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



Yüklə 4,57 Mb.
səhifə30/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   26   27   28   29   30   31   32   33   ...   76

Helm, H., Novak, J. D. (1983). Proceedings of the International Seminar "Misconceptions in Science and Mathematics". Ithaca, N. Y.: Cornell University // g1,g6.

Helm, H. (1985). Misconceptions' research: A problem oriented perspective. Paper prepared for the symposium "Perspectives on Cognitive Structure and Conceptual Change" at the annual meeting of the American Educational Research Association, Chicago // g1,g5.

Helm, H., Gilbert, J. , Watts, M. (1985). Thought experiments and physics education - part 2. Physics Education, 20, 211-217 // g7,P.

Helm, H., Jiya, Z. (1993). Students' understanding of the concept of current: Language, models, definitions. 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,E.

Helms, J. V. (1999). Science - and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834 // g8,CSC.

Helms, J. V., Carlone, H. B. (1999). Science education and the commonplaces of science. Science Education, 83(2), 233-245 // g1,CSC.

Henckell, H. (1979). Die Entwicklung physikalischer Begriffe im Sachunterricht. In H. Haertel (Ed.), Zur Didaktik der Physik und Chemie (pp. 58-60). Hannover: Schroedel // g1.

Henderson, D., Stanisstreet, M., & Boyes, E. (2007). Who wants a job in biology? Student aspirations and perceptions. Journal of Biological Education, 41(4), 156-161 // g6.

Hendry, G. D., King, R. C. (1994). On theory of learning and knowledge: Educational implications of advances in neuroscience. Science Education, 78(3), 223-253 // g1.

Henessy, S., Twigger, D. , Driver, R. , O'Shea, T. , O'Malley, C. E. , Byard, M. , Draper, S. , Hartley, R. , Mohamed, R. , Scanlon, E. (1993). Changing learners' understanding using a computer-augmented curriculum for mechanics. 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,M.

Henle, P. (1975). Sprache, Denken, Kultur. Frankfurt/Main: Suhrkamp // g4.

Hennessey, M. G. (1993). Students' ideas about their conceptualization: their elicitation through instruction. Paper presented at the annual meeting of the National Association for Research in Science Teaching, 1-32 // g6,g7,CTL,.

Hennessey, M. G., Beeth, M. E. (1993). Students' reflective thoughts about science content: a relationship to conceptual change learning. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, 1-32 // g6,g7,CTL,.

Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41 // g1.

Hennessy, S., Twigger, D. , Driver, R. , O'Shea, T. , O'Malley, C. E. , Byard, M. , Draper, S. , Hartley, R. , Mohamed, R. , Scanlon, E. (1995). A classroom intervention using a computer-augmented curriculum for mechanics. International Journal of Science Education, 17(2), 189-206 // g7,P,M,GEN.

Hennessy, S., Twigger, D. , Driver, R. , O'Shea, T. , O'Malley, C. E. , Byard, M. , Draper, S. , Hartley, R. , Mohamed, R. , Scanlon, E. (1995). Design of a computer-augmented curriculum for mechanics. International Journal of Science Education, 17(1), 75-92 // g7,P,M.

Hennessy, S. (2006). Integrating technology into teaching and learning of school science: A situated perspective on pedagogical issues in research. Studies in Science Education, 42, 1-48 // g1, SITL, TECHNOLOGY.

Hennessy, S., Deaney, R., & Ruthven, K. (2006). Situated expertise in integrating use of multimedia simulation into secondary science teaching. International Journal of Science Education, 28(7), 701-732 // g1, MMEDIA, g7, g8, CTL.

Henningsen, J. (1972). Wer lehrt, popularisiert. In J. Henningsen (Ed.), Kommunikation zwischen Fussnote und Feuilleton (pp. 66-73). Weinheim: Beltz // g7.

Henriksen, E. K., Jorde, D. (2001). High school students' understanding of radiation and the environment: Can museums play a role? Science Education, 85(2), 189-206 // g7, P, INFORMAL.

Henriksen, L., Hobolth, E. , Thomsen, P. V. (1996). Metacognition in physics/chemistry teacher education - a Danish project. European Journal of Teacher Education, 19(2), 167-180 // g9.

Henry, D. (2004). Assessing college physics students' conceptual understanding of short circuits. Paper presented at the NARST Conference 2004, VANCOUVER // g6, P, E, CIRC.

Henze, I., Driel van, J. H., & Verloop, N. (2008). Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342 // g8, CTL, PCK, CSC, P, AS, MODEL.

Henze, I., van Driel, J. H., & Verloop, N. (2007). Science teachers' knowledge about teaching models and modelling in the context of a New Syllabus on public understanding of science. Research in Science Education, 37(2), 99-122 // g8, CTL, PCK.

Hepburn, G., Gaskell,P. J. (1999). Teaching a new science and technology course: A sociocultural perspective. Journal of Research in Science Teaching, 35(7), 777-790 // g1,SCON,g8,CTL,LPRO.

Herbert, S. (2008). Collateral learning in science: Students' reponses to a cross-cultural unit of work. International Journal of Science Education, 30(7), 979-994 // g7, B, HEALTH.

Herdt, D., Wiesner, H. . (1990). Vergleichende Untersuchungen zum Lernerfolg verschiedener Konzeptionen fuer den Einfuehrungsunterricht in Optik (Sekundarstufe I). In W. Kuhn (Ed.), Vortraege auf der Physikertagung 1990 (pp. 451-455). Giessen: DPG Fachausschuss Didaktik der Physik // g7,P,O.

Herdt, D. (1991). Vergleichende Untersuchungen zum Lernerfolg verschiedener Konzeptionen fuer den Einfuehrungsunterricht in Optik (Sekundarstufe I). In H. Wiesner (Ed.), Aufsaetze zur Didaktik der Physik II. Festschrift zum 65. Geburtstag von Walter Jung (pp. 84-98). Bad Salzdetfurth: Franzbecker // g7,P,O.

Herget, M., & Bögeholz, S. (2005). Empirische Erkenntnisse zu Geschlechterunterschieden beim computergestützten Lernen - Basiswissen für eine geschlechtersensible Konzeption von Lehr-Lern-Arrangements und Unterrichtsforschung. Zeitschrift für Didaktik der Naturwissenschaften, 11, 207-220 // g7, MMEDIA, GEN.

Hericks, U. (1991). Ueber das Verstehen von Physik - Physikalische Theoriebildung bei Schuelern der Sekundarstufe 2. Muenster: Westfaelische Wilhems-Universitaet // g1,g3,g5,g6,P,M,CTL,.

Hernandez-Rivera, V. (1993). Development of a diagnostic test to detect misconceptions in Mendelian genetics and meiosis. 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.

Heron, P. R. L., Loverude, M. E., Shaffer, P. S., & McDermott, L. C. (2003). Helping students develop an understanding of Archimedes' principle. II. Development of research-based instructional materials. American Journal of Physics, 71(11), 1188-1195 // g7, P, M, BUOY.

Herron, J. D. (1975). Piaget for chemists. Journal of Chemical Education, 52, 146-150 // g6,C.

Herron, J. D. (1976). Commentary on "Piagetian cognitive development and achievement in science". Journal of Research in Science Teaching, 13(4), 355-359 // g1.

Herron, J. D., Cantu, L. L. , Ward, R. , Srinivasan, V. (1977). Problems associated with concept analysis. Science Education, 61(2), 185-199 // g1.

Herron, J. D. (1978). Role of learning and development: critique of Novak's comparison of Ausubel and Piaget. Science Education, 62(4), 593-605 // g1.

Herron, J. D. (1979). Hey, watch your language. Journal of Chemical Education, 56(5), 330-331 // g4.

Herron, J. D. (1984). Using research in chemical education to improve my teaching. Journal of Chemical Education, 61(10), 850-854 // g7,C.

Hesse, J. J. (1987). The costs and benefits of using conceptual change teachings methods: a teachers' perspective. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 194-210). Ithaca: Cornell University // g1,g8,CTL.

Hesse, J. J. (1989). From naive to knowledgeable. The Science Teacher, 56(4), 55-58 // g7.

Hesse, J. J., Anderson, C. W. (1990). A case study of conceptual change teaching: Teaching the necessity of conservation in physical and chemical changes. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta // g7,g8,C,CTL.

Hesse, J. J., Anderson, C. W. (1992). Students' conceptions of chemical change. Journal of Research in Science Teaching, 29(3), 277-299 // g6,P,AT,C,ANA.

Hesse, M. (2002). Eine neue Methode zur Ueberpruefung von Artenkenntnissen bei Schuelern. Fruehblueher: Benennen - Selbsteinschaetzen - Wiedererkennen. Zeitschrift fuer Didaktik der Naturwissenschaften, 8, 53-66 // g6, B, BIODIV.

Hesse, M. (2005). Das Wachstum von Bäumen in der Vorstellung von Studierenden. Zeitschrift für Didaktik der Naturwissenschaften, 11, 175-192 // g6, B, GDD.

Hestenes, D., Wells, M. , Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-166 // g6,CSC.

Hestenes, D. (1992). Modeling games in the Newtonian world. American Journal of Physics, 60(8), 732-748 // g1.

Hestenes, D., Halloun. (1995). Interpreting the force concept inventory. A response to march 1995 critique by Huffman and Heller. The Physics Teacher, 33(8), 502,504-506 // g6,P,M,FORCE.

Heuer, D., Wilhelm, T. (1997). Aristoteles siegt immer noch ueber Newton. Der Mathematische und Naturwissenschaftliche Unterricht, 50(5), 280-285 // g6,P,M,FORCE.

Heuer, D., Blaschke,K. (2001). Learning physics with multimedia- and experimental-supported workshops. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 301-306). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,M,FORCE,MMEDIA.

Heuvelen, A. v. (1991). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59(10), 891-897 // g7,P.

Hewitt, G. (1991). River quality investigations, part 2: physical, chemical, and microbial determinands of water quality. Journal of Biological Education, 25(3), 201-208 // g6,B,EN.

Hewson, M. G., Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies in science learning. Journal of Research in Science Teaching, 20(8), 731-743 // g6,g7,P,M.

Hewson, M. G., Hamlyn, D. (1983). The representation and analysis of conceptions of heat. Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 347-354 // g6,P,T.

Hewson, M. G., Hamlyn, D. (1984). The influence of intellectual environment on conceptions of heat. European Journal of Science Education, 6, 254-262 // g2,g6,P,T.

Hewson, M. G., Kriel, J. R. , Zietsman, A. (1985). The restructuring of classical textbook knowledge for problem solving: A conceptual change approach. Johannesburg: National Institute for Personnel Research // g7.

Hewson, M. G. (1985). The role of intellectual environment in the origin of conceptions: An explanatory study. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 153-161). Orlando: Academic Press // g1,g4,g6,P,T.

Hewson, M. G. (1986). The acquisition of scientific knowledge: Analysis and representation of student conceptions concerning density. Science Education, 70(2), 159-170 // g1,g6,P,M.

Hewson, M. G., Ryers, R. (1993). Simulated teaching experiences: A tool in teaching for conceptual change. 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.

Hewson, P., Bell, B. , Grimellini Tomasini, N. , Pecori Balandi, B. , Hennessey, G. , Zietsman, A. (1995). Teaching with students' ideas in mind. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, April 1995 // g1,g7,g9.

Hewson, P., Lemberger, J. (2000). Status as the hallmark of conceptual learning. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 110-125). Buckingham: Open University Press // g1,CC,g7,B,GENE.

Hewson, P. W. (1981). Aristotle: Alive and well in the classroom ? The Australian Science Teachers Journal, 27(3), 9-13 // g1.

Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-396 // g1.

Hewson, P. W. (1982). A case study of conceptual change in special relativity: The influence of prior knowledge in learning. European Journal of Research in Science Education, 4(1), 61-78 // g6,P,R.

Hewson, P. W. (1983). Microcomputers and conceptual change: The use of a microcomputer program to diagnose and remediate an alternative conception of speed. Paper presented at the annual meeting of the American Educational Research Association, Montreal // g5,g7,P,M.

Hewson, P. W., Hewson, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13 // g1.

Hewson, P. W. (1985). Epistemological commitments on the learning of science: Examples from dynamics. European Journal of Science Education, 7, 163-172 // g1,P,M.

Hewson, P. W., Hewson, M. G. (1987). Identifying conceptions of teaching science. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 182-193). Ithaca: Cornell University // g8,CTL.

Hewson, P. W., Hewson, M. G. (1987). Science teachers' conceptions of teaching: implications for teacher education. International Journal of Science Education, 9(4), 425-440 // g8,CTL,g9.

Hewson, P. W., Hewson, M. G. (1988). Analysis and use of a task for identifying conceptions of teaching science. Paper presented at the annual meeting of the American Education Research Association, New Orleans // g8,CTL,CSC,.

Hewson, P. W., Hewson, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614 // g1.

Hewson, P. W., Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11, 541-553 // g1,g7.

Hewson, P. W., Hennessey, M. G. (1992). Making status explicit: A case study of conceptual change. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 176-187). Kiel: IPN // g1,g7,P,M,CTL,.

Hewson, P. W., Hewson, M. G. (1992). The status of students' conceptions. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 59-73). Kiel: IPN // g1,g5,g7.

Hewson, P. W., Kerby, H. W. (1993). Conceptions of teaching science held by experienced high school science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, 1-30 // g8,CTL,CSC.

Hewson, P. W., Olsen, T. P. (1993). "Emotional distress" in teaching force and energy: a physics teacher's story. Paper presented at the annual meeting of the American Education Research Association, Atlanta, 1-30 // g8,CTL,CSC.

Hewson, P. W., Lyons, L. , Freitag, P. K. , Hollon, R. E. (1993). Where's the student in project DISTIL? Paper presented at the Third International Seminar on Misconceptions and Educational Strategies in the Sciences and Mathematics, Ithaca, 1-19 // g5,g8,CTL.

Hewson, P. W., Olsen, T. P. (1994). Qualitative physics and students' ideas: A physics teacher's story. International Journal of Science Education, 16(5), 563-573 // g8,CTL.

Hewson, P. W., Kerby, H. W. , Cook, P. A. (1995). Determing the conceptions of teaching science held by experienced high school science teachers. Journal of Research in Science Teaching, 32(5), 503-520 // g8,CTL,.

Hewson, P. W. (1996). Teaching for conceptual change. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 131-140). New York: Teachers College Press // g1,CC,g7.

Hewson, P. W., Beeth, M. E. , Thorley, R. (1998). Teaching for conceptual change. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 199-218). Dordrecht, Netherlands: Kluwer Academic Press // g1,CC,g7.

Hewson, P. W., Tabachnick, B. R. , Zeichner, K. M. , Lemberger, J. (1999). Educating prospective teachers of biology: Findings, limitations, and recommendations. Science Education, 83(3), 373-384 // g8,CTL,CSC,g9.

Hewson, P. W., Tabachnick, B. R. , Zeichner, K. M. , Blomker, K. B. , Meyer, H. , Lemberger, J. , Marion, R. , Park, H.-J. , Toolin, R. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247-273 // g1,CC,CON,PCK,g8,CTL,g9.

Hewson, P. W. (2007). Teacher professional development in science. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1179-1203). Mahwah: Lawrence Erlbaum Associates // g1, g8, CTL, g9.

Hewson, P. W. (2008). Conceptions over time: Are language and the here-and-now up to the task? Cultural Studies of Science Education(3), 263-276 // g1, CC.

Heywood, D., Parker, J. (1997). Confronting the analogy: Primary teachers exploring the usefulness of analogies in the teaching and learning of electricity. International Journal of Science Education, 19(8), 869-885 // g7,P,E,ANA.

Heywood, D., Parker, J. (2001). Describing the cognitive landscape in learning and teaching about forces. International Journal of Science Education, 23(11), 1177-1199 // g7,P,M,FORCE.

Heywood, D. S. (2005). Primary trainee teachers' learning and teaching about light: Some pedagogic implications for initial teacher training. International Journal of Science Education, 27(12), 1447-1475 // g6, g8, P, O, g9.

Heyworth, R. M. (1999). Procedural and conceptual knowledge of export and novice students for the solving of basic problem in chemistry. International Journal of Science Education, 21(2), 195-212 // g6,C,EXNO,PROSOL.

Hibbard, K. M., Novak, J. D. (1975). Audio-tutorial elementary school science instruction as a method for study of children's concept learning: Particulate nature of matter. Science Education, 59(4), 559-570 // g6,P,AT.

Hickey, D. T., Kindfield, A. C. H., Horwitz, P., Christie, M. A. T. (2003). Integrating curriculum, instruction, assessment, and evaluation in a technology-supported learning environment. American Educational Research Journal, 40(2), 495-538 // g7, B, GENETICS, MMEDIA.

Hickey, D. T., & Zuiker, J. (2003). A new perspective for evaluating innovative science programs. Science Education, 87(4), 539-563 // g1, g5.

Hickman, F. M., Kennedy, M. H. , McInerny, J. D. (1978). Human genetics education: results of BSCS needs assessment surveys. American Biology Teacher, 40(5), 285-303 // g6,B.

Hilbert, M. (1953). Untersuchungen zur Physik des Schulkindes. Westermanns Paedagogische Beitraege, 8, 19-28 // g6,P.

Hildebrand, A. C. (1985). Conceptual problems associated with understanding genetics: a review of the literature on genetics learning. Unpublished Manuscript, 1-21 // g6,B.

Hilge, C. Schuelervorstellungen und fachliche Vorstellungen zu Mikroorganismen und mikrobiellen Prozessen. Oldenburg: Didaktisches Zentrum, Universitaet Oldenburg // g6,B,BIODIV.

Hilge, C. (1998). Didaktische Rekonstruktion im Bereich Mikroorganismen und mikrobioelle Prozesse. In H. Guenther-Arndt (Ed.), Fachdidaktik als Zentrum professioneller Lehrerbildung (Vol. 387, pp. 27-34). Oldenburg: Oldenburger Vor-Drucke // g6,B,PHYSIO.

Hilge, C., Kattmann, U. (1999). The significance of microbes for biology teaching - A study of scientific and students' conceptions. 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. 134-136). Kiel: IPN Kiel // g6,B.

Hilge, C. (2001). Using everyday and scientific conceptions for developing guidelines of teaching microbiology. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 253-258). Dordrecht,The Netherlands: Kluwer Academic Publishers // g6,B.

Hill, D. M., Redden, M. G. (1985). An investigation of the system concept. School Science and Mathematics, 85, 233-239 // g6.

Hill, R., O'Sullivan, H. , Stanisstreet, M. , Boyes, E. (1998). Biology students' understanding of cystic fibrosis, gene therapy, and gene screening. Journal of Biological Education, 32(2), 103-110 // g6,B.

Hill, R., Stanisstreet, M. , Boyes, E. (2000). What ideas do students associate with 'biotechnology' and 'genetic engineering'? School Science Review, 81(297), 77-84 // g6,B,BIOTECH.

Hills, G. L. (1983). Misconceptions misconceived ? Using conceptual change to understand some of the problems pupils have in learning science. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 245-257). Ithaca, N. Y.: Cornell University // g1.

Hills, G. L., McAndrews, B. (1987). David Hawkins critical barriers and the education of elementary school science teachers. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 210-223). Ithaca: Cornell University // g1,g2,g9.

Hills, G. L. (1989). Students' "untutored" beliefs about natural phenomena: Primitive science or commonsense ? Science Education, 73(2), 155-186 // g1,g4,g5.

Hilscher, H., Eigenstetter-Boesl, E. (1989). Fehlvorstellungen koennen jeden Physikunterricht ueberdauern. In W. Kuhn (Ed.), Didaktik der Physik. Vortraege auf der Physikertagung 1989 in Bonn (pp. 281-297). Giessen: Deutsche Physikalische Gesellschaft, Fachausschuss Didaktik der Physik // g6,P,M,T,E.

Hipkins, R., Bull, A., & Joyce, C. (2008). The interplay of context and concepts in primary school children's systems thinking. Journal of Biological Education, 42(2), 73-77 // g7, B.

Hirn, C., Viennot, L. (1999). Transformation of didactic intentions by teachers the case of geometrical optics in grade 8 in France. 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. 447-449). Kiel: IPN Kiel // g8,P,O,CTL,CSC.

Hirn, C., Viennot, L. (2000). Transformation of didactic intensions by teachers: The case of geometrical optics in grade 8. International Journal of Science Education, 22(4), 357-384 // g7,P,O,g8,CTL.

Hirsch, J., v. Aufschnaiter, C. (2004). Interesse, Handeln, Erleben. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 54-56). Münster: LIT Verlag // g7, P, E, VIDEO, AFF, LAB.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   26   27   28   29   30   31   32   33   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin