709-730). Cambridge and Oxford: Blackwell // g1,g7,P,P-PRIMS.

DiSessa, A. A. (1982). Unlearning Aristotelian physics: A study of knowledge based learning. Cognitive Science, 6, 37-75 // g6,P,M.

DiSessa, A. A. (1983). Phenomenology and the evolution of intuition. In D. Gentner, Stevens, A. L. (Ed.), Mental models (pp. 15-33). Hillsdale and London: Lawrence Erlbaum // g1,g6,P,E,M.

DiSessa, A. A. (1985). Knowledge in pieces. Berkeley: University of California // g1,g7.

DiSessa, A. A., Minstrell, J. (1993). Cultivating conceptual change with benchmark lessons. In J. G. Greeno (Ed.), Thinking Practices // g1,g7,P,M.

DiSessa, A. A., Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1192 // g1,CC,g6,P,M,FORCE,ACCEL.

diSessa, A. A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293-331 // g7, CTL.

diSessa, A. A. (2008). A bird´s-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence). In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 35-60). New York: Routledge // g1, CC.

DiSibio, M. (1982). Memory for connected discourse: A constructivist view. Review of Educational Research, 52(2), 149-174 // g1.

Dochy, F., Segers, M. , Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69(2), 145-186 // g1.

Dockrell, J., Braisby, N., & Best, R. (2007). Children's acquisition of science terms: Simple exposure is insufficient. Learning and Instruction, 17(6), 577-594 // g6.

Dodick, J., Orion, N. (2003). Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching, 40(4), 415-442 // g6, ES.

Dodick, J., & Orion, N. (2003). Measuring student understanding of geological time. Science Education, 87(5), 708-731 // g6, ES.

Doerr, H. (1996). Integrating the study of trigonometry, vectors, and force through modeling. School Science and Mathematics, 96(8), 407-418 // g7,P,M,FORCE.

Doerr, H. (1997). Experiment, simulation and analysis: An integrated instructional approach to the concept of force. International Journal of Science Education, 19(3), 265-282 // g7,P,M,FORCE.

Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112 // g6, g8, CSC.

Doig, B. A. (1993). Methodological misconceptions: Naive or not interested? In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g5.

Doig, B. A., Adams, R. J. (1993). Tapping students' science beliefs. Hawthorn: ACER // g7,P,C,B,AT,M,O.

Dolgin, K. G., Behrend, D. A. (1984). Children's knowledge about animates and inanimates. Child Development, 55, 1646-1650 // g6,B.

Dolin, J. (2001). Representation forms in physics. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. (Ed.), Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1 (pp. 359-361). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,CTL,VIDEO,g8.

Domenech, A., Casasus, E. (1991). Galactic structure: a constructivist approach to teaching astronomy. School Science Review, 72(260), 87-93 // g7,P,AS.

Domenech, A., Casasus, E. , Domenech, M. T. (1993). The classical concept of mass: theoretical difficulties and students' definitions. International Journal of Science Education, 15(2), 163-173 // g6,P,M.

Doménech, J., Gil-Pérez, D., Gras-Martí, A., Guisasola, J., Martínez-Torregrosa, J., Salinas, J., et al. (2007). Teaching of energy issues: A debate proposal for a global reorientation. Science & Education, 16(1), 43-46 // g1, g7, P, EN.

Domenech, J. L., gil-Perez, D. , Gras-Marti, A. , Martinez-Terragosa, J. , Guisasola, G. , Salinas, J. (2001). Energy: How it is taught and how it might be. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. (Ed.), Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1 (pp. 362-364). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,E,g7.

Dominguez, M. C., Furio, C. (2001). Knowing the history of science to understand students' difficulties with the concept of chemical substance. In D. Psillos, Kariotoglou, P. , Tselfes, V. , Bisdikian, G. , Fassoulopoulos, G. , Hatzikraniotis, E. , Kallery, M. (Ed.), Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1 (pp. 365-367). Thessaloniki, Greece: Aristotle University of Thessaloniki // g3,g6,C.

Donnelly, J. (1998). The place of the laboratory in secondary science teaching. International Journal of Science Education, 20(5), 585-596 // g8,LAB.

Donnelly, J. (2001). Contested terrain or unified project? 'The nature of science' in the National Curriculum for England and Wales. International Journal of Science Education, 23(2), 181-196 // g1,CSC.

Donnelly, J. F. (2004). Humanizing science education. Science Education, 88(5), 762-784 // g1.

Donnelly, L. A., & Boone, W. J. (2007). Biology teachers' attitudes toward and use of Indiana's evolution standards. Journal of Research in Science Teaching, 44(2), 236-257 // g8, CTL, B, EVOLUTION, AFF.

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Doran, R. L., Helgeson, S. L. , Kumar, D. D. (1995). Assessment of problem solving in science. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (pp. 112-141). Manhattan, Kansas: NARST // g5.

Dori, Y., Hameiri, M. (1998). The 'mole environment' studyware: Applying multidimensional analysis to quantitative chemistry problems. International Journal of Science Education, 20(3), 317-333 // g7,C.

Dori, Y., & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250 // g7, C, MMEDIA, LAB.

Dori, Y. J., Hameiri, M. (2003). Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects. Journal of Research in Science Teaching, 40(3), 278-302 // g7, C.

Dori, Y. J., & Barak, M. (2003). A web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092 // g6, C, MMEDIA.

Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts? The Journal of the Learning Sciences, 14(2), 243-279 // g1, SCON, g7, P, E, EMAG.

Dori, Y. J., & Herscovitz, O. (2005). Case-based long-term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446 // g8, CTL.

Dori, Y. J., Tal, R. T., & Tsaushu, M. (2003). Teaching biotechnology through case studies - Can we improve higher order thinking skills of nonscience majors? Science Education, 87(6), 767-793 // g7, B, BIOTECHNOLOGY.

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Douvdevany, O., Dreyfus, A. , Jungwirth, E. (1997). Diagnostic instruments for determining junior high-school science teachers' understanding of functional relationships within the 'living cell'. International Journal of Science Education, 19(5), 593-606 // g8,B.

Dove, J. (1997). Student ideas about weathering and erosion. International Journal of Science Education, 19(8), 971-980 // g6.

Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79(289), 65-69 // g6,WEATHER.

Dove, J. (2002). Does the man in the moon ever sleep? An analysis of student answers about simple astronomical events: a case study. International Journal of Science Education, 24(8), 823-834 // g6, P, AS.

Dove, J. E., Everett, L. A. , Preece, P. F. (1999). Exploring a hydrological concept through children´s drawings. International Journal of Science Education, 21(6), 485-498 // g5,g6.

Doymus, K. (2008). Teaching chemical equilibrium with the jigsaw technique. Research in Science Education, 38(2), 249-260 // g7, C.

Draxler, D., Tiemann, R., Labusch, S., Fischer, H. E. (2004). Basismodelle im Physikunterricht - eine Interventionsstudie. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 45-47). Münster: LIT Verlag // gp, g7, P, VIDEO, AFF.

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Drechsler, M., & Van Driel, J. (2008). Experienced teachers' pedagogical content knowledge of teaching acid-base chemistry. Research in Science Education, 38(5), 611-631 // g8, C, CTL, PCK, MODEL.

Dreyfus, A. (1986). L'education scientifique come intermediaire entre la pensee scientifique et la vie de tous les jours: Une role controversable. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 557-564). Paris: Instaprint // g2.

Dreyfus, A., Jungwirth, E. (1987). The pupil and the living cell: a taxonomy of dysfunctional ideas about an abstract idea. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 91-96). Ithaca: Cornell University // g6,B.

Dreyfus, A., Jungwirth, E. (1988). The cell concept of 10th graders: curricular expectations and reality. International Journal of Science Education, 10(2), 221-229 // g6,B.

Dreyfus, A. (1988). Communiquer des notions abstraites: Intentiones et realites. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles (pp. 91-97). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6,B.

Dreyfus, A., Jungwirth, E. (1989). The pupil and the living cell: a taxonomy of dysfunctional ideas about an abstract idea. Journal of Biological Education, 23(1), 49-55 // g1,g6,B,.

Dreyfus, A., Jungwirth, E. , Eliovitch, R. (1990). Applying the "cognitive conflict" strategy for conceptual change - some implications, and problems. Science Education, 74(5), 555-569 // g7,B,.

Dreyfus, A., Jungwirth, E. (1990). Macro and micro about the living cell: Which explains what ? In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 107-118). Utrecht: CD-ß Press // g7,B.

Driel, J. H. v., Vos, W. de, Verdonk, A. H. . (1990). Why do some molecules react, while others don't ? In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 151-162). Utrecht: CD-ß Press // g7,C.

Driel, J. H. v., de Vos, W. , Verloop, N. , Dekkers, H. (1998). Developing secondary students' conceptions of chemical reactions: The introduction of chemical equilibrium. International Journal of Science Education, 20(4), 379-392 // g7,C.

Driel, J. H. v., Verloop, N. , de Vos, W. (1999). Developing science teachers´ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-696 // g1,PCK,CC,g8,C,CTL.

Driel, J. H. v., Verloop, N. (1999). Teachers´ knowledge of models and modelling in science. International Journal of Science Education, 21(11), 1141-1154 // g8,CSC.

Driel, J. H. v., Beijaard, D. , Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowldege. Journal of Research in Science Education, 38(2), 137-158 // g8,CTL,CSC,PCK,g9.

Driel, J. H. v. (2002). Students' corpuscular conceptions in the context of chemical equilibrium and chemical kinetics. Chemistry Education: Research and Practice in Europe, 3(2), 201-213 // g7,C.

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Driel, J. v., De Vos, W. , Verdonk, A. H. . (1989). Leopold Pfaundler, Michael, Karin und das chemische Gleichgewicht. Ueber eine Beziehung zwischen Chemieunterricht und Geschichte der Chemie. chimica didactica, 15, 185-204 // g3,g6,C.

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Driver, R., Easley, J. A. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84 // g1,g6.

Driver, R. (1979). The pupil as scientist. Paper presented to the GIREP conference, Rehovot, Israel // g1.

Driver, R. (1981). Pupils' alternative frameworks in science. European Journal of Science Education, 3(1), 93-101 // g1,g6.

Driver, R. (1983). An approach to documenting the understanding of 15 years old british children about the particulate theory of matter. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 339-346 // g6,P,AT.

Driver, R., Erickson, G. L. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 37-60 // g1,g5.

Driver, R. (1985). Beyond appearence: The conservation of matter under physical and chemical transformations. In R. Driver, Guesne, E. , Tiberghien, A. (Ed.), Children's ideas in science (pp. 145-169). Milton Keynes: Open University Press // g6,P,M,AT,C.

Driver, R., Guesne, E. , Tiberghien, A. (1985). Children's ideas and the learning of science. In R. Driver, Guesne, E. , Tiberghien, A. (Ed.), Children's ideas in science (pp. 1-9). Milton Keynes: Open University Press // g1,g7.

Driver, R., Guesne, E. , Tiberghien, A. (1985). Children's ideas in science. Milton Keynes: Open University Press // g1,g6,g7.

Driver, R. (1985). Cognitive psychology and pupils' frameworks in mechanics. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 171-198). Utrecht: GIREP/SVO/UNESCO // g1,g6,P,M.

Driver, R., Guesne, E. , Tiberghien, A. (1985). Some features of children's ideas and their implications for teaching. In R. Driver, Guesne, E. , Tiberghien, A. (Ed.), Children's ideas in science (pp. 193-201). Milton Keynes: Open University Press // g1,g7.

Driver, R., Warrington, L. (1985). Students' use of the principle of energy conservation in problem situations. Physics Education, 20, 171-176 // g6,P,EN.


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