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



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Janke, B. (1994). Naive physikalische (Fehl-)Konzepte bei Kindern und Erwachsenen. Augsburg: Forschungsstelle fuer Paedagogische Psychologie und Entwicklungspsychologie, Universitaet Augsburg //.

Janssen, A. (1998). Vorstellungen von 'Menschenrassen' in der Fachwissenschaft und bei Schuelerinnen und Schuelern. Oldenburg, Germany: Universitaet Oldenburg // g6,B,BIODIV.

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Jara-Guerrero, S. (1993). Misconceptions on heat and temperature. In J. Novak (Ed.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, NY: Cornell University (distributed electronically). Ithaca, New York: Cornell University (distributed electronically) // g6,P,T.

Jarman, R. (2005). Science learning through Scouting: An understudied context for informal science education. International Journal of Science Education, 27(4), 427-450 // g7, INFORMAL.

Jarvis, T., & Pell, A. (2005). The relationships between primary teachers' attitudes and cognition during a two year science in-service programme. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 157-168). Dordrecht: Springer // g8, CTL, AFF.

Jeannin, L. (2001). Analysis of video data of secondary school science labwork. 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. 814-816). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,LAB,VIDEO.

Jeannin, L. (2003). Analysis of video data of secondary school science students. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 51-59). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, SCON, g5, g7, P, S, LPRO, VIDEO.

Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teacher's classroom practices. Journal of Research in Science Teaching, 42(6), 668-690 // g8, B, ECOLOGY, INQUIRY, CTL.

Jegede, O. J., Akinsola Okebukola, P. (1991). The relationship between African traditional cosmology and students' acquisition of a science process skill. International Journal of Science Education, 13(1), 37-47 // g6.

Jelemenská, P. (2004). Die lebensweltlichen Erfahrungen und das Verständnis der Einheiten in der Natur. In H. Gropengießer, A. Janßen-Bartels & E. Sander (Eds.), Lehren fürs Leben (pp. 60-69). Köln: Aulis Verlag Deubner // g4, g6, B, ECOLOGY.

Jelemenská, P. (2006). Biologie verstehen: Ökologische Einheiten. Oldenburg: Didaktisches Zentrum // g6, B, BIODIV.

Jenelten-Allkofer, C., Duit, R. (1980). Entwicklung des Energiebegriffs bei 5- bis 16 jaehrigen. Naturwissenschaften im Unterricht - Physik/Chemie, 12, 408-413 // g6,P,M,EN.

Jenkins, E. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9(6), 599-610 // g1,CON.

Jenkins, E. (2006). School science and citizenship: retrospect and prospect. School Science Review, 88(323), 113-129 // g1.

Jenkins, E. W. (1978). Piaget and school chemistry - a critique. Education in Chemistry, 15, 85-86 // g1.

Jenkins, E. W. (1994). HPS and school Science Education: Remediation or reconstruction? International Journal of Science Education, 16(6), 613-623 // g1.

Jenkins, E. W. (1999). Practical work in school science - some questions to be answered. In J. Leech, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 19-32). Dordrecht, The Netherlands: Kluwer // g1,LAB.

Jenkins, E. W. (2006). The student voice and school science education. Studies in Science Education, 42, 49-88 // g1.

Jensen, M., Finley, F. (1995). Changes in students' understanding of evolution by natural selection when using a historically rich curriculum. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 564-571). Minneapolis: University of Minnesota // g7,B.

Jensen, M., Finley, F. (1997). Teaching evolution using a historically rich curriculum & paired problem solving instructional strategy. The American Biology Teacher, 59(4), 208-212 // g7,B.

Jensen, M. S., Finley, F. N. (1995). Teaching evolution using historical arguments in a conceptual change strategy. Science Education, 79(2), 147-166 // g7,B.

Jeon, K., Huffman, D., & Noh, T. (2005). The effect of thinking aloud pair problem solving on high school students' chemistry problem-solving performance and verbal interactions. Journal of Chemical Education, 82(10), 1558-1564 // g7, C, PROSOL.

Jeong, H., Songer, N. B., & Lee, S.-Y. (2007). Evidentiary competence: Sixth graders' understanding for gathering and interpreting evidence in scientific investigations. Research in Science Education, 37(1), 75-97 // g6, GC, INQUIRY.

Jesus de, H. P., Teixeira-Dias, J. J. C., Watts, M. (2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015-1034 // g7, C.

Jewell, N. (2002). Examining childrens' models of seed. Journal of Biological Education, 36(3), 116-123 // g6, B, BIODIV.

Jiménez, A. M. P., Reigosa, C. C., Dìaz d. Bustamante, J. (2003). Discourse in the laboratory: Quality in argumentative and epistemic operations. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 249-257). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, LAB, ARGUMENTATION, VIDEO.

Jiménez Gómez, E., Benarroch, A., & Marín, N. (2006). Evaluation of the degree of coherence found in students' conceptions concering the particulate nature of matter. Journal of Research in Science Teaching, 43(6), 577-598 // g6, P, AT.

Jimenez-Aleixandre, M., Diaz de Bustamante, J. , Duschl, R. (1998). Supporting claims with warrants in the biology laboratory. Paper presented at the annual meeting of AERA, San Diego, 1998, 1-22 // g6,B,DISCOURSE,LAB.

Jiménez-Aleixandre, M., & Pereiro-Munoz, C. (2005). Argument construction and change while working on a real environment problem. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 419-431). Dordrecht: Springer // g7, B, ECOLOGY, ARGUMENTATION, DISCOURSE.

Jimenez-Aleixandre, M.-P., Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190 // g7, B, ECOLOGY, DISCOURSE, ARGUMENTATION.

Jimenez-Aleixandre, M. P., Fernandez Perez, J. (1987). Selection or adjustment ? Explanations of university biology students for natural selection problems. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 224-238). Ithaca: Cornell University // g6,B,GEN.

Jimenez-Aleixandre, M. P. (1992). Thinking about theories or thinking with theories?: A classroom study with natural selection. International Journal of Science Education, 14(1), 51-61 // g7,B.

Jimenez-Aleixandre, M. P., Diaz, J. (1993). Drawing and slicing cells. 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.

Jimenez-Aleixandre, M. P. (1994). Teaching evolution and natural selection: A look at textbooks and teachers. Journal of Research in Science Teaching, 31(5), 519-535 // g8,B.

Jimenez-Aleixandre, M. P., Rodriguez, A. B. , Duschl, R. A. (2000). "Doing the lesson" or "Doing science": Argument in high school genetics. Science Education, 84(6), 757-792 // g1,DISCOURSE,ARGUMENTATION,g7,B,GENETICS,LPRO,VIDEO.

Jimenez-Aleixandre, M. P., Reigosa Castro, C. , Diaz de Bustamente, J. (2001). Discourse in the laboratory: Quality in argumentative and epistemic operations. 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. 166-168). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,g6,LAB,DISCOURSE,MMEDIA.

Jimenez-Aleixandre, M.-P., & Reigosa, C. (2006). Contextualizing practices across epistemic levels in the chemistry laboratory. Science Education, 90(4), 707-733 // g1, DISCOURSE, g7, C, LAB, LPRO.

Jimoyiannis, A., & Komis, V. (2003). Investigating Greek students' ideas about forces and motion. Research in Science Education, 33(3), 375-392 // g6, P, M, FORCE.

Jochems, W. (1986). Methodologische aspecten van protocolanalyse. Tijdschrift voor Didactiek der ß-wetenschappen, 4(1), 1-18 // g5.

Johansson, B., Marton, F. , Svensson, L. (1985). An approach to describing learning as change between qualitative different conceptions. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 233-266). Orlando: Academic Press // g1,g5.

Johnson, A. C. (2007). Unintended consequences: How science professors discourage woman of color. Science Education, 91(5), 805-821 // g6, AFF, GEN.

Johnson, C. C., Kahle, J. B., & Fargo, J. D. (2007). Effective teaching results in increased science achievement for all students. Science Education, 91(3), 371-383 // g7, g8, gp.

Johnson, C. C., Kahle, J. B., & Fargo, J. D. (2007). A study of the effect of substained, whole-school professional development on student achievement in science. Journal of Research in Science Teaching, 44(6), 775-786 // g8, CTL.

Johnson, C. I., Durrance, L. M., & Campbell, G. E. (2004). Moving science education out of the classroom: The impact of collaboration and conceptual change activities on learning. Paper presented at the Interservice/ Industry Training, Simulation and Education Conference, Orlando, Florida // g7, P, M, FORCE, E, CIRC.

Johnson, C. N., Wellman, H. M. (1982). Children's developing conceptions of the mind and brain. Child Development, 53, 222-234 // g6.

Johnson, C. N., Hendrick, K. (1984). Body partonomy: how children partition the human body. Developmental Psychology, 20(5), 967-974 // g6,B.

Johnson, P. (1995). The development of children's concept of a substance. Paper presented at the First European Conference on Research in Science Education, Leeds, UK, April 7.-11. , 1995 // g6,C,AT.

Johnson, P., Gott, R. (1996). Construction and evidence from children's ideas. Science Education, 80(5), 561-577 // g1,CON,g5.

Johnson, P. (1998). Children's understanding of changes of state involving the gas state, Part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20(6), 695-709 // g6,P,AT,CHANGE OF STATE.

Johnson, P. (1998). Children's understanding of changes of state involving the gas state. Part 1: Boiling water and the particle theory. International Journal of Science Education, 20(5), 567-583 // g6,P,AT,T.

Johnson, P. (1998). Progression in children's understanding of a basic particle theory: A longitudinal study. International Journal of Science Education, 20(4), 393-412 // g6,P,AT.

Johnson, P. (1999). Particle ideas and the understanding of chemical change. 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. 399-401). Kiel: IPN Kiel // g7,C,AT.

Johnson, P. (2000). Children's understanding of substances, part 1: Recognizing chemical change. International Journal of Science Education, 22(7), 719-738 // g6,C.

Johnson, P. (2002). Children`s understanding of substances, Part 2: explaining chemical change. International Journal of Science Education, 24(10), 1037-1054 // g7, C, AT.

Johnson, P. (2005). The development of children's concept of a subtance: A longitudinal study of interaction between curriculum and learning. Research in Science Education, 35, 41-61 // g7, C, AT.

Johnson, P. (2006). The development of students' understanding of the particle theory and its role in their conception of macroscopic phenomena. In H. Fischler & C. S. Reiners (Eds.), Die Teilchenstruktur der Materie im Physik- und Chemieunterricht (pp. 109-144). Berlin: Logos Verlag Berlin // g7, P, C, AT.

Johnson, P. E., Curran, T. E. , Cox, D. L. (1971). A model for knowledge of concepts in science. Journal of Research in Science Teaching, 8, 91-95 // g6,P,M.

Johnson, S., Stewart, J. (2001). Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and succesful performance. Science Education, 86(4), 463-480 // g7,B,GENETICS,PROSOL.

Johnston, A., Southerland, S. A., & Sowell, S. (2006). Dissatisfied with the fruitfulness of ''learning ecologies''. Science Education, 90(5), 907-911 // g1, CSC.

Johnston, I., Crawford, K. , Fletcher, P. (1998). Student difficulties in learning quantum mechanics. International Journal of Science Education, 20(4), 427-446 // g6,P,Q.

Johnston, K. (1987). Changing teacher's conceptions of teaching and learning. Paper prepared for BERA conference on teachers' professional learning at the university of Lancaster // g8,CTL.

Johnston, K. (1987). CLIS in the classroom: Constructivist approaches to teaching. Education in Science, 26(124), 29-30 // g7.

Johnston, K. (1990). Students' responses to an active learning approach to teaching the particulate theory of matter. In P. L. Lijnse, Licht, P. , Vos, W. de, Waarlo, A. J. (Ed.), Relating macroscopic phenomena to microscopic particles: a central problem in secondary Science Education (pp. 247-265). Utrecht: CD-ß Press // g7,P,AT.

Johnstone, A. H., McDonald, J. J. , Webb, G. (1977). Misconceptions in school thermodynamics. Physics Education, 12(4), 248-251 // g6,C,P,T.

Johnstone, A. H., Mahmoud, N. A. (1980). Pupils' problems with water potential. Journal of Biological Education, 14(4), 325-328 // g6,B.

Johsua, S. (1983). La "metaphore du fluide" et le "raisonnement en courant". Research on Physics Education. Proceedings of the first international workshop. La Londe les Maures, 321-330 // g6,P,E.

Johsua, S. (1984). Students' interpretation of simple electrical diagrams. European Journal of Science Education, 6, 271-275 // g6,P,E.

Johsua, S., Dupin, J. J. (1985). Schematic diagrams, representations and type of reasoning in basic electricity. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 129-138). Kiel: Schmidt & Klaunig // g6,P,E.

Johsua, S., Dupin, J. J. (1986). Is the systematization of hypothetico-deductive reasoning possible in a class situation ? European Journal of Science Education, 8(4), 381-388 // g7,P,E.

Johsua, S., Dupin, J. J. (1987). Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 4(2), 117-135 // g7,P,E.

Joling, E., Voorde, H. H. ten. (1990). Verstudieboeking: De totstandkoming van feiten beschouwd vanuit een didactische optiek. Tijdschrift voor Didactiek der ß-wetenschappen, 8(1), 197-221 // g1.

Joling, E. (1994). Handeln und Sprechen: Probleme bei der Transskription. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Freiburg i.Br. , September 1994 (pp. 193-195). Alsbach: Leuchtturm-Verlag // g5.

Jolly, P., Bhatia, V. B., Verma, M. (2001). Developing a research-based laboratory curriculum for college physics. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 319-324). Paris: Elsevier // g6,LAB.

Jolly, P. (2001). A refresher course in physics education: Training college teachers to do classroom research. In R. Pinto, Surinach, S. (Ed.), Physics Teacher Education Beyond 2000 (pp. 249-252). Paris: Elsevier // g9.

Jonas-Ahrend, G. (1994). Physics teachers' and student-teachers' thinking about experiments in physics classes - a pilot study. In H. J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics - Proceedings of the 1994 International Seminar, University of Dortmund, Germany (pp. 246-253). Hong Kong: International Council of Associations for Science Education // g8,CTL.

Jonassen, D. (2008). Model building for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 676-693). New York: Routledge // g1, CC, MODEL.

Jones, A. (2004). Developing teachers' pedagogical content knowledge to enhance formative assessment. Paper presented at the NARST Conference 2004, VANCOUVER // g8, CTL.

Jones, A., & Moreland, J. (2004). Enhancing practicing primary school teachers' pedagogical content knowledge in technology. International Journal of Technology and Design Education, 14(2), 121-140 // g8, CTL.

Jones, A. T. (1983). Investigation of students' understanding of speed, velocity and acceleration. Research in Science Education, 13, 95-104 // g6,P,M.

Jones, B., Collis, K. , Sprod, T. , Watson, J. (1996). How children develop an understanding of vision. Australian Science Teachers Journal, 42(4), 54-58 // g6,P,O.

Jones, B. L. (1984). How solid is a solid: Does it matter ? Research in Science Education, 14, 1-14 // g6,P,M.

Jones, B. L., Lynch, P. P. , Reesink, C. (1987). Children's conceptions of the earth, sun and moon. International Journal of Science Education, 9(1), 43-53 // g6,P,AS,GEN.

Jones, B. L. (1987). Primary school teacher education and alternative conceptions in science. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 233-238). Ithaca: Cornell University // g9.

Jones, B. L., Lynch, P. P. , Reesink, C. (1989). Children's understanding of the notions of solid and liquid in relation to some common substances. International Journal of Science Education, 11(4), 417-427 // g6,P,M.

Jones, M., Carter, G. (1998). Small groups and shared constructions. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 261-279). San Diego: Academic Press // g1,SCON,PIAGET,VYGOTSKY,ANA,CC,g7.

Jones, M. (2003). Testing the effect of meat tenderizer on human hair: A class project for nonscience majors. Journal of Science Education and Technology, 12(1), 39-42 // g7, GC, CSC.

Jones, M. G., Vesilind, E. (1993). Changes in the structure of pedagogical knowledge in mathematics and science preservice teachers. 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) // g8,g9,CTL.

Jones, M. G., Carter, G. , Rua, M. J. (1999). Children´s concepts: Tools for transforming science teachers´ knowledge. Science Education, 83(5), 545-557 // g8,P,E,S,O,CTL.

Jones, M. G., Rua, M. J. , Carter, G. (1999). Science teachers´ conceptual growth within Vygotsky´s zone of proximal development. Journal of Research in Science Teaching, 35(9), 967-986 // g1,VYGOTSKY,SCON,g8,P,E,O,T,S.

Jones, M. G., Carter, G. , Rua, M. J. (2000). Exploring the development of conceptual ecologies: Communities of concepts related to convection and heat. Journal of Research in Science Teaching, 37(2), 139-159 // g1,CC,g7,P,T,LPRO,DISCOURSE,ANA.

Jones, M. G., Brader-Araje, L. , Carboni, L. W. , Carter, G. , Rua, M. J. , Banilover, E. , Hatch, H. (2000). Tool time: Gender and students' use of tools, control, and authority. Journal of Research in Science Teaching, 37(8), 760-783 // g1,SCON,DISCOURSE,LAB,GEN,g7.

Jones, M. G., Andre, T., Superfine, R., Taylor, R. (2003). Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy. Journal of Research in Science Teaching, 40(3), 303-322 // g7, B, MMEDIA.

Jones, M. G., Andre, T., Kubasko, D., Bokinsky, A., Tretter, T., Negishi, A., et al. (2004). Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students. Science Education, 88(1), 55-71 // g7, B, LAB, MMEDIA.

Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067-1104). Mahwah: Lawrence Erlbaum Associates // g8, CTL, g9, AFF.

Jones, M. G., Minogue, J., Tretter, T. R., Negishi, A., & Taylor, R. (2006). Haptic augmentation of science of science instructions: Does touch matter? Science Education, 90(1), 111-123 // g7, MMEDIA, B, ANA.

Jones, M. G., Tretter, T., Paechter, M., Kubasko, D., Bokinsky, A., Andre, T., et al. (2007). Differences in African-American and European-American students' engagement with nanotechnology experiences: Perceptual position or assessment artifact? Journal of Research in Science Teaching, 44(6), 787-799 // g7, NANOSCIENCE, CSC.

Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T. (2008). Experienced and novice teachers' concepts of spatial scale. International Journal of Science Education, 30(3), 409-429 // g8.

Jones, M. T., & Eick, C. J. (2007). Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge. Science Education, 91(3), 492-513 // g8, CTL.

Jordaan, A. S. (1987). Aspects of the understanding and teaching of the laws of physics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 258-267). Ithaca: Cornell University // g1.

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Judson, E., & Lawson, A. E. (2007). What is the role of constructivist teachers within faculty communication networks? Journal of Research in Science Teaching, 44(3), 490- 505 // g8.

Jung, H. (1988). Pre-instructional conceptual frameworks in elementary mechanics. In S. Pak (Ed.), Proceedings of the workshop on research for students' conceptual structures and changes in learning physics (pp. 206-225). Seoul: National University // g6,P,M.

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