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



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Smith, C. L., Treagust, D. F. (1986). Learning and the acquisition of a knowledge structure for the discipline of astronomy. In J. J. Hunt (Ed.), GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark (pp. 387-390). Noordwijk, Netherlands: European Space Agency Publications Division // g6,P,AS.

Smith, C. L., Treagust, D. F. (1988). Not understanding gravity limits students' comprehension of astronomy concepts. The Australian Science Teachers Journal, 33(4), 21-24 // g6,P,AS,.

Smith, C. L., Maclin, D. , Houghton, C. , Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(1), 349-422 // g6,CSC,CTL.

Smith, C. L., & Wenk, L. (2006). Relations among three aspects of first-year college students' epistemologies. Journal of Research in Science Teaching, 43(8), 747-785 // g6, CSC, GC, LAB.

Smith, D. C. (1987). Primary teachers' misconceptions about light and shadows. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 461-476). Ithaca: Cornell University // g8,P,O.

Smith, D. C., Anderson, C. W. (1999). Appropriating scientific practices and discourses with future elementary teacher. Journal of Research in Science Teaching, 36(7), 755-776 // g1,SCON,g7,g8,CTL,CSC,g9.

Smith, D. C. (1999). Changing our teaching: The role of pedagogical content knowledge in elementary science. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 163-198). Dordrecht, The Netherlands: Kluwer Academic Press // g7,PCK.

Smith, E. L., Anderson, C. W. (1984). Plants as producers: A case study of elementary science teaching. Journal of Research in Science Teaching, 21(7), 685-698 // g8,CSC,CTL.

Smith, E. L. (1987). What besides conceptions needs to change in conceptual change learning? In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 424-433). Ithaca: Cornell University // g1.

Smith, E. L., Blakeslee, T. D. , Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30(2), 111-126 // g7,g8,B,CTL.

Smith, J. P., diSessa, A. A. , Roschelle, J. (1991). Misconceptions reconceived. Manuscript submitted to Journal of Learning Science, 1-89 // g1,g5,g6,P,M,.

Smith, L. A., & Williams, J. M. (2007). ''It's the X and Y thing'': Cross-sectional and longitudinal changes in children's understanding of genes. Research in Science Education, 37(4), 407-422 // g7, B, GENETICS.

Smith, L. E. (1991). A conceptual change model of learning science. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 43-63). Hillsdale: Lawrence Erlbaum Associates // g1.

Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms? Elementary teachers' response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396-423 // g8, CTL.

Smith, M. L. (1982). Benefits of naturalistic methods in research in science education. Journal of Research in Science Teaching, 19(8), 627-638 // g5.

Smith, M. U. (1988). Problem solving in biology - focus on genetics. In N. S. T. Association (Ed.), What research says to the science teacher - Problem solving (pp. 67-81): National Science Teacher Association // g6,B.

Smith, M. U. (1989). Implementing a conceptual basis for teaching and learning classical genetics. In L. W. Crow (Ed.), Enhancing critical thinking in the sciences (pp. 65-74). Washington D. C.: Society for College Science Teachers // g7,B.

Smith, M. U. (1990). Cell Division: Student misconceptions and instructional implications. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston MA // g6,B.

Smith, M. U., Sims, O. S. (1992). Cognitive development, genetics problem solving, and genetics instruction: A critical review. Journal of Research in Science Teaching, 29(7), 701-713 // g6,B.

Smith, M. U. (1992). Expertise and the organization of knowledge: Unexpected differences among genetic counselors, faculty, and students on problem categorization tasks. Journal of Research in Science Teaching, 29(2), 179-205 // g6,B.

Smith, M. U., Simmons, P. E. (1992). Teaching genetics - Recommendations and research of a national Conference. Cambridge, Massachusetts // g7,B.

Smith, M. U., Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493-509 // g1,CSC.

Smol , A., Welzel, M. , Aufschnaiter, S. von. (1996). Schueler/innen im Umgang mit dem Elektroskop. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 377-379). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,P,E,LPRO.

Smolé, A., von Aufschnaiter, S. (1999). Der Einfluss komplizierter Lernumgebungen auf die Lernentwicklung. 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. 319-321). Alsbach: Leuchtturm-Verlag // g6,P,E,ESTAT,LPRO.

Sneddon, J., Settle, C., & Triggs, G. (2001). The effect of multimedia delivery and continual assessment on student academic performance on a level 1 undergraduate plant science module. Journal of Biological Education, 36(1), 6-10 // g7, B, MMEDIA.

Sneider, C., Pulos, S. M. (1983). Children's cosmographies: Understanding the earth's shape and gravity. Science Education, 67(2), 205-221 // g6,P,M,AS.

Sneider, C., Kurlich, K. , Pulos, S. M. , Friedman, A. (1984). Learning to control variables with model rockets: a neo-Piagetian study of learning in field settings. Science Education, 68(4), 463-484 // g6,GEN,CTL.

Sneider, C., Pulos, S. M. , Freenor, E. , Porter, J. , Templeton, B. (1986). Understanding the earth's shape and gravity. Learning, 14(6), 43-47 // g7,P,AS.

Sneider, C., Ohadi, M. (1998). Unraveling students' misconceptions about the earth's shape and gravity. Science Education, 82(2), 265-284 // g7,P,AS.

Sniadek, B. (1993). Models of understanding of vision by Polish pupils aged 12-15. In L. C. Pereira, Ferreira, J. A. , Lopes, H. A. (Ed.), Light and Information. Proceedings of the 1993 GIREP International Conference on Physics Education (pp. 305-309). Braga, Portugal: GIREP // g6,P,O.

Snir, J. (1991). Sink or float - What do the experts think?: The historical development of explanations for floatation. Science Education, 75(5), 595-609 // g3.

Snir, J., Smith, C. , Grosslight, L. (1993). Conceptually enhanced simulations: A computer tool for science teaching. Journal of Science Education and Technology, 2(2), 373-388 // g7,P,M.

Snir, J., Smith, C. L., & Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87(6), 794-830 // g7, P, AT, MODEL.

Snively, G. (1987). The metaphor interview and the analyses of conceptual change. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 434-447). Ithaca: Cornell University // g5,g6.

Snively, G., Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85(1), 6-34 // g1, CSC, INDIGENOUS SCIENCE.

Snyder, J. L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22(9), 979-992 // g1,EXNO,MODEL,g6,P,M.

Soderberg, P., Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35-55 // g7, B, EVOLUTION, MMEDIA.

Sodian, B., Jonen, A., Thoermer, C., & Kircher, E. (2006). Die Natur der Naturwissenschaften verstehen. Implementierung wissenschaftstheoretischen Unterrichts in der Grundschule. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (pp. 147-160). Münster: Waxmann Verlag // g7, CSC.

Soentgen, J. (1995). Die Schwierigkeit der Oxidationstheorie - Vorschlaege fuer eine vertiefte didaktische Analyse. chimika didactica, 21(1), 42-56 // g2,g6,C.

Solomon, G., Johnson, S. , Zaitchik, D. , Carey, S. (1996). Like father, like son: Young children's understanding of how and why offspring resemble their parents. Child Development, 67(1), 151-171 // g6,B.

Solomon, J. (1981). Background ideas about energy. London: Chelsea College, Centre for Science Education // g6,P,M,EN,.

Solomon, J. (1982). How children learn about energy or does the first law come first ? The School Science Review, 63(224), 415-422 // g6,g7,P,M,EN,.

Solomon, J. (1983). Is physics easy ? Physics Education, 18(2), 155-160 // g1,g2,g4.

Solomon, J. (1983). Learning about energy: How pupils think in two domains. European Journal of Science Education, 5(1), 49-59 // g6,g7,P,M,EN.

Solomon, J. (1983). Messy, contradictory and obstinately persistent: A study of children's out-of-school ideas about energy. School Science Review, 65(231), 225-230 // g6,P,EN,GEN.

Solomon, J. (1983). Thinking in two worlds of knowledge. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 127-133). Ithaca, N. Y.: Cornell University // g1.

Solomon, J. (1984). Promts, cues and discrimination: the utilization of two seperate knowledge systems. European Journal of Science Education, 6(3), 277-284 // g1,g6,P,EN.

Solomon, J. (1985). Classroom discussion: A method of research for teachers ? British Educational Research Journal, 11(2), 153-162 // g5.

Solomon, J., Black, P. , Oldham, V. , Stuart, H. (1985). The pupils' view of electricity. European Journal of Science Education, 7(3), 281-294 // g6,P,E.

Solomon, J. (1985). Teaching the conservation of energy. Physics Education, 20(2), 165-170 // g6,g7,P,EN.

Solomon, J. (1987). The pupils' view of electricity revisited: Social development or cognitive growth? International Journal of Science Education, 9(1), 13-22 // g6,GEN.

Solomon, J. (1987). Social effects and personal cognitive style. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 448-455). Ithaca: Cornell University // g1.

Solomon, J. (1987). Social influences on the construction of pupils' understanding of science. Studies in Science Education, 14(1), 63-82 // g1,g4.

Solomon, J. (1989). The social construction of school science. In R. Millar (Ed.), Doing science: Images of science in Science Education (pp. 160-179). London, New York, Philadelphia: The Falmer Press // g1,g6,P,EN.

Solomon, J. (1989). Social influence or cognitive growth. In P. Adey (Ed.), Adolescent development and school science (pp. 195-199). London: Falmer Press // g1,g7,P,E,O.

Solomon, J., Bevan, R. , Frost, A. , Reynolds, H. , Summers, M. , Zimmerman, C. (1991). Can pupils learn through their own movement? A study of the use of a motion sensor interface. Physics Education, 26(6), 345-349 // g7,P,M.

Solomon, J. (1991). Teaching about the nature of science in the British National Curriculum. Science Education, 75(1), 95-103 // g7,CTL.

Solomon, J. (1992). Images of physics: How students are influenced by social aspects of science. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 141-145). Kiel: IPN // g1,g6,CSC,.

Solomon, J. (1992). Of science teaching. Education in Science, 30(148), 12-13 // g1.

Solomon, J., Duveen, J. , Scot, L. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421 // g6,g7,CSC,.

Solomon, J. (1993). Four frames for a field. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 1-19). London: Routledge // g1,g5.

Solomon, J. (1993). The social construction of children's scientific knowledge. In P. J. Black, Lucas, A. M. (Ed.), Children's informal ideas in science (pp. 85-101). London: Routledge // g1,g4.

Solomon, J. (1993). Students' learning about the nature of science. 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) // g7,CSC.

Solomon, J., Duveen, J. , Scott, L. (1994). Pupils' images of scientific epistemology. International Journal of Science Education, 16(3), 361-373 // g6,g7,CSC,.

Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23(1), 1-19 // g1.

Solomon, J. (1995). Higher level understanding of the nature of science. School Science Review, 76(276), 15-22 // g6,g7,P,CSC,.

Solomon, J., Scott, L. , Duveen, J. (1995). Large-scale exploration of pupils' understanding of the nature of science. TDß, 13(2), 73-84 // g6,CSC,.

Solomon, J., Scott, L , Duveen, J. (1996). Large-scale exploration of pupils' understanding of the nature of science. Science Education, 80(5), 493-508 // g6,CSC,GEN.

Solomon, J. (1998). About argument and discussion. School Science Review, 80(291), 57-62 // g7,DISCOURSE.

Solomon, J. (1999). Envisionment in practical work. Helping pupils to imagine concepts while carrying out experiments. In J. Leech, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 60-74). Dordrecht, The Netherlands: Kluwer // g1,LAB,g7,P,E,B.

Solomon, J. (2000). The changing perspectives of constructivism in science: Science wars and children's creativity. In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 283-307). Chicago, IL: The National Society for the Study of Education // g1,CON.

Solomon, J. (2001). Science stories and science texts: What can they do for our students? Studies in Science Education, 37, 85-106 // g1.

Solomon, J. (2003). Risk: Why don't they listen to us? Studies in Science Education, 39, 125-142 // g1.

Solomonidou, C., Stavridou, H. (1987). A propos de la distinction entre phenomene physique et phenomene chimique. In A. Giordan, Martinand, J.-L. (Ed.), Modoles et simulation - Neuviemes journees internationales sur l'education scientifique (pp. 367-372). Chamonix: Centre Jean Franco // g6,P,C.

Solomonidou, C., Stavridou, H. (1993). Representations et conceptions des etudiants - futurs instituteurs en electrostatique: Du phenomene observe au modele atomique. In A. Giordan, Martinand, J.-L. , Raichvarg, D. (Ed.), Science et technique en spectacle - de la representation th trale l'experience de demonstration (pp. 1-8). Chamonix: Centre Jean Franco // g6,g7,P,E.

Solomonidou, C., Stavridou, H. , Martinand, J. L. , Viovy, R. , Carretto, J. (1993). Substance versus object: Changing common conceptions in chemistry. In A. Bargellini, Todesco, P. E. (Ed.), Proceedings Atti - 2nd European Conference on Research in Chemical Education, 11.-14. September 1993, University of Pisa, Pisa, Italy (pp. 229-234). Pisa: University of Pisa // g6,g7,C.

Solomonidou, C., Stavridou, H. (1994). Les transformations des substances, enjeu de l'enseignement de la reaction chimique. Aster, 18, 75-95 // g6,C.

Solomonidou, C., Stavridou, H. (2000). From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence. Science Education, 84(3), 382-400 // g7,C.

Solsona, N., Izquiedo-Aymerich, M. (1993). What is retained in chemical change? Opinions of secondary school pupils. 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,C.

Solsona, N. (1995). The emergence of chemical phenomena interpretation. In D. Psillos (Ed.), European Research in Science Education II (pp. 235-240). Thessaloniki: Art of Text S. A. // g6,C.

Solsona, N., Izquiero, M., Jong, O. d. (2003). Exploring the development of students' conceptual profiles of chemical change. International Journal of Science Education, 25(1), 3-12 // g5, g7, C.

Sommer, C. (2002). Wie Grundschueler sich die Erde im Weltall vorstellen - eine Untersuchung von Schuelervorstellungen. Zeitschrift fuer Didaktik der Naturwissenschaften, 8, 69-84 // g6, P, AS.

Song, J., Kim, K.-S. (1999). How Korean students´ see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957-978 // g6,CSC,GEN.

Songer, C., Mintzes, J. J. (1993). Understanding cellular respiration. 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,B.

Songer, C. J., Mintzes, J. J. (1994). Understanding cellular respiration: An analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31(6), 621-637 // g6,B.

Songer, N. B., Linn, M. C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784 // g6,CSC,.

Songer, N. B. (1998). Can technology bring students closer to science? In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 333-347). Dordrecht, Netherlands: Kluwer Academic Press // g1,MMEDIA.

Songer, N. B. (2007). Digital resources versus cognitive tools: A discussion of learning science with technology. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 471-491). Mahwah: Lawrence Erlbaum Associates // g1, MMEDIA.

Sonnefeld, U., Kattmann, U. (2002). Lebensraeume helfen ordnen: Schuelerinnen und Schueler klassifizieren Wirbeltiere. Zeitschrift fuer Didaktik der Naturwissenschaften, 8, 23-31 // g6, B, BIODIV.

Soren, B., Weiss, J. , DeDivitiis, L. (1994). Studying science culture: A science/technology/engineering educational partnership. Studies in Science Education, 24, 129-142 // g6,CSC,STS.

Sorensen, P., Twidle, J., Childs, A., & Godwin, J. (2007). The use of the internet in science teaching: A longitudinal study of developments in use by student-teachers in England. International Journal of Science Education, 29(13), 1605-1627 // g6, g8, MMEDIA.

Sormunen, K., Hirvonen, P. E. (2001). Seventh-grade pupils' epistemic views in the context of modelling the states of matter. 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. 2 (pp. 640-642). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,AT,CTL,CSC.

Sormunen, K., Hirvonen, P., Viiri, J. (2003). Seventh-grade pupils' epistemic views in the context of model-based instruction. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 173-181). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, AT, CSC.

Southerland, S., Kittleson, J., Settlage, J., & Lanier, K. (2005). Individual and group meaning-making in an urban third grade classroom: Red fog, cold cans, and seeping vapor. Journal of Research in Science Teaching, 42(9), 1032-1061 // g7, ES, INQUIRY, DISCOURSE, LPRO.

Southerland, S. A., Gess-Newsome, J. (1999). Perservice teachers´ views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83(2), 131-150 // g1,SCON,g8,CTL,g9.

Southerland, S. A., Abrams, E., Cummins, C.L., Anzelmo, J. (2001). Understanding students' explanations of biological phenomena: Conceptual frameworks or P-Prims? Science Education, 85(4), 328-348 // g6, B, ANTHRO, P-PRIM, AFR.

Southerland, S. A., Gess-Newsome, J., Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669-691 // g8, CSC.

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Southerland, S. A., Johnston, A., & Sowell, S. (2006). Describing teachers' conceptual ecologies for the nature of science. Science Education, 90(5), 874-906 // g7, g8, CSC.

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Soyibo, K., & Pinnock, J. (2005). Correlations among six learner variables and the performance of a sample of Jamaican eleventh-graders on an achievement test on respiration. International Journal of Science and Mathematics Education, 3(2), 239-265 // g6, B, PHYSIO.

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