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



Yüklə 4,57 Mb.
səhifə32/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   28   29   30   31   32   33   34   35   ...   76

Huang, D.-S. (1996). A study of children's conceptions of life, animals and plants as well as their alternative conceptions. Proceedings of the National Science Council, Republic of China, 6(1), 39-46 // g6,B.

Huang, H.-J. (2006). Listening of the language of constructing science knowledge. International Journal of Science and Mathematics, 4(3), 391-415 // g7, B, GENETICS, DISCOURSE.

Huang, H.-W., Hwang, B.-T. (1992). Students' conceptual developments on shadow formation and their relations to formal and concrete operation stages. In N. S. Council (Ed.), Proceedings of the National Science Council Part D: Mathematics, Science, and Technology education (pp. 27-38). Taipei, Taiwan: National Science Council // g6,P,O.

Huang, H.-W., Chiu, Y.-J. (1993). Students' conceptual models about the nature and propagation of light. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York (distributed electronically): Cornell University // g3,g6,P,O.

Huang, I.-T. (1993). Improving genetics instruction in junior high schools in the Republic of China. 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,B.

Huang, I.-T. (1993). Misconceptions of high school students when learning genetics in the Republic of China. 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.

Huang, J. (1930). Children's explanations of strange phenomena. Smith College Studies in Psychology, 1, 63-181 // g6.

Huang, J. (1943). Children's conception of physical causality: A critical summary. Journal of Genetic Psychology, 63, 71-121 // g6.

Huang, S.-y. L. (2006). An assessment of science teachers' perceptions of secondary school environments in Taiwan. International Journal of Science Education, 28(1), 25-44 // g8, CTL.

Huang, W. (1993). The cognitive level and misconceptions on acid and base held by 6th graders in Taipei. 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. 149-155). Taipei: National Taiwan Normal University // g6,C.

Hubbard, P., & Abel, S. (2005). Setting sail or missing the boat: Comparing the beliefs of preservice elementary teachers with and without an inquiry-based physics course. Journal of Science Teacher Education, 16(1), 5-25 // g8, CTL.

Hubber, P. (2006). Year 12 students' mental models of the nature of light. Research in Science Education, 36(4), 419-439 // g7, P, O, Q.

Hubber, P. J. (2002). A three year longitudinal investigation into six secondary school studens' conceptions of optical phenomena. Bundoora, Australia: La Trobe University, Australia // g1,CON,g7,O.

Huber, R., Burton. G. (1995). What do students think scientists look like? School Science and Mathematics, 95(7), 371-376 // g6,CSC.

Hucke, L., & Fischer, H. E. (2002). The link of theory and practice in traditional and in computer-based university laboratory experiments. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 205-218). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, LAB, VIDEO.

Huddle, P. A., Pillay, A. E. (1996). An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a south african university. Journal of Research in Science Teaching, 33(1), 65-77 // g8,CTL,CSC.

Hudson, P. (2004). Toward identifying pedagogical knowledge for mentoring in primary science teaching. Journal of Science Education and Technology, 13(2), 215-226 // g8, CTL.

Huebner, K. (1979). Ueber Versuche, aus der Quantenmechanik eine neue Logik herzuleiten. In K. Lorenz (Ed.), Konstruktionen versus Positionen, Band 1 (pp. 278-289). Berlin, New York: de Gruyter // g4.

Huettner, R. (1997). Entzuendungstemperatur im offenen Schuelerexperiment. Lernen als Loesung eines kognitiven Konflikts. Chemie in der Schule, 44(12), 442-445 // g7,C.

Huff, M. (2002). Naturverstaendnis am Beispiel "Oekologische Nische" (Vol. 462). Oldenburg: Didaktisches Zentrum // g6, B, ECOLOGY.

Huffman, D., Heller, P. (1995). What does the force concept inventory actually measure? The Physics Teacher, 33(3), 138-143 // g5.

Huffman, D. (1997). Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34(6), 551-570 // g6,P,M,FORCE.

Huffman, D., Thomas, K., & Lawrenz, F. (2003). Relationship between professional development, teachers' instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103(8), 378-387 // g8, CTL.

Hugerat, M., Ilaiyan, S., Zadik, R., Zidani, S., Zidan, R., & Toren, Z. (2004). The impact of implementing an educational project, the solar village, on pupils, teachers, and parents. Journal of Science Education and Technology, 13(2), 277-284 // g7, E, STS.

Hug-Hellmuth, H. v. (1964). The child's concept of death. Psychanalytic Quarterly, 34, 499-516 // g6,B.

Huibregtse, I., Korthagen, F. , Wubbels, T. (1994). Physics teachers' conceptions of learning, teaching and professional development. International Journal of Science Education, 16(5), 539-561 // g8,CTL,CSC.

Huis, C. v., Berg, E. van den. (1993). Teaching energy: a system approach. Physics Education, 28(3), 146-153 // g7,P,EN.

Huis, C. v., Berg, E. van den. (1994). Visual representations in the teaching of energy. In F. G. Brinkman, van der Schee, J. A. , Schouten-Van Parreren, M. C. (Ed.), Curriculum research: Different disciplines and common goals (pp. 141-150). Amsterdam: Instituut voor Didakctiek en Onderwijspraktijk Vrije Universiteit // g6,g7,P,E.

Hul, F. v. t., Joolingen, W. R. van, Lijnse, P. L. (1989). Begripsverandering en microcomputers, praktijkervaringen met kracht en beweging. Tijdschrift voor Didactiek der ß-wetenschappen, 7(3), 172-191 // g7,P,M.

Hul, F. v. t., Kortland, K. (1997). Extending students' ideas about force and motion through an interactive computer simulation. In S. Oblak, Hribar, M. , Luchner, K. , Munih, M. (Ed.), New ways of teaching physics. Proceedings of the GIREP-ICPE International Conference 1996 in Ljubljana (pp. 518-521). Ljubljana: Board of Education of Slovenia // g7,P,M,FORCE.

Hulland, C., Munby, H. (1994). Science, stories, and sense-making: A comparison of qualitative data from a wetlands unit. Science Education, 78(2), 117-136 // g6,B.

Humboldt, W. v. (1968). Ueber die Verschiedenheit des menschlichen Sprachbaues und ihren Einfluss auf die geistige Entwicklung des Menschengeschlechts. Bonn: Duemmler // g4.

Hume, A., & Coll, R. (2008). Student experiences of carrying out a practical science investigation under direction. International Journal of Science Education, 30(9), 1201-1228 // g6, g8, CTL, LAB, INQUIRY.

Hung, W., & Jonassen, D. H. (2006). Conceptual understanding of causal reasoning in physics. International Journal of Science Education, 28(13), 1601-1622 // g7, P, PROSOL, GC.

Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74 // g1, SCON, g7, g8, INFORMAL, CSC.

Huppert, J., Lomask, S.M., Lazarowitz, R. (2002). Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24(8), 803-821 // g7, B, BIODIV, MMEDIA.

Huster, S. (1996). Fehlvorstellungen 13- bis 14jaehriger Schueler zum Begriff Druck. Physik in der Schule, 34(7/8), 257-261 // g6,P,M,PRESSURE.

Huster, S. (1996). Fehlvorstellungen 13- bis 14jaehriger Schueler zum Begriff Druck (Teil 2). Physik in der Schule, 34(9), 319-321 // g6,P,M,Pressure.

Hüther, M., Sumfleth, E., Theyßen, H. (2004). Evaluation eines Multimedia-Einsatzes in der Medizinerausbildung. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 87-89). Münster: LIT Verlag // g7, MMEDIA.

Hüther, M., & Theyßen, H. (2005). Vergleichende Untersuchung zur Lernwirksamkeit einer hypermedialen Lernumgebung und eines Praktikums an der Hochschule. Zeitschrift für Didaktik der Naturwissenschaften, 11, 117-130 // g7, P, LAB, MMEDIA.

Huziak, T. (2004). Ways in which prior knowledge shaped elementary students path during self-guided inquiry projects. Paper presented at the NARST Conference 2004, VANCOUVER // g7, LAB, INQUIRY.

Huziak-Clark, T., Van Hook, S., Nurnberger-Haag, J., & Ballone-Duran, L. (2007). Using inquiry to improve pedagogy through K-12/ university partnerships. School Science and Mathematics, 107(8), 311-324 // g8, CTL, INQUIRY.

Hwang, B.-T., Liou, A.-W. (1993). Study of the students' representation of the gas volume through the particulate conception. Paper presented at 34th IUPAC Congress, Beijing // g6,C,AT.

Hynd, C., Alvermann, D. , Qian, G. (1997). Preservice elementary school teachers' conceptual change about projectile motion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81(1), 1-27 // g7,P,FORCE.

Hynd, C. (1998). Conceptual change in a high school physics class. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 27-38). Mahwah, NJ: Lawrence Erlbaum Associates // g7,P,M,GRAV,LPRO.

Hynd, C. (1998). Observing learning from different perspectives: What does it mean for Barry and his understanding of gravity. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 235-244). Mahwah, NJ: Lawrence Erlbaum Associates // g1,CC,CON,g7,P,M,GRAV.

Hynd, C. R., Alvermann, D. E. (1986). The role of refutation text in overcoming difficulty with science concepts. Journal of Reading, 29, 440-446 // g7,P,M.

Hynd, C. R., McWhorter, J. Y. , Phares, V. L. , Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933-946 // g7,P,M,.

Idar, J., Ganiel, U. (1985). Learning difficulties in High School Physics: Development of a remedial teaching method and assessment of its impact on achievement. Journal of Research in Science Teaching, 22(2), 127-140 // g7,P,E.

Ikeoji, C. N., Agwubike, C. C., & Disi, J. O. (2007). Perceptions of head agricultural science teachers regarding problems and challenges of vocational agriculture delivery in secondary schools in Delta State, Nigeria. Electronic Journal of Science Education, 11(2) // g8, B.

Inagaki, K., Hatano, G. (1987). Young children's spontaneous personification as analogy. Child Development, 58, 1013-1020 // g6,B.

Inagaki, K., Hatano, G. (1993). Young children's understanding of the mind-body distinction. Child Development, 64(5), 1534-1549 // g6,B.

Inagaki, K., Hatano, G. (1996). Young children's recognition of commonalities between animals and plants. Child Development, 67(6), 2823-2840 // g6,B.

Inagaki, K. (1997). Emerging distinctions between naive biology and naive psychology. In H. Wellmann, Inagaki, K. (Ed.), The emergence of core domains of thought: Children's reasoning about physical, psychological, and biological phenomena (pp. 27-44). San Francisco: Jossey-Bass Publishers // g6,B.

Inagaki, K., & Hatano, G. (2002). Young children's naive thinking about the biological world. New York: Psychology Press (Taylor and Francis) // g1, g6, B.

Inagaki, K., & Hatano, G. (2008). Conceptual change in naive biology. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 240-262). New York: Routledge // g1, CC, g6, B.

Inagaki, K., & Hatona, G. (2002). Young childrens' naive thinking about the biological world. New York: Taylor & Francis // g1, g6, B.

Inbody, D. (1963). Children's understandings of natural phenomena. Science Education, 47, 270-278 // g6.

Ingerman, A., Booth, S. (2003). Expounding on physics: A phenomenographic study of physicists talking of their physics. International Journal of Science Education, 25(12), 1489-1508 // g1, PHEN, g6, P, Q, DISCOURSE.

Ingham, A. M., Gilbert, J. K. (1991). The use of analogue models by students of chemistry at higher education level. International Journal of Science Education, 13(2), 193-202 // g6,C,.

Ingram, E. L., & Nelson, C. E. (2006). Relationship between achievement and students' acceptance of evolution or creation in an upper-level evolution course. Journal of Research in Science Teaching, 43(1), 7-24 // g7, B, EVOLUTION, AFF.

Ingram, E. L., & Nelson, C. E. (2006). Using discussions of multiple-choice questions to help students identify misconceptions & reconstruct their understanding. The American Biology Teacher, 68(5), 275-279 // g5, g7.

Inhelder, B., Piaget, J. (1958). The growth of logical thinking from childhood to adolescent. New York: Basic Books // g1.

Inhelder, B., Sinclair, H. , Bovet, M. (1974). Learning and the development of cognition. New York: Harvard University Press // g1.

Inhelder, B. (1977). The development of the concepts of chance and probability in children. In W. Overton, McCarthy Gallagher, J. (Ed.), Knowledge and development (pp. 43-57). New York: Plenum Press // g6,STAT,IRR.

Ioannides, C. (2001). The changing meanings of force: A developmental study. 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. 96-98). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,M,FORCE.

Ioannidis, G. S., Spiliotopoulou, V. (1999). Children's drawings and stories about energy. 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. 95-97). Kiel: IPN Kiel // g5,g6,P,EN.

Ionen, A., Engelen, A. , Moeller, C. (2001). "Wie kommt es, dass ein eisernes Schiff nicht untergeht?" Eine Untersuchung zum Lernen von Grundschuelern im Vorfeld der Naturwissenschaften. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 147-149). Alsbach: Leuchtturm-Verlag // g7,P,M,BOY.

Ireson, G. (1999). On the quantum thinking of physics undergraduates. 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. 77-80). Kiel: IPN Kiel // g6,P,Q.

Ireson, G. (2001). On the quantum thinking of physics undergraduates. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 83-88). Dordrecht,The Netherlands: Kluwer Academic Publishers // g6,P,Q.

Irez, S. (2006). Are we prepared?: An assessment of preservice science teacher educators' beliefs about nature of science. Science Education, 90(6), 1113-1143 // g8, CSC.

Irez, S. (2007). Reflection-oriented qualitative approach in belief research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 17-27 // g5, g8, CSC.

Irving, K. E., & Bell, R. L. (2004). Double visions: Educational technology in standards and assessments for science and mathematics. Journal of Science Education and Technology, 13(2), 255-266 // g7, MMEDIA.

Irwin, A. (1997). Theories of burning: A case study using a historical perspectice. School Science Review, 78(285), 31-38 // g7,C.

Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84(1), 5-26 // g3,g7,P,AT,CSC.

Irzik, G. (2000). Back to basics: A philosophical critique of constructivism. Science & Education, 9(6), 621-639 // g1,CON.

Isa, A. M., Maskill,R. (1982). A comparison of science word meaning in the classrooms of two different countries: Scottish integrated science in Scotland and in Malaysia. British Journal of Educational Psychology, 52, 188-198 // g5.

Ivowi, U. M. O. (1983). Misconceptions in physics amongst Nigerian secondary school students. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 356-361). Ithaca, N. Y.: Cornell University // g6,P.

Ivowi, U. M. O. (1984). Misconceptions in physics amongst Nigerian Secondary School students. Physics Education, 19, 279-285 // g6,P.

Ivowi, U. M. O. (1986). Students' misconceptions about conservation principles and fields. Research in Science and Technological Education, 4(2), 127-137 // g6,P,M,E,EN,MAG.

Ivowi, U. M. O., Oludotun, J. S. (1987). An investigation of sources of misconceptions in physics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 252-257). Ithaca: Cornell University // g6,P,M,EN.

Iwasaki, T. (1988). Researching method of the process of making scientific concepts in education. In S. Pak (Ed.), Proceedings of the workshop on research for students' conceptual structures and changes in learning physics (pp. 198-205). Seoul: National University // g7,P,M.

Iwasyk, M. (1997). Kids questioning kids: 'Experts' sharing. Science and Children, 34(8), 42-46 // g7,P,O.

Izquierdo, M., Solsona, N. , Morato, M. T. (1991). Une etude sur les instruments de diagnostic de la pensee des etudiants. In A. Giordan, Martinand, J.-L. , Souchon, C. (Ed.), Ecole et medias face aux defis de l'environnement. Actes des 13. journees int. sur la communication, l'ed. et la culture scient. et indust. (pp. 632-637). Chamonix: Centre Jean Franco // g6,C.

Izquierdo, M., Sanmarti, N. , Casadelia, J. (1993). Elaboration of instruments to assist dialogue between the teacher and the pupils. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, New York: Cornell University (distributed electronically) // g5.

Izquierdo, M., Calvet, M. , Marquez, C. (1993). The use of theoretical models in the teaching of sciences: The paradigmatic facts. 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.

Izquierdo, M., Marquez, C. , Espinet, M. (2001). Interactions in the classroom. Dialogue: Multimodal communication. 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. 125-127). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,DISCOURSE,VIDEO.

Izquierdo-Aymerich, M., Aduriz-Bravo, A. (2003). Epistemological foundations of school science. Science & Education, 12(1), 27-43 // g1.

Izsak, A. (2000). Inscibing the Winch: Mechanisms by which studens develop knowledge structures for representing the physical world with algebra. The Journal of the Learning Sciences, 9(1), 31-74 // g6,MODELING.

Jabot, M., & Henry, D. (2007). Mental models of elementary and middle school students in analyzing simple battery and bulb circuits. School Science and Mathematics, 107(1), 371-381 // g6, P, E, CIRC.

Jackson, D., Doster, E. , Meadows, L. (1997). Reply to "Hearts and minds in the science classroom: The education of a confirmed evolutionist revisited". Journal of Research In Science Teaching, 34(1), 93-94 // g6,B.

Jackson, D. F., Doster, E. C. , Meadows, L. , Wood, T. (1995). Hearts and minds in the science classroom: The education of a confirmed evolutionist. Journal of Research in Science Teaching, 32(6), 585-611 // g6,g8,B.

Jackson, T. (1992). Perceptions of scientists among elementary school children. The Australian Science Teachers Journal, 38(1), 57-61 // g6,CSC,.

Jacob, C. (2004). Critical thinking in the chemistry classroom and beyond. Journal of Chemical Education, 81(8), 1216-1223 // g6, C, GC.

Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A science lesson plan analysis instrument for formative and summative program evaluation of a teacher education program. Science Education, 92(6), 1096-1126 // g5, g8, CTL.

Jacobs, G. (1989). Word usage misconceptions among first-year university physics students. International Journal of Science Education, 11(4), 395-399 // g6.

Jacobson, M. J., Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. The Journal of the Learning Sciences, 9(2), 145-200 // g7,EVOLUTION,MMEDIA.

Jaeckel, K. (1990). Alltagsvorstellungen und Synergetik. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Kassel, September 1989 (pp. 287-289). Alsbach: Leuchtturm // g1.

Jaekel, L. (1991). Biologieunterricht und Alltagserfahrungen (Klasse 10). Biologie in der Schule, 40(5), 192-195 // g6,B.

Jaekel, L. (1993). Art und Exaktheit biologischer Alltagserfahrungen 10 bis 16-jaehriger Schueler und Moeglichkeiten ihrer Nutzung im Biologieunterricht. Potsdam: Universitaet Potsdam // g1,g4,g6,B.

Jaekel, L. (1994). Wie kann Schule alltaegliche Sippenkenntnisse beeinflussen? In H. Bayrhuber, Etschenberg, K. , Gehlhaar, K. H. , Groenke, O. , Klee, R. , Kuehnemund, H. , Mayer, J. (Ed.), Interdisziplinaere Themenbereiche und Projekte im Biologieunterricht (pp. 322-326). Kiel: Institut fuer die Paedagogik der Naturwissenschaften // g1.

Jaekel, L. (1994). Zum Verhaeltnis von Alltag und Biologieunterricht - Erkennen an Phaenomenen. In L. Jaekel, Schallies, M. , Venter, J. , Zimmermann, U. (Ed.), Der Wandel im Lehren und Lernen von Mathematik und Naturwissenschaften (pp. 132-143). Weinheim: Deutscher Studienverlag // g1,g6,B.

Jahoda, G. (1958). Child animism I: A critical survey of cross cultural research. Journal of Social Psych., 47, 197-212 // g6,B.

Jaide, W. (1954). Ueber die Entwicklung des kindlichen Verstaendnisses fuer Natur und Technik. Schule und Psychologie, 1, 78-88 // g6.

Jaide, W. (1955). Das kindliche Verstaendnis fuer Natur und Technik. Neue Deutsche Schule, 7, 284-287 // g6.

Jakobson, B., & Wickman, P.-O. (2008). The roles of aesthetic experience in elementary school science. Research in Science Education, 38(1), 45-66 // g7, AFF.

James, M. C., & Scharmann, L. C. (2007). Using analogies to improve the teaching performance of preservice teachers. Journal of Research in Science Teaching, 44(4), 565-585 // g7, P, M, g8, CTL, ANA.

Jang, S.-J. (2006). The effects of incorporating webassisted learning with team teaching in seventh-grade classes. International Journal of Science Education, 28(6), 615-632 // g7, MMEDIA.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   28   29   30   31   32   33   34   35   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin