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



Yüklə 4,57 Mb.
səhifə67/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   63   64   65   66   67   68   69   70   ...   76

Thijs, G. (1992). Evaluation of an introductory course on "force" considering students' preconceptions. Science Education, 76(2), 155-174 // g7,P,M,.

Thijs, G., Berg, E. van den. (1993). Cultural factors in the origin and remediation of alternative conceptions. 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) // g3,g4,g6,P,O,T,M.

Thijs, G. D. (1987). Conceptions of force and movement, intuitive ideas of pupils in Zimbabwe in comparison with findings from other countries. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 501-513). Ithaca: Cornell University // g6,P,M.

Thijs, G. D., Bosch, G. M. (1995). Cognitive effects of science experiments focusing on students' preconceptions of force: A comparison of demonstrations and small-group practicals. International Journal of Science Education, 17(3), 311-323 // g7,P,M,GEN.

Thijs, G. D., Berg, E. van den. (1995). Cultural factors in the origin and remediation of alternative conceptions in physics. Science & Education, 4, 317-347 // g1,g3,g4,g5,g6,P,M,O,E,T.

Thomas, G., McRobbie, C. , English, L. (1998). Using a metaphor for learning to improve science learning. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-26 // g7,CTL,ANA,LPRO.

Thomas, G. P. (1999). Student restrains to reform: Conceptual change issues in enhancing students' learning processes. Research in Science Education, 29(1), 89-109 // g1,g7,AFF,CTL,LPRO,g8.

Thomas, G. P., McRobbie, C. J. (1999). Using meatphor to probe studens´ conceptions of chemistry learning. International Journal of Science Education, 21(6), 667-686 // g6,CTL,C,ANA.

Thomas, G. P., McRobbie, C. J. (2001). A case study of one teacher's attempts to improve student reasoning in a chemistry classroom. 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. 655-657). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,CTL,VIDEO.

Thomas, G. P., McRobbie, C. J. (2001). Using a metaphor for learning to improve students' metacognition in the chemistry classroom. Journal of Research in Science Education, 38(2), 222-2259 // g7,CTL,ANA,VIDEO.

Thomas, G. P. (2006). An investigation of the metacognitive orientation of Confucian-heritage culture and non-Confucian-heritage culture science classroom learning environments in Hong Kong. Research in Science Education, 36(1-2), 85-109 // g7, GC.

Thomas, G. P. (2006). Students' conceptions of learning and teaching, and metacognition. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 105-118). Springer: Dordrecht, The Netherlands // g7, CTL, ANA.

Thomas, J. A., & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science and Mathematics, 103(7), 319-330 // g8, CSC.

Thomas, P. L., Schwenz, R. W. (1999). College physical chemistry students´ conceptions of equilibrium and fundamental thermodynamics. Journal of Research in Science Teaching, 35(10), 1151-1160 // g6,P,T,C.

Thomas, R., Duit, R. , Komorek, M. (1997). MagPen - eine Computersimulation zum chaotischen Magnetpendel. In F. D. d. P. Deutsche Physikalische Gesellschaft (Ed.), Didaktik der Physik (pp. 300-303). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g7,P,CHAOS.

Thomaz, M. F., Gilbert, J. K. (1989). A model for constructivist initial physics teacher education. International Journal of Science Education, 11(1), 35-47 // g9.

Thomaz, M. F., Malaquias, I. M. , Valente, M. C. , Antunes, M. J. (1993). An attempt to overcome alternative conceptions related to heat and temperature. 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,P,T.

Thompson, C. L. (1989). Discrepant events: What happens to those who watch ? School Science and Mathematics, 89(1), 26-29 // g7.

Thompson, T. L., Mintzes, J. J. (2002). Cognitive strucutre and the affective domian: On knowing and feeling in biology. International Journal of Science Education, 24(6), 645-660 // g6,B,BIODIV,AFF,GEN.

Thomson, N., & Stewart, J. (2003). Genetics inquiry: Strategies and knowledge geneticists use in solving transmission genetics problems. Science Education, 87(2), 161-180 // g7, B, GENETICS, MMEDIA.

Thong, W., & Gunstone, R. (2008). Some student conceptions of electromagnetic induction. Research in Science Education, 38(1), 31-44 // g6, P, E, EMAG.

Thorley, N., Woods, R. (1997). Case studies of students' learning as action research on conceptual change teaching. International Journal of Science Education, 19(2), 229-245 // g7,P,E,LPRO,.

Thorley, N. R., Treagust, D. F. (1987). Conflict within dyadic interactions as a stimulant for conceptual change in physics. International Journal of Science Education, 9(2), 203-216 // g6,g7,P,M,E.

Thorley, N. R., Stofflett, R. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80(3), 317-339 // g1,CC.

Thornton, R. (1995). Conceptual dynamics. In C. Bernardini, Tarsitani, C. , Vicentini, M. (Ed.), Thinking physics for teaching (pp. 157-183). New York: Plenum Press // g7,P,M,FORCE.

Tiberghien, A., Delacote, G. (1976). Conception de la chaleur des enfants de 10 a 12 ans. In GIREP (Ed.), Proceedings of GIREP. Paris: Taylor and Francis // g6,P,T.

Tiberghien, A., Delacote, G. (1976). Manipulation et representations de circuits electrique simples chez des enfants de 7 a 12 ans. Review Francaise de Pedagogie, 34, 32-44 // g6,P,E,GEN.

Tiberghien, A., Delacote, G. (1978). Resultats preliminaires sur la conception de la chaleur. In G. elacote (Ed.), Physics teaching in schools (pp. 275-282). London: Taylor & Francis Ltd // g6,P,T,.

Tiberghien, A. (1980). Modes and conditions of learning - an example: The learning of some aspects of the concept of heat. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 288-309). Leeds: University of Leeds // g6,P,T,.

Tiberghien, A. (1983). Critical review of research concerning the meaning of electric circuits for students aged 8 to 20 years. Summer Workshop "La Londe les Maures", 1-18 // g6,P,E,.

Tiberghien, A. (1983). Critical review on the research aimed at elucidating the sense that notions of temperature and heat have for the students aged 10 to 16 years. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 75-90 // g6,P,T,.

Tiberghien, A., Barboux, M. (1983). Difficultes de l'aquisition de la notion de temperature par les eleves de 6ieme. 5 Journees Intenationales de Chamonix Fev. // g6,P,T.

Tiberghien, A., Well-Barais, A. (1987). Les modeles spontanes dans la pensee commune et enfantine. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 47-55). Chamonix: Centre Jean Franco // g1.

Tiberghien, A. (1992). Analysis of interfaces from the points of view of epistemology and didactics. In A. Tiberghien, Mandl, H. (Ed.), Intelligent learning environments and knowledge acquisition in physics (pp. 181-203). Berlin, Heidelberg: Springer Verlag // g6,g7,P,E,GC.

Tiberghien, A., Mandl, H. (1992). Intelligent learning environments and knowledge acquisition in physics. Berlin, Heidelberg: Springer Verlag // g1,g5,g6,g7.

Tiberghien, A. (1994). Modeling as a basis for analyzing teaching-learning situations. Learning and Instruction, 4, 71-87 // g1.

Tiberghien, A., Psillos, D. , Koumaras, P. (1995). Physics instruction from epistemological and didactical basis. Instructional Science, 22, 423-444 // g1,g7,P,E.

Tiberghien, A., Osborne, J. (1995). Studying processes of teaching - learning in laboratory situations. In D. Psillos (Ed.), European Research in Science Education II (pp. 157-170). Thessaloniki: Art of Text S. A. // g5.

Tiberghien, A. (1996). Construction of prototypical situations in teaching the concepts of energy. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 100-114). London: The Falmer Press // g7,P,EN.

Tiberghien, A. (1999). Labwork activity and learning physics - an approach based on modelling. In J. Leach, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 176-194). Dordrecht, The Netherlands: Kluwer // g1,LAB,MODELLING,g7,P,EN,E.

Tiberghien, A. (2000). Designing teaching situations in the secondary school. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 27-47). Buckingham: Open University Press // g7.

Tiberghien, A., Veillard, L., Marechal, J.-F. l., Buty, C., Millar, R. (2001). An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85(5), 483-508 // g6, g8, LAB.

Tiberghien, A., Buty, C. , Gaidioz, P. , Le Marechal, J.-F. , Vince, J. (2001). Types of tools to design and adapt teaching sequences. 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. 145-148). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CON,g7.

Tiberghien, A. (2008). Students' conceptions: culturing conceptions. Cultural Studies of Science Education, 3(2), 283-295 // g1, CC.

Tiemann, R., Draxler, D., Labusch, S. (2004). Aufgaben als Gegenstsand empirischer Lehr-/Lernforschung. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 51-53). Münster: LIT Verlag // g7, P, E, M, VIDEO.

Tiemann, R., Rumann, S., Jatzwauk, P., & Schabram, N. (2006). Aufgaben im Unterricht - Ansprüche - Absichten - Perzeptionen: ein Werkstattbericht. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 266-268). Münster: LIT Verlag // gp, P, C, B.

Tiemann, R., Wlotzka, U., Möllencamp, U., Fischer, H. E., & Daub, T. (2005). Unterrichtsbeispiele aus dem ,,Lab of Tomorrow'' Mechanikunterricht mit ,,SensVest & Co.''. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 372-374). Münster: LIT Verlag // g7, P, M, MMEDIA.

Tinker, M. H., Lambourne, R.J. A. , Windsor, S. A. (1999). The flexible learning approach to physics (FLAP): A review after the first two years. International Journal of Science Education, 21(2), 213-230 // g7,P.

Tinoca, L. (2004). Non-science major undergraduate students' understanding of nature of science: A comparative study. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CTL.

Tippins, D., Tobin, K. , Nichols, S. (1995). A constructivist approach to change in elementary science teaching and learning. Research in Science Education, 25(2), 135-149 // g1,g9,CON.

Tippins, D. J., Tobin, K. , Hook, K. (1992). Ethical decisions at the heart of science teaching: Reframing assessment dilemmas from a constructivist perspective. 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 II (pp. 513-526). Kingston, Ontario: The Faculty of Education, Queens University // g1,g8,CTL,.

Tippins, D. J., Tobin, K. , Hook, K. (1993). Dealing with dilemmas of laboratory science: Making sense of safety from a constructivist perspective. International Journal of Science Education, 15(1), 45-59 // g8,CTL.

Tippins, D. J., Nichols, S. E. , Dana, T. M. (1999). Exploring novice and experienced elementary teachers´ science teaching and learning referents through videocases. Research in Science Education, 29(3), 331-352 // g6,CTL.

Tirosh, D., Stavy, R. (1992). Students' ability to confine their application of knowledge: The case of mathematics and science. School Science and Mathematics, 92(7), 353-358 // g6,P,AT.

Tirosh, D., Stavy, R. (1996). Intuitive rules in science and mathematics: The case of 'everything can be divided by two'. International Journal of Science Education, 18(6), 669-683 // g6,GC.

Tirosh, D., Stavy, R. , Cohen S. (1998). Cognitive conflict and intuitive rules. International Journal of Science Education, 20(10), 1257-1270 // g6,GC.

Tisher, R. P. (1967). "My father told me...": Children's explanations of some natural phenomena. Australian Journal of Education, 11, 204-212 // g6.

Tobias, S. D. (1987). In class methods for getting at student misconceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 514-516). Ithaca: Cornell University // g5.

Tobin, K., Espinet, M. , Byrd, S. E. , Adams, D. (1988). Alternative perspectives of effective science teaching. Science Education, 72(4), 433-451 // g8,CTL.

Tobin, K. (1989). Metaphor as a basis for conceptualizing teaching roles. Paper presented at the annual meeting of the American Educational Research Association, San Francisco // g9.

Tobin, K. (1990). Social constructivist perspectives on the reform of science education. The Australian Science Teachers Journal, 36(4), 29-35 // g1.

Tobin, K. (1992). Ethical concerns and research in science classrooms: Resolved and unresolved dilemmas. Science Education, 76(1), 105-117 // g5.

Tobin, K. (1993). Applications of qualitative and quantitative data in interpretive research. Paper presented at the 1993 International Conference on Interpretive Research in Science Education, Taipei // g5.

Tobin, K., Tippins, D. J. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 3-21). Washington, DC: AAAS Press // g1,g5.

Tobin, K. (1993). Constructivist perspectives on teacher learning. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 215-226). Washington, DC: AAAS Press // g8,CTL.

Tobin, K. (1993). The practice of constructivism in science education. Washington, DC: American Association for the Advancement of Science Press // g1,g9.

Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Education, 15(3), 241-254 // g8,CTL.

Tobin, K., Tippins, D., Gallard, A.J. (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan Publishing Company // g1,CON,PCK,CC,PIAGET,LAB,g7,g8,CTL.

Tobin, K., Roth, W. (1995). Bridging the great divide: Teaching from the perspective of one who knows and learning from the perspective of one who does not know. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 1204-1216). Minneapolis: University of Minnesota // g8,CTL.

Tobin, K., LaMaster, S. U. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3), 225-242 // g8,CTL.

Tobin, K., Tippins, D. J. , Hook, K. S. (1995). Students' beliefs about epistemology, science, and classroom learning: A question of fit. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 85-108). Mahwah, New Jersey: Lawrence Erlbaum Associates // g6,g8,CSC,CTL,.

Tobin, K., Roth, W. , Brush, S. (1995). Teaching physics to prospective elementary teachers: Bridging gaps or widening chasms. Research in Science Education, 25(3), 267-281 // g8,CTL,CSC,.

Tobin, K. (1996). Analytical and holistic approaches to research on teacher education. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 175-189). New York: Teachers College Press // g9.

Tobin, K., McRobbie, C. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223-241 // g8,CTL,.

Tobin, K., Tippins, D. (1996). Metaphors as seeds for conceptual change and the improvement of science teaching. Science Education, 80(6), 711-730 // g1,CC,ANA,g8,CSC,g9.

Tobin, K. (1997). Alternative perspectives on authentic learning environments in elementary science. International Journal of Educational Research, 27(4), 303-310 // g7,LPRO,DISCOURSE.

Tobin, K., McRobbie, C. , Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507 // g8,CTL.

Tobin, K. (1997). The mediational role of culture of the the enacted science curriculum. Occasional paper; Florida State University // g8,CTL.

Tobin, K. (1998). Issues and trends in the teaching of science. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 129-151). Dordrecht, Netherlands: Kluwer Academic Press // g7.

Tobin, K., Seiler, G. , Smith, M. W. (1999). Educating science teachers for the sociocultural diversity of urban schools. Research in Science Education, 29(1), 69-88 // g8,CTL.

Tobin, K., McRobbie, C. J. (1999). Pedagogical content knowledge and co-participation in science classroomes. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 215-234). Dordrecht, The Netherlands: Kluwer Academic Press // g7,PCK.

Tobin, K., Seiler, G. , Walls, E. (1999). Reproduction of social class in the teaching and learning of science in urban High Schools. Research in Science Education, 29(2), 171-187 // g8,CTL.

Tobin, K. (1999). Teachers as researchers and researchers as teachers. Research in Science Education, 29(1), 1-3 // g8,CTL.

Tobin, K. (1999). The value to Science Education of teachers researching their own praxis. Research in Science Education, 29(2), 159-169 // g8,CTL.

Tobin, K. (2000). Becoming an urban science educator. Research in Science Education, 30(1), 89-106 // g8,CTL.

Tobin, K. (2000). Constructivism in science education: Moving on ... In D. C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversal issues (pp. 227-253). Chicago, IL: The National Society for the Study of Education // g1,CON.

Tobin, K. (2005). Building enacted science curricula on the capital of learners. Science Education, 89(4), 577-594 // GP, C, VIDEO.

Tobin, K. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105(6), 313-322 // g7, DISCOURSE.

Tobin, K. (2006). Why do science teachers teach the way they do and how can they improve practice? In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (pp. 155-164). Springer: Dordrecht, The Netherlands // g8, CTL, ANA.

Tobin, K. (2008). In search of new lights: getting the most from competing perspectives. Cultural Studies of Science Education, 3(2), 227-230 // g1, CC.

Tobin, K. G., Tippins, D. J. , Hook, K. (1994). Referents for changing a science curriculum: A case study of one teacher's change in beliefs. Science & Education, 3, 245-264 // g8,CTL.

Tobon, R. (1993). Training physics teachers: A constructivist approach. 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) // g9.

Todoroff, S., Baguette, M. , Hance, Th. , Remacle, Cl. , Vander Borght, C. (2001). Evaluation of the effectiveness of a web multimedia experience in learning and teaching biology at the university. 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. 658-660). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,B,EVOLUTION.

Toernkvist, S., Pettersson, K.-A. , Transtroemer, G. (1993). Confusion by representation: On student's comprehension of the electric field concept. American Journal of Physics, 61(4), 335-338 // g6,P,M,FLD.

Toili, W. W. (2007). Secondary school students' partipation in environmental action: Coercion or dynamism? Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 51-69 // g7, B, ECOLOGY, STS.

Tolle-Herlyn, A. (1986). Der muehsame Weg bis zur Ausbildung einer einfachen Stromkreisvorstellung. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der GDCP-Tagung 1985 (pp. 218-222). Alsbach: Leuchtturm // g6,P,E,.

Tolman, R. R. (1982). Difficulties in genetics problem solving. The American Biology Teacher, 44(9), 525-527 // g6,B.

Tomanek, D. (1994). A case of dilemmas: Exploring my assumptions about teaching science. Science Education, 78(5), 399-414 // g8,CTL,.

Tomanek, D., Talanquer, V., & Novodvorsky, I. (2008). What do science teachers consider when selecting formative assessment tasks? Journal of Research in Science Teaching, 45(10), 1113-1130 // g8, CTL, ASSESSMENT.

Tomkins, S., & Tunnicliffe, S. (2007). Nature tables: stimulating children's interest in natural objects. Journal of Biological Education, 41(4), 150-155 // g6, B, BIODIV.

Tomkins, S. P., Tunnicliffe, S. D. (2001). Looking for ideas: Observation, interpretation and hypothesis-making by 12-year-old pupils undertaking science investigations. International Journal of Science Education, 23(8), 791-814 // g6,B,ECOLOGY,LPRO,GC.

Toolin, R. E. (2004). Striking a balance between innovation and standards: A study of teachers implementing project-based approaches to teaching science. Journal of Science Education and Technology, 13(2), 179-188 // g8, CTL.

Toomey, R., DePierro, E. , Garafalo, F. (2001). Helping students to make inferences about the atomic realm by delaying the presentation of atomic structure. Chemistry Education: Research and practice in Europe, 2(3), 183-202 // g3,g7,C.

Toplis, R. (1998). Ideas about acids and alkalis. School Science Review, 80(291), 67-70 // g6,C.

Toplis, R. (2007). Evaluating science investigations at ages 14-16: Dealing with anomalous results. International Journal of Science Education, 29(2), 127-150 // g6, GC, INQUIRY.

Torney-Purta, J. (1989). Cognition of the international political/economic system and their restructuring in adolescents. Paper presented at AERA, San Francisco, 1-13 // g10.

Torney-Purta, J. (1989). Political cognition and its restructuring in young people. Human Development, 32, 14-23 // g10.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   63   64   65   66   67   68   69   70   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin