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



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Tsai, C.-C. (2001). A science teacher's reflections and knowledge growth about STS instruction after actual implementation. Science Education, 86(1), 23-41 // g8,CTL,CSC,STS.

Tsai, C.-C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783 // g8, CTL, CSC.

Tsai, C.-C. (2003). Taiwanese science students' and teachers' perceptions of the laboratory learning environments: exploring epistemological gaps. International Journal of Science Education, 25(7), 847-860 // g6, g8, LAB, CSC.

Tsai, C.-C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits. International Journal of Science Education, 25(3), 307-327 // g7, P, E, CIRC.

Tsai, C.-C. (2007). Teachers' scientific epistemological views: The coherence with instruction and students' views. Science Education, 91(2), 222-243 // g7, g8, CSC, CTL.

Tsai, C.-C., & Chang, C.-Y. (2005). Lasting effects of instruction guided by the conflict map: Experimental study of learning about the cause of the seasons. Journal of Research in Science Teaching, 42(10), 1089-1111 // g7, P, AS.

Tsai, C.-C., & Huang, C.-M. (2001). Development of cognitive structures and information processing strategies and information processing strategies of elementary school students learning about biological reproduction. Journal of Biological Education, 36(1), 21-26 // g7, B, LIFE.

Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students' conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 353-376 // g7, CTL.

Tsai, C.-C., & Liu, S.-Y. (2005). Developing a multidimensional instrument for assessing students' epistemological views toward science. International Journal of Science Education, 27(13), 1621-1638 // g6, CSC, GEN.

Tsai, C.-H., Chen, H.-Y., Chou, C.-Y., & Lain, K.-D. (2007). Current as the key concept of Taiwanese students' understandings of electric circuits. International Journal of Science Education, 29(4), 483-496 // g6, P, E.

Tsamir, P., Tirosh, D. , Stavy, R. , Ronen, I. (2001). Intuitive rules: A theory and its implication to mathematics and science teacher education. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 167-176). Dordrecht,The Netherlands: Kluwer Academic Publishers // g6,GC.

Tsangliotis, N. L. (2005). Approaching conceptual change in the teaching and learning of mechanical and solar energy with 6th grade primary school children in Greece. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 221-227). London: Taylor & Francis Group // g7, P, EN.

Tsaparlis, G. (1992). Orbitales atomiques et conceptions pertinentes: Idees fausses des etudiants de chemie. In CIFEC (Ed.), Actes e proceedings (pp. 1-16). Montpellier, France: CIFEC // g6,C.

Tsaparlis, G., Georgiadou, A. (1993). Improvement of chemistry teaching, using suggestions from developmental psychology. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 345-350). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Zarotiadou, E. (1993). A longitudinal comparison of constructivist and meaningful receptive teaching of lower high school chemistry. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 333-338). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Georgiadou, A. (1993). A three-cycle method of teaching beginning high school chemistry students, based on the macro, the representational and the sub-micro levels of chemistry. In A. Bargellini, Todesco, P. (Ed.), Proceedings of the 2nd European Conference on Research in Chemical Education (pp. 357-362). Pisa, Italy: University of Pisa // g7,C.

Tsaparlis, G., Angelopoulos, V. (1995). Explanations in descriptive chemistry: Students' views on its contribution to learning. In R. Janiuk (Ed.), Proceedings of the 3rd European Conference on Research in Chemical Education (pp. 318-321). Lublin-Kazimierz, Poland: Maria Curie-Sklodowska University // g6,C,GEN.

Tsaparlis, G., Kousathana, M. (1995). Students' common errors and misconceptions in solving molecular-equilibrium problems. In R. Janiuk (Ed.), Proceedings of the 3rd European Conference on Research in Chemical Education (pp. 309-313). Lublin-Kazimierz, Poland: Maria Curie-Sklodowska University // g6,C.

Tsaparlis, G. (1997). Atomic and molecular structure in chemical education. Journal of Chemical Education, 74(8), 922-925 // g1,g7,C.

Tsaparlis, G. (1997). Atomic orbitals, molecular orbitals and related concepts: Conceptual difficulties among chemistry students. Research in Science Education, 27(2), 271-287 // g6,C,Q.

Tsaparlis, G. (1997). Problem solving in chemistry revisited. In F. o. E. C. S. D. o. C. Education (Ed.), 4th European Conference on Research in Chemical Education (ECRICE) (pp. 7-12). York: University of York // g6,C.

Tsaparlis, G., Kousathana, M. (1998). Molecular-equilibrium Problems: Manipulation of logical structure and of M-demand, and their effect on student performance. Science Education, 84(4), 437-454 // g1,COSC,g7,C.

Tsaparlis, G. (2001). Chemical phenomena and chemical reactions: Do students make the connection? 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. 671-673). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,C.

Tsaparlis, G., Papaphotis, G. (2002). Quantum-chemical concepts: Are they suitable for secondary students? Chemistry Education: Research and Practice in Europe, 3(2), 129-144 // g6,C.

Tsatsarelis, C., Ogborn, J., Jewitt, C., Kress, G. (2000). Rhetorical construction of cells in science and in a science classroom. Research in Science Education, 30(4), 451-463 // g3, g7, B, DISCOURSE.

Tsatsarelis, C., Ogborn, J. , Jewitt, C. , Kress, G. (2001). A case of preservice elementary teachers exploring, retelling and reframing. Research in Science Education, 30(4), 451-464 // g3,g7,B,ANA,DISCOURSE.

Tsatsarelis, C. A., Jewitt, C. , Ogborn, J. , Kress, G. (1999). Rhetorical construction of entities in science classrooms. 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. 190-193). Kiel: IPN Kiel // g7,DISCOURSE.

Tschacher, W., Tergan, S. O. , Mandl, H. (1988). Fehlkonzepte im physikalischen Gegenstandsbereich der Bewegungsueberlagerung. Forschungsberichte des Deutschen Instituts fuer Fernstudien an der Universitaet Tuebingen, 49, 1-41 // g6,P,M.

Tseitlin, M., & Galili, I. (2005). Physics teaching in the search for its self. Science & Education, 14(3-5), 235-261 // g1, P.

Tsui, C.-Y. (2004). Learning genetics with multiple representations: Cross-case analysis of students' conceptual status. Paper presented at the NARST Conference 2004, VANCOUVER // g7, B, GENETICS.

Tsui, C.-Y., & Treagust, D. F. (2003). Genetics reasoning with multiple external representations. Research in Science Education, 33(1), 111-136 // g7, B, GENETICS, MMEDIA.

Tsui, C.-Y., & Treagust, D. F. (2004). Motivational aspects of learning genetics with interactive multimedia. The American Biology Teacher, 66(4), 277-286 // g7, B, GENETICS, MMEDIA, AFF.

Tsui, C.-Y., & Treagust, D. F. (2007). Understanding genetics: Analysis of secondary students' conceptual status. Journal of Research in Science Teaching, 44(2), 205-235 // g1, CC, g7, B, GENETICS, MMEDIA.

Tsung-Hui, T., & Wei-Ying, H. (2008). Preschool teacher-child verbal interactions in science teaching. Electronic Journal of Science Education, 12(2) // g8, CTL, VIDEO.

Tuan, H.-L. (1993). What influences a prospective Taiwanese chemistry teacher learning to teach? A case study of Chou-Yun. In N. T. N. U. National Science Council (Ed.), Abstracts and proposals of Papers presented at the 1993 International Conference on Interpretive Research in Science Education (pp. 25-33). Taipei: National Taiwan Normal University // g8,CTL,CSC.

Tuan, H.-L., Chang, H.-P. , Wang, K.-H. , Treagust, D. F. (2000). The development of an instrument for assessing students' perceptions of teachers' knowledge. International Journal of Science Education, 22(4), 385-398 // g6,CTL.

Tuan, H.-L., Chin, C.-C., Shieh, S.-H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654 // g6, CTL, AFF.

Tuan, H.-L., Chin, C.-C., Tsai, C.-C., & Cheng, S. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3(4), 541-566 // g7, INQUIRY, AFF.

Tuckey, C. (1992). Children's informal learning at an interactive science centre. International Journal of Science Education, 14(3), 273-278 // g6,ANA.

Tuckey, H., Selvaratnam, M. , Bradley, J. (1991). Identification and rectification of student difficulties concerning three - dimensional structures, rotation, and reflection. Journal of Chemical Education, 68(6), 460-464 // g6,C.

Tull, D. (1993). Elementary students' responses to questions about plant identification: Response strategies in children. Occasional Paper, University of Central Arkansas, 1-35 // g6,B,.

Tull, D. (1993). Social constructivism: botanical classification schemes of elementary school children. Occasional paper, University of Central Arkansas, Conway, 1-41 // g6,B,.

Tull, D. (1994). Elementary students' responses to questions about plant identification: Response strategies in children. Science Education, 78(4), 323-343 // g6,B.

Tullberg, A., Stroemdahl, H. , Lybeck, L. (1988). Chemistry educators' conceptions of how to teach "The Mole". In H. J. Schmidt (Ed.), Proceedings of the international seminar "Empirical Research in Science and Mathematics Education" (pp. 129-155). Dortmund: University of Dortmund // g8,CTL.

Tullberg, A., Stroemdahl, H. , Lybeck, L. (1994). Students' conception of 1 mol and educators' conceptions of how they teach 'the mole'. International Journal of Science Education, 16(2), 145-156 // g6,g8,C,CTL,.

Tunnicliffe, S. (1996). A comparison of conversations of primary school groups at animated, preserved, and live animal specimens. Journal of Biological Education, 30(3), 195-206 // g6,B,.

Tunnicliffe, S., Lucas, A. , Osborne, J. (1997). School visits to zoos and museums: A missed educational opportunity. International Journal of Science Education, 19(9), 1039-1056 // g5,g6,B.

Tunnicliffe, S. D., Reiss, M. (1999). Students' understandings about animal organs. In M. Komorek, Behrendt, H. , Dahncke, H. , Duit, R. , Graeber, W. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future Vol.2 (pp. 651-653). Kiel: IPN Kiel // g6,B.

Tunnicliffe, S. D., Reiss, M. J. (1999). Students´ understanding about animal skeletons. International Journal of Science Education, 21(11), 1187-1200 // g6,B.

Tunnicliffe, S. D., Reiss, M. J. (2000). Building a model of the environment: how do children see plants? Journal of Biological Education, 34(4), 172-177 // g6,B,BIODIV.

Tunnicliffe, S. D. (2000). Conversation of family and primary school groups at robotic dinosaur exhibits in a museum: What do they talk about? International Journal of Science Education, 22(7), 739-754 // g6,B,DINOSAUR.

Tunnicliffe, S. D., Reiss, M. J. (2000). What sense do children make of three-dimensional, life-sized "representations" of animals? School Science and Mathematics, 100(3), 128-138 // g6,B,BIODIV.

Tunnicliffe, S. D. (2001). Talking about plants - comments of primary school groups looking at plant exhibits in a botanical garden. Journal of Biological Education, 36(1), 27-34 // g6, B, BIODIV, INFORMAL.

Tunnicliffe, S. D., Gatt, S., Agius, C., & Pizzuto, S. A. (2008). Animals in the lives of young Maltese children. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 215-221 // g6, B, BIODIV.

Tunnicliffe, S. D., & Laterveer-de Beer, M. (2002). An interactive exhibition about animal skeletons: Did the visitors learn any zoology? Journal of Biological Education, 36(3), 130-134 // g7, B, BIODIV.

Türkmen, H. (2008). Turkish primary students' perceptions about scientist and what factors affecting the image of the scientists. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 55-61 // g6, CSC.

Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568 // g6, C, GEN, AFF.

Turner, S. (1995). Children and food. In D. Psillos (Ed.), European Research in Science Education II (pp. 129-145). Thessaloniki: Art of Text S. A. // g6,B.

Turner, S. (1997). Children's understanding of food and health in primary classrooms. International Journal of Science Education, 19(5), 491-508 // g6,B,g8,CTL.

Turner, S., Athanasiou, K. , Zimvrakaki, H. (1998). Childrens´ perceptions about fat consumption and health: a comparative study. In H. Bayrhuber, Brinkman , F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 143-152). Kiel: IPN - Materialien // g6,B.

Turski, M. (1995). First year elementary education majors' views of the characteristic of scientific knowledge. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 1225-1237). Minneapolis: University of Minnesota // g6,CSC.

Tveita, J. (1993). Helping middle school students to learn the kinetic particle model. 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,AT.

Twigger, D., Byard, M. , Driver, R. , Draper, S. , Hartley, R. , Hennessy, S. , Mohamed, R. , O'Malley, C. E. , O'Shea, T. , Scanlon, E. (1994). The conception of force and motion of students aged between 10 and 15 years: An interview study designed to guide instruction. International Journal of Science Education, 16(2), 215-229 // g6,P,M.

Twigger, D. (1995). A longitudinal study of the acquisition of selected science concepts by secondary school children. In D. Psillos (Ed.), European Research in Science Education II (pp. 269-274). Thessaloniki: Art of Text S. A. // g6,P,AS.

Tynjoeloe, P. (1997). Developing education students' conceptions of the learning process in different learning environments. Learning and Instruction, 7(3), 277-292 // g6,CTL.

Tyson, L. (1996). Learning chemical equilibrium: Using a model of intellectual development to enhance our understanding of conceptual change. Paper presented at the Annual Meeting of the American Education Research Association (AERA), New York 1996 // g6,g7,C,LPRO.

Tyson, L., Venville, G. , Harrison, A. , Treagust, D. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387-404 // g1,CC.

Tytler, R. (1992). Children's explanations of air pressure generated by small group activities. Research in Science Education, 22, 393-402 // g6,P,M.

Tytler, R. (1993). Children's construction of explanations in 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) // g6,P,M.

Tytler, R. (1998). Childrens´ conceptions of air pressure: exploring the nature of conceptual change. International Journal of Science Education, 20(8), 929-958 // g1,CC,g6,P,M,PRESSURE.

Tytler, R. (1998). The nature of students´ informal science conceptions. International Journal of Science Education, 20(8), 901-928 // g6,P,M,PRESSURE.

Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22(5), 447-468 // g1,CC,g6,P,T,CHSTATE.

Tytler, R., Peterson, S. (2000). Deconstructing learning in science -- Young children's responses to a classroom sequence on evaporation. Research in Science Education, 30(4), 339-355 // g1, SCON, DISCOURSE, g7, P, T, CHSTATE, LPRO.

Tytler, R., Peterson, S. (2001). Deconstructing learning in science - young children's response to a classroom sequence on evaporation. Research in Science Education, 30(4), 339-356 // g1,CC,g7,CHSTATE, LPRO.

Tytler, R., Duggan, S. , Gott, R. (2001). Dimensions of evidence, the public understanding of science and science education. International Journal of Science Education, 23(8), 815 // g6,C,GC.

Tytler, R. (2002). Teaching for understanding in science: Student conceptions research, and changing views of learning. Australian Science Teachers' Journal, 48(3), 14-21 // g1, CON.

Tytler, R., Peterson, S. (2003). The nature of growth in children's science understandings: Insights from a longitudinal study. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 191-199). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, P, T, CHSTATE, LPRO.

Tytler, R., Peterson, S. (2003). Tracing young children's scientific reasoning. Research in Science Education, 33(4), 433-465 // g7, GC, LAB, CTL, LPRO.

Tytler, R. (2003). A window for a purpose: Developing a framework for describing effective science teaching and learning. Research in Science Education, 33(3), 273-298 // g1, SCON, g8, CTL, g9.

Tytler, R., Waldrip, B., Griffiths, M. (2004). Windows into practice: Constructing effective science teaching and learning in a school change initiative. International Journal of Science Education, 6(2), 171-194 // g7, g8, CTL.

Tytler, R. (2005). School innovation in science: Change, culture, complexity. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 89-105). Dordrecht: Springer // g1, g7, g8, CTL, CSC.

Tytler, R. (2007). School innovation in science: A model for supporting school and teacher development. Research in Science Education, 37(2), 189-216 // g8, CTL.

Tytler, R., & Peterson, S. (2005). A longitudinal study of children's developing knowledge and reasoning in science. Research in Science Education, 35, 63-98 // g7, P, T, CHSTATE, AFF.

Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313-331 // g7, P, T, CHSTATE.

Tytler, R. P., S. (2004). From "try it and see" to strategic exploration: Characterizing young children's scientific reasoning. Journal of Research in Science Teaching, 41(1), 94-118 // g7, GC, CSC.

Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology, 10(3), 237-247 // g5.

Ueno, N. (1987). Mental models as theatre. Paper presented at the third International Imagery Conference, 1-10 // g7,P,M,ANA.

Ueno, N., Arimoto, N. , Fujita, G. (1990). Conceptual models and points of view - Learning via making a new stage. Paper presented at annual meeting of the American Educational Research Association, Boston // g7,P,M.

Ueno, N., Arimoto, N. , Yoshioka, A. (1991). "Conceptual change" in mass and weight. Paper presened at the annual meeting of AERA, Chicago, 1-38 // g6,g7,P,M,.

Ueno, N., Arimoto, N. , Yoshioka, A. (1992). Learning physics by expanding the metacontext of phenomenon. Paper presented as part of the symposium "Theoretical and instructional implications of various perspectives on students' conceptions in science" at the annual meeting of the AERA, San Francisco // g1,g7,P,M,.

Ueno, N., Arimoto, N. (1993). Learning physics by expanding the metacontext of phenomena. The Quarterly Newsletterof the Laboratory of Comparative Human Cognition, 15(2), 53-63 // g7,P,M.

Ueno, N. (1993). Reconsidering P-prims theory from the viewpoint of situated cognition. Cognition and Instruction, 10(2&3), 239-248 // g1,g7,P,M.

Uihlein, A., Graf, D., Klee, R. (2003). Vergleich zweier Aufgabentypen bei der Diagnose von Verstehensprozessen im Biologieunterricht. Der mathematische und naturwissenschaftliche Unterricht, 56(3), 132-136 // g5.

Unruh, R., Li, L. , Meng, X. , Zhang, S. (1997). Comparing misconceptions in physics between Chinese and American students. Research on Curriculum, Teaching, and Learning, 8(1), 16-19 // g6,P,E.

Unsworth, L. (2001). Evaluating the language of different types of explanations in junior high school science texts. International Journal of Science Education, 23(6), 585-610 // g1,TXT.

Upadhyay, B., Barton, A. C., & Zahur, R. (2005). Teaching science in a poor urban school in Pakistan: Tensions in the life history of a female elementary teacher. Science Education, 89(5), 725-743 // g8, CTL.

Upadhyay, B. R. (2005). Practicing reform-based science curriculum in an urban classroom: A Hispanic elementary school teacher's thinking and decisions. School Science and Mathematics, 105(7), 343-351 // g8, CTL.

Upadhyay, B. R. (2006). Using students' lived experiences in an urban science classroom: An elementary school teacher's thinking. Science Education, 90(1), 94-110 // g8, CTL.

Urhahne, D., Prenzel, M., Davier, M.v., Senkbeil, M., Bleschke, M. (2000). Computereinsatz im naturwissenschaftlichen Unterricht - Ein Ueberblick ueber die paedagogisch-psychologischen Grundlagen und ihre Anwendung. Zeitschrift fuer Didaktik der Naturwissenschaften, 6, 157-186 // g1, g7, MMEDIA.

Urhahne, D., & Hopf, M. (2004). Epistemologische Überzeugungen in den Naturwissenschaften und ihre Zusammenhänge mit Motivation, Selbstkonzept und Lernstrategien. Zeitschrift für Didaktik der Naturwissenschaften, 10, 71-87 // g6, CSC, AFF.

Utges, G., Pacca, J. L. A. (2001). Analogical reasoning and meaningful learning. A discussion about the use od analogies in teaching the concept of wave. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 289-292). Paris: Elsevier // g7,P,E,CIRC,ANA.

Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-87 // g8, CTL.

v. Aufschnaiter, C. (2003). "Ich weiß was rauskommt, aber ich kann es nicht erklären". In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 114-116). MÜNSTER: LIT // g6, g7, P, E, ESTAT, LPRO, VIDEO.

v. Aufschnaiter, C. (2003). Prozessbasierte Detailanalysen der Bildungsqualität von Physik-Unterricht: Eine explorative Studie. Zeitschrift für Didaktik der Naturwissenschaften, 9, 105-124 // g8, CTL, VIDEO.


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