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



Yüklə 4,57 Mb.
səhifə24/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   20   21   22   23   24   25   26   27   ...   76

Georghiades, P. (2004). Making pupils' conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26(1), 85-99 // g7, P, E, CTL.

Georghiades, P. (2006). The role of metacognitive activities in the contextual use of primary pupils' conceptions of science. Research in Science Education, 36(1-2), 29-49 // g7, P, E, LPRO, GC.

Georgiadou, A., Zaratiadou, E. , Tsaparlis, G. (1995). The recapitulating revision's effect on the retention of chemical knowledge. An experience from the greek lower high school. In R. Janiuk (Ed.), Proceedings of the 3rd European Conference on Research in Chemical Education (pp. 327-330). Lublin-Kazimierz, Poland: Maria Curie-Sklodowska University // g6,C.

Georgousi, K., Kampourakis, C. , Tsaparlis, G. (2001). Physical-science knowledge and patterns of achievement at the primary-secondary interface; Part 2. Able and top-achieving students. Chemistry Education: Research and practice in Europe, 2(3), 253-263 // g6,P,C,AT,AFF.

Geraedts, C. L., & Boersma, K. T. (2006). Reinventing natural selection. International Journal of Science Education, 28(8), 843-870 // g7, B, EVOLUTION.

Gerber, B., Knierim, B., & Labbude, P. (2005). Lehr-Lern-Kultur im Physikunterricht - eine Videostudie. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 333-335). Münster: LIT Verlag // gp, VIDEO.

Gerber, B., Knierim, B., & Labudde, P. (2006). Lernprozesse im Physikunterricht: Videoanalysen von Lehrsequenzen. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 228-230). Münster: LIT Verlag // gp, P.

Gerdes, J., Schecker, H. (1999). Der Force Conpect Inventory. Der mathematische und naturwissenschaftliche Unterricht, 52(5), 283-288 // g6,P,M,FORCE.

Gerhardt, A. Was Schueler lernen, was Schueler verstehen - Erforschung von Schuelervorstellungen und ihre Bedeutung fuer den Biologieunterricht. In H. Kuehnmund, Frey, D. (Ed.), Lebenswirklichkeit und Wissenschaft (pp.?). Tuebingen: Deutsches Institut fuer Fernstudien // g1,g6,B.

Gerhardt, A., Piepenbrock, C. (1990). Misconceptions im Fach Biologie bei Schuelern der Sekundarstufe I - Moeglichkeiten der Analyse. In W. Killermann, Staeck, L. (Ed.), Methoden des Biologieunterrichts (pp. 223-234). Koeln: Aulis Verlag Deubner // g6,B.

Gerhardt, A., Piepenbrock, C. (1992). Untersuchungen zu Alltagsvorstellungen von Schuelern im Biologieunterricht der Sekundarstufe I - Beispiel "Energie". In H. Entrich, Staeck, L. (Ed.), Sprache und Verstehen im Biologieunterricht (pp. 257-266). Alsbach: Leuchtturm // g6,B,EN.

Gerhardt, A., Piepenbrock, C. , Rusche, G. (1993). Students' misconceptions in biological subject areas and consequences for teaching biology. 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,EN.

Gerhardt, A., Rasche, B. , Rusche, G. (1993). Vorstellungen von Schuelern der Sekundarstufe I im Bereich der Biologie Untersuchungen zu ausgewaehlten Themen. In H. Vogt, Hesse, M. (Ed.), Berichte des Institutes fuer Didaktik der Biologie (pp. 63-75). Muenster: Institut fuer Didaktik der Biologie der Westfaelischen Universitaet Muenster // g6,B,EN.

Gerhardt, A. (1994). Analyse von Schuelervorstellungen im Bereich der Biologie und ihre Bedeutung fuer den Biologieunterricht. In L. Jaekel, Schallies, M. , Venter, J. , Zimmermann, U. (Ed.), Der Wandel im Lehren und Lernen von Mathematik und Naturwissenschaften (pp. 121-132). Weinheim: Deutscher Studienverlag // g6,B.

Gerhardt, A. (1994). Misconceptions-Forschung und ihre Bedeutung fuer den Biologieunterricht. In H. Bayrhuber, Etschenberg, K. , Gehlhaar, K. H. , Groenke, O. , Klee, R. , Kuehnemund, H. , Mayer, J. (Ed.), Interdisziplinaere Themenbereiche und Projekte im Biologieunterricht (pp. 241-245). Kiel: Institut fuer die Paedagogik der Naturwissenschaften // g1.

Gerhardt, A., Burger, J. (1998). Students´ conceptions concerning the topic "energy in the biological context". In H. Bayrhuber, Brinkman , F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 31-43). Kiel: IPN - Materialien // g6,g7,B,EN.

Gerken, C., Fischer, H. E. , Aufschnaiter, S. von. (1995). Lernprozessuntersuchung mit Concept Mapping. 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. 192-194). Alsbach: Leuchtturm-Verlag // g5.

Gerken, C., Aufschnaiter, S. von. (1996). Die Maxwell-Theorie als 'Tracer' fuer eine Lernprozessstudie. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 263-265). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,P,E,LPRO.

Gerken, C., Aufschnaiter, S. (1997). Auf dem Weg zu den Maxwell-Gleichungen. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 337-339). Alsbach: Leuchtturm-Verlag // g7,P,E,LPRO.

Gerlach, W. (1962). Die Sprache der Physik. Bonn: Duemmler // g4.

Gerstberger, H. (1997). Sagbares und Unsagbares beim Kommunizieren ueber Physik. In F. D. d. P. Deutsche Physikalische Gesellschaft (Ed.), Didaktik der Physik (pp. 212-217). Berlin: Technische Universitaet Berlin, Institut fuer Fachdidaktik Physik und Lehrerbildung // g1.

Gess-Newsome, J., Lederman, N. G. (1993). Preservice biology teachers' knowledge structures as a function of professional teacher education: a year-long assessment. Science Education, 77(1), 25-45 // g8,B.

Gess-Newsome, J., Lederman, N. G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325 // g8,B,CSC.

Gess-Newsome, J. (1999). Expanding questions and extending implications: A response to the paper set. Science Education, 83(3), 386-391 // g1,CC,g9.

Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 3-17). Dordrecht, The Netherlands: Kluwer Academic Press // g1,PCK.

Gess-Newsome, J. (1999). Secondary teachers´ knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 51-94). Dordrecht, The Netherlands: Kluwer Academic Press // g1,PCK,g8,CTL,CSC.

Geyer, M., Hohenester, A. , Mathelitsch, L. (1991). Aero- und Hydromechanik - (k)ein Kapitel des Physikunterrichts? In W. Kuhn (Ed.), Didaktik der Physik. Vortraege Physikertagung 1991 Erlangen (pp. 241-256). Giessen: Deutsche Physikalische Gesellschaft Fachausschuss Didaktik der Physik // g6,P,M.

Giannetto, E., Tarsitani, C. , Vicentini-Missoni, M. (1992). The relations between epistemology, history of science and science teaching from the point of view of the research on mental representations. 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. 359-374). Kingston, Ontario: The Faculty of Education, Queens University // g1,g3.

Giberti, G., Monroy, G. , Testa, I. , Sassi, E. (2001). Teachers' interpretations of a proposal on "motion and force" in secondary school. Transformations of didactic intentions. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 181-184). Paris: Elsevier // g8,P,M,FORCE,CTL.

Giddings, G. (1990). Student ideas on the velocity of light. The Australian Science Teachers Journal, 36(2), 72-75 // g6,P,O.

Giese, P. A. (1987). Misconceptions about water pressure. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 143-148). Ithaca: Cornell University // g6,P,M.

Giest, H. (1998). Kognitive Entwicklung - Lernen - Unterricht. Zeitschrift fuer Didaktik der Naturwissenschaften, 5(1), 25-40 // g1,CON.

Gil , M. J., Martinez, B. (1999). The oceans: Are they an inexhaustible mine of resources? - The use of multimedia to investigate ecological concepts. 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. 510-512). Kiel: IPN Kiel // g5,g6,B.

Gilbert, J., Pope, M. (1982). Schoolchildren discussing energy. Surrey: Institute of Educational Development/University of Surrey // g6,P,EN.

Gilbert, J. (1984). Theories of learning: Kelly. In R. Osborne, Gilbert, J. (Ed.), Some issues of theory in Science Education (pp. 19-41). Hamilton: Science Education Research Unit, University of Waikato // g1.

Gilbert, J., Pope, M. (1986). Small group discussions about conceptions in science: a case study. Research in Science and Technological Education, 4(1), 61-76 // g5.

Gilbert, J., Boulter, C. (1995). The role of models and modelling in some narratives of science learning. Paper presented at the Annual Meeting of the American Education Research Association (AERA), San Francisco, April 1995 // g1.

Gilbert, J., Rutherford, M. (1998). Models in explanations, Part 1: Horses for courses? International Journal of Science Education, 20(1), 83-97 // g1,MODEL.

Gilbert, J., Boulter, C. , Rutherford, M. (1998). Models in explanations, Part 2: Whose voice? Whose ears? International Journal of Science Education, 20(2), 187-203 // g1,MODEL.

Gilbert, J., Stocklmayer, S. (1998). On mental modelling in science and technology centres: A pilot study. Paper presented at the annual meeting of NARST, San Diego, 1998, 1-19 // g1,MM,g6.

Gilbert, J., Calvert, S. (2003). Challenging accepted wisdom: looking at the gender and science education question through a different lens. International Journal of Science Education, 25(7), 861-878 // g6, GEN.

Gilbert, J. (2006). On the nature of ''context'' in chemical education. International Journal of Science Education, 28(9), 957-976 // g1, C.

Gilbert, J., de Jong, O., Justi, R., Treagust, D. F., & van Driel, J. (2002). Chemical education: Towards research-based practice. Dordrecht: Kluwer Academic publishers // g7, C.

Gilbert, J., de Jong, O., Justi, R., Treagust, D. F., & van Driel, J. (2002). Research and development for the future of chemical education. In J. Gilbert, T. de Jong, R. Justi, D. F. Treagust & J. van Driel (Eds.), Chemical education: Towards research-based practice (pp. 391-408). Dordrecht: Kluwer Academic Publishers // g1, C.

Gilbert, J. K., Osborne, R. (1979). "I understand, but I don't get it": Some problems of learning science. The School Science Review, 61, 664-674 // g6,P,M.

Gilbert, J. K. (1980). The Cognitive-Development Research Seminar, Science and Mathematics Education (University of Leeds, 17-21, September 1979): A personal appreciation. Journal of Research in Science Teaching, 2, 191-193 // g1.

Gilbert, J. K., Osborne, R. , Fensham, P. J. (1982). Children's science and its consequences for teaching. Science Education, 66(4), 623-633 // g1,g6.

Gilbert, J. K., Watts, M. , Osborne, R. (1982). Students conceptions of ideas in mechanics. Physics Education, 17(2), 62-66 // g6,P,M.

Gilbert, J. K., Watts, M. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in Science Education. Studies in Science Education, 10, 61-98 // g1,g6,P,E,EN,O,AT,T,C,B.

Gilbert, J. K., Zylberstajn, A. (1985). A conceptional framework for Science Education: The case study of force and movement. European Journal of Science Education, 7, 107-120 // g6,P,M.

Gilbert, J. K., Watts, M. , Osborne, R. (1985). Eliciting student views using an interview-about-instances technique. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 11-27). Orlando: Academic Press // g5.

Gilbert, J. K., Swift, D. J. (1985). Towards a Lakatosian analysis of the Piagetian and alternative conceptions research programs. Science Education, 69, 681-696 // g1.

Gilbert, J. K. (1993). The role of models and modelling in science education. Paper presented at the Annual Conference of the National Association for Research in Science Teaching, Atlanta, 1-11 // g1,ANA.

Gilbert, J. K. (1997). Models in science and science education. In M. Group (Ed.), Exploring models and modelling in science and technology education (pp. 5-19). Reading, UK: The University of Reading, Faculty of Education and Community Science // g1,MODEL,ANA.

Gilbert, J. K., Boulter, C. J. (1998). Learning science through models and modelling. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 53-66). Dordrecht, Netherlands: Kluwer Academic Press // g1,MODEL.

Gilbert, J. K., Reiner, M. (2000). Thought experiments in science education: Potential and current realization. International Journal of Science Education, 22(3), 365-284 // g1,THOUGHT EXPERIMENT.

Gilbert, J. R., Osborne, R. (1980). Identifying science students' concepts: The Interview-About-Instance Approach. 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. 244-261). Leeds: University of Leeds // g5,g6,P,E.

Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79 // g6,CSC.

Gillespie, J. P. (1972). A study of concept development and communication abilities in young children using variations in leaf morphology. Journal of Research in Science Teaching, 9(1), 57-64 // g6,B.

Gil-Perez, D., Carrascosa, J. (1985). Science learning as a conceptual and methodological change. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 303-309). Utrecht: GIREP/SVO/UNESCO // g1.

Gil-Perez, D., Carrascosa, J. (1985). Science learning as a conceptual and methodological change. European Journal of Science Education, 7(3), 231-236 // g1.

Gil-Perez, D., Furio Mas, C. (1986). La vie quotidienne contre la pensee scientifique. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 515-520). Paris: Instaprint // g2.

Gil-Perez, D. (1987). Differences entre "modeles spontanes", modeles enseignes et modeles scientifiques: quelques implications didactiques. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 118-121). Chamonix: Centre Jean Franco // g1,g7.

Gil-Perez, D. (1987). Differences entre "modeles spontanes", modeles enseignes et modeles scientifiques: quelques implications didactiques. Actes Jes, 9, 118-122 // g1,g7.

Gil-Perez, D., Carrascosa, J. (1987). What to do for science misconceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 149-157). Ithaca: Cornell University // g1,g3.

Gil-Perez, D., Dumas-Carr, A. , Caillot, M. , Martinez-Torregrosa, J. (1990). Paper and pencil problem solving in the physical science as a research activity. Studies in Science Education, 18, 137-151 // g5.

Gil-Perez, D., Carrascosa, J. (1990). What to do about science "misconceptions". Science Education, 74(5), 531-540 // g1,g7,P,M.

Gil-Perez, D., Carrascosa, J. (1992). Approaching pupils' learning to scientific construction of knowledge: some implications of the history and philosophy of science in 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. 375-389). Kingston, Ontario: The Faculty of Education, Queens University // g1,g3,g7.

Gil-Perez, D., Solbes, J. (1993). The introduction of modern physics: overcoming a deformed vision of science. International Journal of Science Education, 15(3), 255-260 // g7,P,R,Q,CSC.

Gil-Perez, D., Carrascosa-Alis, J. (1994). Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching. Science Education, 78(3), 301-315 // g1.

Gil-Perez, D., de Carvalho, A. (1998). Physics teacher training: Analysis and proposals. In A. Tiberghien, Jossem, E. , Barojas, J. (Ed.), Connecting research in physics education (pp. 1-9). Ohio: ICPE Books // g9.

Gil-Perez, D. (2001). Constructivism in science education: The need for a clear line of demarcation. 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. 10-12). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CON.

Gil-Pérez, D. (2003). Constructivism in science education: The need for a clear line of demarcation. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 9-17). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, CON.

Ginns, I. S., Watters, J. J. (1995). An analysis of scientific understandings of preservice elementary teacher education students. Journal of Research in Science Teaching, 32(2), 205-222 // g8,P,M,C.

Gioka, O. (2007). Assessment for learning in biology lessons. Journal of Biological Education, 41(3), 113-116 // g8, CTL, B.

Giordan, A. (1983). Les representations des eleves: Outils pour la pedagogie. Cahiers Pedagogiques, 214, 26-28 // g1,g6,B.

Giordan, A. (1984). Learning process (and obstacles thereto) of science pupils aged 6-14. Council of Europe, Council for cultural co-operation, Educational research workshop on science in primary education. Edinburgh // g6,g7,B.

Giordan, A. (1985). Des representations des eleves a l'appropriation de quelques concepts scientifiques. In A. Giordan (Ed.), Reconstruire ses savoir (pp. 113-127). Paris: Messidor // g1,g6,B.

Giordan, A. (1986). Boire, manger, dormir: Des conceptions des apprenants a leurs utilisations didactiques. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 411-419). Paris: Instaprint // g1.

Giordan, A., Nguyen-Lin, M. , De Vecchi, G. , Raichvarg, D. (1986). Categories of conceptions about sexuality and some of their didactical consequences. Laboratoire de didactique et epistemologie de science (LDES), University of Geneva, Switzerland // g6,B.

Giordan, A. (1987). Bibliographie concernant les recherches sur les conceptions des apprenants en biologie. Annales de didactique des sciences No 2, BIODIC LDES // g1,g6.

Giordan, A., Vecchi, G. de. (1987). Les origines du savoir. Neuchatel,Paris: Delachaux & Niestle // g1,g3,g5,g6,g7,P,C,B.

Giordan, A. (1987). Premodeles et modeles (personells et historiques) a propos du champ conceptuel de respiration. In A. Giordan, Martinand, J. L. (Ed.), Modeles et simulation. Actes des 9. journees int. sur l'ed. scient (pp. 143-149). Chamonix: Centre Jean Franco // g1,g3,g6,B.

Giordan, A., Martinand, J. L. (1988). Etat des recherches sur les conceptions des apprenants a propos de la biologie (1). In A. Giordan, Mathieu, J. L. , Viovy, R. (Ed.), Annales de didactique des sciences (no.2) (pp. 11-63). Rouen: Universite de Rouen // g1,g5,g6,B.

Giordan, A. (1988). From the categorization of learners' conceptions to an optimal didactic environment. Paper presented by the International Union of Biological Sciences, Comission for Biological Education // g1,g7.

Giordan, A. (1996). Learning: Beyond constructivism. In A. Giordan, Girault, Y. (Ed.), The new learning models (pp. 20-29). Nice: Z' ditions - les auteurs // g1,CON.

Giordan, A. (1998). Models of thinking and learning. In H. Bayrhuber, Brinkman, F. (Ed.), What - Why - How? Research in Didaktik of Biology (pp. 243-252). Kiel: IPN - Materialien // g1,CON.

Giorgi, S., Pozzo, R. , Concari, S. (2001). Representations of pre-college students about bodies with translational movement. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 381-382). Paris: Elsevier // g6,P,M.

Gipper, H. (1955). Die Farbe als Sprachproblem. Sprachforum, Zeitschrift fuer angewandte Sprachwissenschaft, 1, 135-145 // g4.

Gipper, H. (1956). Die Kluft zwischen muttersprachlichem und physikalischem Weltbild. Physikalische Blaetter, 12, 97-105 // g4.

Gipper, H. (1956). Muttersprachliches und wissenschaftliches Weltbild. Sprachforum, Zeitschrift fuer angewandte Sprachwissenschaft, 2, 1-10 // g4.

Gipper, H. (1959). Sprache, Schluessel zur Welt. Duesseldorf: Schwann // g4.

Gipper, H. (1964). Muttersprachliche Wirkungen auf die wissenschaftliche Begriffsbildung und ihre Folgen. Archiv fuer Begriffsgeschichte, 9, 243-258 // g4.

Gipper, H. (1971). Zur Problematik der Fachsprachen. Ein Beitrag aus sprachwissenschaftlicher Sicht. In H. Gipper (Ed.), Denken ohne Sprache ? (pp. 108-123). Duesseldorf: Schwann // g4.

Gipper, H. (1972). Gibt es ein sprachliches Relativitaetsprinzip ? Untersuchungen zur Sapir-Whorf-Hypothese. Frankfurt/Main: Fischer // g4.

Girod, M., Rau, C., & Schepige, A. (2003). Appreciating the beauty of science ideas: Teaching for aesthetic understanding. Science Education, 87(4), 574-587 // g1, g7.

Girwidz, R. (1993). Neue Moeglichkeiten der Strommessung im Physikunterricht. Physik und Didaktik, 21(1), 65-74 // g7,P,E.

Girwidz, R., Kurz, G., Kautz, C. (2003). Zum Verständnis der newtonschen Mechanik bei Studienanfängern - der Test "Force concept inventory - FCI". In V. Nordmeier (Ed.), CD zur Frühjahrstagung des Fachverbandes Didaktik der Physik der Deutschen Physikalischen Gesellschaft in Augsburg. Berlin: Lehrmanns Fachbuchhandlung // g6, P, M, FORCE.

Girwidz, R. (2004). Lerntheoretische Konzepte für Multimediaanwendungen zur Physik. Physik und Didaktik in Schule und Hochschule, 3(1), 9-19 // g1, COSC, MMEDIA.

Girwidz, R. (2006). Multimedia im Physikunterricht - Ansätze für eine theoriegeleitete Entwicklung und Anwendung. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 27-41). Münster: LIT Verlag // g1, g7, P, MMEDIA.

Gitari, W. (2006). Everyday objects of learning about health and healing and implications for science education. Journal of Research in Science Teaching, 43(2), 172-193 // g6, B, HEALTH, CTL.

Gitomer, D. H., Duschl, R. A. (1995). Moving toward a portfolio culture in science education. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 299-326). Mahwah, New Jersey: Lawrence Erlbaum Associates // g1,g5,g7.

Givry, D., & Roth, W.-M. (2006). Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting. Journal of Research in Science Teaching, 43(10), 1086-1109 // g1, GESTURES, SEMIOCTICS, g7, P, LPRO.

Glaser, R., Bassok, M. (1989). Learning theory and the study of instruction. Annual Review of Psychology, 40, 631-666 // g1.

Glaser, R. E., & Carson, K. M. (2005). Chemistry Is in the News: Taxonomy of authentic news media-based learning activities. International Journal of Science Education, 27(9), 1083-1098 // g7, C, MMEDIA.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   20   21   22   23   24   25   26   27   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin