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



Yüklə 4,57 Mb.
səhifə25/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   21   22   23   24   25   26   27   28   ...   76

Glaserfeld, E. v. (1983). Learning as a constructive activity. In J. C. Ergeron, Hevscovics, N. (Ed.), Proceedings of the fifth annual meeting PME-NA (pp. 41-69). Montreal // g1.

Glasersfeld, E. v. (1981). Einfuehrung in den radikalen Konstruktivismus. In P. Watzlawik (Ed.), Die erfundene Wirklichkeit (pp. 16-37). Muenchen: Piper // g1.

Glasersfeld, E. v. (1985). Reconstructing the concept of knowledge. Archives de Psychologie, 53, 91-101 // g1.

Glasersfeld, E. v. (1987). Lernen als konstruktive Taetigkeit. In E. v. Glasersfeld (Ed.), Wissen, Sprache und Wirklichkeit (pp. 275-303). Braunschweig: Friedr. Vieweg & Sohn // g1.

Glasersfeld, E. v. (1987). Wissen in der Sicht des radikalen Konstruktivismus. In E. v. Glasersfeld (Ed.), Wissen, Sprache und Wirklichkeit (pp. 131-136). Braunschweig: Friedr. Vieweg & Sohn // g1.

Glasersfeld, E. v. (1989). Constructivism in Education. In T. Husen, Postlethwaite, T. N. (Ed.), The international encyclopedia of education (pp. 162-163). New York: Pergamon Press // g1.

Glasersfeld, E. v. (1990). Aspects of constructivism: Vico, Berkeley, Piaget. Evolution and Cognition -- The heritage of Jean Piaget's genetic epistemology, 1-15 // g1.

Glasersfeld, E. v. (1992). Constructivism reconstructed: A reply to Suchting. Science & Education, 1, 379-384 // g1.

Glasersfeld, E. v. (1992). A constructivist's view of learning and teaching. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 29-39). Kiel: IPN // g1.

Glasersfeld, E. v. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 23-38). Washington, DC: AAAS Press // g1.

Glasersfeld, E. v. (1994). Pourquoi constructivisme doit-il etre radical? Revue des sciences de l' education, 20(1), 21-27 // g1.

Glasersfeld, E. v. (1996). Footnote to "The many faces of constructivism". Educational Researcher, 25(6), 19 // g1,CON.

Glassman, M. (2001). Dewey and Vygotsky: Societey, experience, ans inquiry in educational practice. Educational Researcher, 30(4), 3-14 // g1,DEWEY,VYGOTSKY.

Glasson, G. E., Lalik, R. V. (1992). Social constructivism in science learning: toward a mind-world synthesis. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 399-405). Kingston, Ontario: The Faculty of Education, Queens University // g1.

Glasson, G. E., Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: a qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30(2), 187-207 // g8,CTL.

Glasson, G. E., Bentley, M. L. (2000). Epistemological undercurrents in scientists' reporting of research to teachers. Science Education, 84(4), 469-485 // g6,CSC.

Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006). Understanding the earth systems of Malawi: Ecological sustainability, culture, and place-based education. Science Education, 90(4), 660-680 // g8, B, ES, ECOLOGY.

Gleixner, C., Wiesner, H. . (1995). Licht und Farbe: Akzeptieren Mittelstufenschueler eine elementarisierte Erklaerung fuer das Sehen farbiger Oberflaechen? In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Dresden, September 1995 (pp. 207-209). Alsbach: Leuchtturm-Verlag // g6,P,O.

Gliner, G. S. (1981). A note on a statistical paradigm for the evaluation of cognitive structure in physics instruction. Applied Psychological Measurement, 5, 493-502 // g5.

Gloriozov, P. A. (1962). Knowledge about substances and phenomena of pupils taking chemistry in the 7th grade. Soviet Education, 4(11), 50-56 // g6,C.

Glynn, S., Doster, E. , Nichols, K. , Hawkins, C. (1995). Teaching biology with analogies: Explaining key concepts. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g7,B,ANA.

Glynn, S. (1997). Drawing mental models. The Science Teacher, 64(1), 30-32 // g5.

Glynn, S., Takahashi, T. (1998). Learning from analogy-enhanced science text. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-2 // g7,B,ANA.

Glynn, S., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107 // g7, AFF.

Glynn, S. M., Britton, B. K. , Semrud-Clikeman, M. (1987). Analogical reasoning and problem solving in science textbooks. In J. A. Glover, Ronning, R. R. , Reynolds, C. R. (Ed.), Handbook of creativity: assessment, research and theory (pp. 1-47). New York: Plenum // g1,g7.

Glynn, S. M., Yeany, R. H. , Britton, B. K. (1991). A constructive view of learning science. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 3-19). Hillsdale: Lawrence Erlbaum Associates // g1.

Glynn, S. M. (1991). Explaining science concepts: A teaching-with-analogies model. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 219-240). Hillsdale: Lawrence Erlbaum Associates // g7,ANA.

Glynn, S. M., Yeany, R. H. , Britton, B. K. (1991). The psychology of learning science. Hillsdale, New Jersey: Lawrence Erlbaum Associates // g1.

Glynn, S. M., Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31(9), 1057-1073 // g1.

Glynn, S. M., Duit, R. , Britton, B. K. (1995). Analogies: Conceptual tools for problem solving and science instruction. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (pp. 215-244). Manhattan, Kansas: NARST // g1,g7,ANA.

Glynn, S. M., Duit, R. (1995). Learning science meaningfully: Constructing conceptual models. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 3-33). Mahwah, New Jersey: Lawrence Erlbaum Associates // g1.

Glynn, S. M., Duit, R. , Thiele, R. B. (1995). Teaching science with analogies: A strategy for constructing knowledge. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 247-273). Mahwah, New Jersey: Lawrence Erlbaum Associates // g7,ANA.

Glynn, S. M., Takahashi, T. (1999). Learning from analogy-enhanced science text. Journal of Research in Science Teaching, 35(10), 1129-1150 // g7,B,ANA.

Gobert, J. D., Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-54 // g7.

Gobert, J. D., Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22(9), 891-894 // g1,MODEL.

Gobert, J. D. (2000). A trypology of casual models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-978 // g6,ES.

Gobert, J. D., & Pallant, A. (2004). Fostering students' epistemologies of models via authentic model-based tasks. Journal of Science Education and Technology, 13(1), 7-22 // g7, ES, INQUIRY, MODEL.

Goebel, R. (1986). Methodische Probleme der Erarbeitung und Festigung qualitativer Merkmale von Begriffen im Physikunterricht. Physik in der Schule, 24, 274-281 // g1,g4.

Goebel, R. (1991). Alltagsvorstellungen im Physikunterricht. Physik in der Schule, 29(4), 119-121 // g4.

Goedhart, M., Verdonk, A. H. . (1991). Een didactische structuur van kookpuntbegrippen. Een voorbeeld van onderzoek naar begripsontwikkeling. Tijdschrift voor Didactiek der ß-wetenschappen, 9(1), 29-45 // g6,g7,P,T,.

Goedhart, M. (1999). Das Gespraech als Mittel zur Begriffsentwicklung, erlaeutert an Beispielen der Siedepunktentwicklung. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Essen, Sept. 1998 (pp. 97-99). Alsbach: Leuchtturm-Verlag // g5,g6,P,T.

Goedhart, M. J. (2001). Different contextes in the interpretation of graphs. Implications for teaching graphs in science education. 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. 395-397). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,T,GRAPH.

Goedhart, M. J., & Kaper, W. (2002). From chemical energetics to chemical thermodynamics. In J. Gilbert, O. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 339-362). Dordrecht: Kluwer Academic Publishers // g7, C.

Goeritz, J., Wiesner, H. . (1984). Wie verstehen Schueler Probleme der Quantenphysik ? Praxis der Naturwissenschaften Physik, 83(3), 90-92 // g6,P,Q.

Goffman, E. (1977). Rahmen-Analyse. Ein Versuch ueber die Organisation von Alltagserfahrungen. Frankfurt/Main: Suhrkamp // g1.

Gohmert, B., Schilling, P. (1983). Geschlossene Wasserkreise - Modelle fuer elektrische Stromkreise ? Darstellung einer spielorientierten Unterrichtseinheit. In D.-F. D. d. Physik (Ed.), Vortraege der Fruehjahrstagung 1983 (pp. 270-275). Giessen: 1. Physikalisches Institut // g7,P,E.

Göhring, A., & Laukenmann, M. (2006). Selbstbestimmtes Lernen in Haupt- und Realschule (Klassenstufe 8) - eine Unterrichtseinheit zum Thema Energie. Paper presented at the In V. Nordmeier & A. Oberländer (Hrsg.), Didaktik der Physik – Kassel 2006. CD zur Frühjahrstagung des Fachverbands Didaktik der Physik der Deutschen Physikalischen Gesellschaft [CD-ROM]). Berlin: Lehmanns Media. // g7, P, EN.

Goldberg, F., Bendall, S. (1996). Computer-video-based tasks for assessing understanding and faciliating learning in geometrical optics. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 54-64). New York: Teachers College Press // g5,g6,P,O,MMEDIA.

Goldberg, F. (2001). The CPU light and colour computer simulators. 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. 398-400). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,O,MMEDIA.

Goldberg, F., Otero, V. (2001). The roles of laboratory and computer simulator experiments in helping students develop a conceptual model of static electricity. 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. 29-34). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,ESTAT,MMEDIA.

Goldberg, F. M., McDermott, L. C. (1983). Not all the wrong answers students give represent misconceptions: Examples from interviews on geometrical optics. In H. Helm, Novak, J. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 335-345). Ithaca, N. Y.: Cornell University // g5.

Goldberg, F. M., McDermott, L. C. (1986). Student difficulties in understanding image formation by a plane mirror. The Physics Teacher, 24(8), 472-480 // g6,g7,P,O.

Goldberg, F. M. (1987). Investigating student understanding in physics with an interactive videodisc. Paper presented at the annual meeting of the American Educational Research Association, Washington D. C. // g5.

Goldberg, F. M., McDermott, L. C. (1987). An investigation of student understanding of the real image formed by a converging lens or concave mirror. American Journal of Physics, 55(2), 108-119 // g6,P,O.

Goldberg, F. M. (1987). Using an interactive videodisc as a tool for investigating and facilitating student understanding in geometrical optics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 180-186). Ithaca: Cornell University // g7,P,O.

Goldberg, F. M., Bendall, S. (1992). Computer-video-based tutorials in geometrical optics. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 356-379). Kiel: IPN // g5,g7,P,O.

Goldman, R. J., Goldman, J. D. (1982). Children's sexual thinking. London, Boston, Melbourne, Henley: Routledge & Kegan Paul // g6,B.

Goldman, R. J., Goldman, J. D. (1982). How children perceive the origin of babies and the roles of mothers and fathers in procreation: A cross-national study. Child Development, 53, 491-504 // g6,B.

Goldring, H., Osborne, J. (1994). Students' difficulties with energy and related concepts. Physics Education, 29(1), 26-32 // g6,P,EN.

Goldstein, J., & Puntambekar, S. (2004). The brink of change: Gender in technology-rich collaborative learning environments. Journal of Science Education and Technology, 13(4), 505-522 // g7, MMEDIA.

Gomes, A. D. T., Borges, A. T., & Justin, R. (2008). Students' performance in investigative activity and their understanding of activity aims. International Journal of Science Education, 30(1), 109-135 // g6, INQUIRY.

Gomes, M., Bastos, L. (1989). An application of the PSHG model to conceptual change in teaching-learning psychology. Paper presented in the Annual Meeting of the American Educational Research Association,San Francisco, April 1989 // g10.

Gomez, P. F., Caraballo, J. N. (1993). The relationship between the comprehension of basic concepts of mechanics, misconceptions and cognitive development among university students. 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) // g6,P,M.

Gomez-Granell, C., Cervera-March, S. (1993). Development of conceptual knowledge and attitudes about energy and the environment. International Journal of Science Education, 15(5), 553-565 // g6,P,EN,STS.

Gongora, J. A., Medrano, F. (1988). Application des etudes sur les representations pour l`elaboration des programmes educatifs scolaires. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Dixiemes Journees Internationales sur l'Education Scientifique (pp. 511-517). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6.

Gonida, E., Kiosseoglou, G. , Papathanassiou, V. , Psillos, D. (2001). Metacognitive skills in the domain of physics: Development and educational aspects. 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. 401-403). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,T,CTL.

Gonida, E., Kiosseoglou, G., Psillos, D. (2003). Metacognitive experiences in the domain of physics: Developmental and Educational aspects. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 107-115). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, P, T, CTL, AFF.

Gonzalez, B. (1998). The influence of conceptions of molecular structure and patterns of problem-solving on the process of learning to interpret nuclear magnetic resonance spectra. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-35 // g6,C.

Gonzalez, F. (1997). Diagnosis of Spanish primary school students' common alternative science conceptions. School Science and Mathematics, 97(2), 68-74 // g6,WATER VAPOR,ANA.

Gonzalez, F. M. (1993). Diagnosis of alternative conceptions in science in Spanish primary school students. 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) // g6.

Gonzalez-Espada, W. J. (2003). A last change for getting it right: Adressing alternative conceptions in the physical sciences. The Physics Teacher, 41(1), 36-38 // g6, P.

Good, R. (1988). Analysis of student errors in science. Journal of Research in Science Teaching, 25(2), 157-158 // g1.

Good, R. (1991). Editorial. Journal of Research in Science Teaching, 28(5), 387 // g1.

Good, R., Schlagel, R. (1992). Contextual realism in science and science teaching. In S. Hills (Ed.), The history and philosophy of science in Science Education. Proceedings of the international conference on the history and philosophy of science and science teaching. Volume I (pp. 415-422). Kingston, Ontario: The Faculty of Education, Queens University // g1.

Good, R., Demastes, S. (1995). The diminished role of nature in postmodern views of science and science education. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 480-487). Minneapolis: University of Minnesota // g1,CSC.

Good, R., Berger, C. (1998). The computer as powerful tool for understanding science. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 213-227). San Diego: Academic Press // g7,MMEDIA.

Good, R. G., Trowbridge, J. E. , Demastes, S. S. , Wandersee, J. H. , Hafner, M. S. , Cummins, C. L. (1992). Proceedings of the 1992 Evolution Research Education Conference. Baton Rouge: Lousiana: Lousiana State University // g6,g7,B,CSC.

Good, R. G., Wandersee, J. H. , Julien, J. S. (1993). Cautionary notes on the appeal of the new "Ism" (constructivism) in Science Education. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 71-87). Washington, DC: AAAS Press // g1.

Goodwin, A. (2003). Evaporation and boiling - trainee science teachers' understanding. School Science Review, 84(309), 131-141 // g8, P, T.

Goodwin, A. J. (1995). Understanding secondary school science: A perspective of the graduate scientist beginning teacher. School Science Review, 76(276), 100-109 // g6,P,C,AT,M.

Gopengiesser, H. (1998). Educational reconstruction af vision. In H. Bayrhuber, Brinkman, F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 263-272). Kiel: IPN - Materialien // g6,B,O,LIGHT.

Gorodetsky, M., Hoz, R. (1980). Use of concept profile analysis to identify difficulties in solving science problems. Science Education, 64(5), 671-678 // g5.

Gorodetsky, M., Hoz, R. (1983). The effects of misconceptions of speed and time on the solution of speed problems. In H. Helm, Novak, J. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 346-355). Ithaca, N. Y.: Cornell University // g6,P,M.

Gorodetsky, M., Hoz, R. (1985). Changes in the group cognitive structure of some chemical equilibrium concepts following a university course in general chemistry. Science Education, 69, 185-199 // g6,C.

Gorodetsky, M., Hoz, R. , Vinner, S. (1986). Hierarchical solution models of speed problems. Science Education, 70(5), 565-582 // g6,P,M.

Gorodetsky, M., Gussarsky, E. (1986). Misconceptualization of the chemical equilibrium concept as revealed by different evaluation methods. European Journal of Science Education, 8(4), 427-441 // g5,g6,C.

Gorodetsky, M., Gussarsky, E. (1987). The role of students and teachers in misconceptualisation of aspects in chemical equilibrium. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 187-193). Ithaca: Cornell University // g6,g8,C.

Gorodetsky, M., Keiny, S. (1995). Conceptual change and environmental cognition. International Journal of Science Education, 17(2), 207-217 // g7,B,STS.

Gott, R. (1984). Electricity at age 15: APU science. Topic Report 7. Leeds: Assessment of Performance Unit // g6,P,E.

Gott, R. (1985). The place of electricity in the assessment of performance in science. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 49-61). Kiel: Schmidt & Klaunig // g6,P,E.

Gott, R. (1985). Predicting and explaining the operation of simple DC circuits. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 63-72). Kiel: Schmidt & Klaunig // g6,P,E.

Gott, R., Welford, G. (1987). The assessment of observation in science. School Science Review, 69(247), 217-227 // g6.

Goube, A., Guillaud, J. C. , Robardet, G. , Viard, J. (1990). Construire ses connaissances en utilisant ses conceptions: La situation-probleme. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XII (pp. 75-83). Chamonix: Centre Jean Franco // g7.

Goube, A. (1990). L'imagination au pouvoir: Concept de reaction chimique au college et en formation des maitres. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XII (pp. 101-107). Chamonix: Centre Jean Franco // g6,C,.

Gowin, D. B. (1983). Misconceptions, metaphors and conceptual change: Once more with feeling. In H. Helm, Novak, J. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 39-46). Ithaca, N. Y.: Cornell University // g1.

Gowin, D. B. (1987). Changing the meaning of experience: Empowering teachers and students trough vee diagrams and principles of educating to reduce misconceptions in science and mathematics, a mode of reform. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 233-240). Ithaca: Cornell University // g1.

Grace, M., Ratcliffe, M. (2001). How young people make decisions about biological conservation issues in per group discussion. 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. 404-406). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,B,ECOLOGY,AFF.

Grace, M., Ratcliffe, M. (2003). Making decisions about biological conservation issues in peer group discussion. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 241-247). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, B, ECOLOGY.

Graeber, W. B., W. , Nentwig, P. (2001). From academic knowledge to PCK: The need for transformation and contextualisation of knowledge. 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. 407-410). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,PCK.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   21   22   23   24   25   26   27   28   ...   76




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©muhaz.org 2024
rəhbərliyinə müraciət

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin