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



Yüklə 4,57 Mb.
səhifə37/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   33   34   35   36   37   38   39   40   ...   76

Laukenmann, M., Grob, K. , v.Rhoeneck, C. (1999). Influence of emotions on classroom learning in physics and German language. 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. 366-368). Kiel: IPN Kiel // g6,P,E,AFF.

Laukenmann, M., Bleicher, M., Fuß, S., Glaeser-Zikuda, M., Mayring, P., Rhoeneck, C.v. (2000). Eine Untersuchung zum Einfluss emotionaler Faktoren auf das Lernen im Physikunterricht. Zeitschrift fuer Didaktik der Naturwissenschaften, 6, 139-155 // g7, P, E, AFF.

Laukenmann, M., Fuss, S. , v. Rhoeneck, C. (2001). Influence of familial interaction on motivational and emotional aspects of classroom learning in physics. 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. 512-514). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,E,CIRCUIT,AFF,CTL.

Laukenmann, M., v. Rhöneck, C. (2003). Förderung von Lernemotionen - eine Interventionsstudie. In V. Nordmeier (Ed.), CD zur Frühjahrstagung des Fachverbandes Didaktik der Physik der Deutschen Physikalischen Gesellschaft in Augsburg. Berlin: LEHRMANNS FACHBUCHHANDLUNG // g7, P, E, AFF.

Laukenmann, M., Bleicher, M., Fuß, S., Glaeser-Zikuda, M., Mayring, P., Rhoeneck, C. v. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507 // g7, P, AFF.

Laukenmann, M. (2003). Lassen sich lernbezogene Emotionen im Physikunterricht beeinflussen? In A. Pitton (Ed.), Außerschulisches Lernen in Physik und Chemie Band 23 (pp. 153-155). Münster: LIT Verlag // g7, P, E, AFF.

Lavoie, D. R. (1993). The development, theory and application of a cognitive-network model of prediction problem solving in biology. Journal of Research in Science Teaching, 30(7), 767-785 // g6,B.

Lavoie, D. R. (1995). The cognitive-processing nature of hypothetico-predictive reasoning. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (pp. 13-50). Manhattan, Kansas: NARST // g1.

Lavoie, D. R. (1995). Toward a cognitive-science perspective for scientific problem solving. Manhattan, Kansas: NARST // g1.

Lavoie, D. R. (1999). The effects of emphasizing hypothetico-predicitve reasoning within the science learning cycle on high school students´ process skills and conceptual understandings in biology. Journal of Research in Science Teaching, 36(10), 1127-1147 // g7,B.

Lavonen, J., Aksela, M., Juuti, K., Meisalo, V. (2003). Designing a user-friendly microcomputer-based laboratory package through the factor analysis of teacher evaluations. International Journal of Science Education, 25(12), 1471-1488 // g8, LAB, MMEDIA.

Lavonen, J., Jauhiainen, J., Koponen, I. T., Kurki-Suonio, K. (2004). Effect of a long-term in-service training program on teachers' beliefs about the role of experiments in physics education. International Journal of Science Education, 26(3), 309-328 // g8, LAB.

Law, N., & Lee, Y. (2004). Using an iconic modelling tool to support the learning of genetics concepts. Journal of Biological Education, 38(3), 118-124 // g7, B, GENETICS.

Lawrenz, F., Dantchik, A. (1985). Attitudes toward energy. School Science and Mathematics, 85(3), 189-202 // g6,P,EN,STS,GEN.

Lawrenz, F. (1986). Misconceptions of physical science concepts among elementary school teachers. School Science and Mathematics, 86(8), 7 // g8.

Lawrenz, F., Gray, B. (1995). Investigation of worldview theory in a South African Context. Journal of Research in Science Teaching, 32(6), 555-568 // g1,g6,CSC.

Lawrenz, F., Huffman, D., Robey, J. (2003). Relationships among student, teacher and observer perceptions of science classrooms and student achievement. International Journal of Science Education, 25(3), 409-420 // g6, g7, CTL.

Lawrenz, F. (2007). Review of science education program evaluation. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 943-963). Mahwah: Lawrence Erlbaum Associates // g1, g5.

Lawrenz, F., Huffman, D., & Gravely, A. (2007). Impact of the collaboratives for excellence in teacher preparation program. Journal of Research in Science Teaching, 44(9), 1348-1369 // g8.

Lawson, A. (1996). Introducing Mendelian genetics through a learning cycle. The American Biology Teacher, 58(1), 38-42 // g7,B.

Lawson, A. E. (1988). The acquisition of biological knowledge during childhood: Cognitive conflict or Tabula Rasa? Journal of Research in Science Teaching, 25(3), 185-199 // g1,g6,B.

Lawson, A. E., Thompson, L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746 // g6,B.

Lawson, A. E. (1989). Research on advanced reasoning, concept acquisition and a theory of science instruction. In P. Adey (Ed.), Adolescent development and school science (pp. 11-37). London: Falmer Press // g1.

Lawson, A. E., Abraham, M. R. , Renner, J. W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills: National Association for Research in Science Teaching // g1.

Lawson, A. E., Staver, J. R. (1989). Toward a solution of the learning paradox: emergent properties and neurological principles of constructivism. Instructional Science, 18, 169-177 // g1.

Lawson, A. E., Weser, J. (1990). The rejection of nonscientific beliefs about life: Effects of instruction and reasoning skills. Journal of Research in Science Teaching, 27(6), 589-606 // g6,B.

Lawson, A. E. (1991). Constructivism and domains of scientific knowledge: A reply to Lythcott and Duschl. Science Education, 75(4), 481-488 // g1.

Lawson, A. E., Worsnop, W. A. (1992). Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief and religious commitment. Journal of Research in Science Teaching, 29(2), 143-166 // g6,B.

Lawson, A. E. (1993). Constructivism taken to the absurd: A reply to Roth. Journal of Research in Science Teaching, 30(7), 805-807 // g1.

Lawson, A. E. (1993). Deductive reasoning, brain maturation, and science concept acquisition: Are they linked? Journal of Research in Science Teaching, 30(9), 1029-1051 // g1.

Lawson, A. E., Baker, W. P. , DiDonato, L. , Verdi, M. P. , Johnson, M. A. (1993). The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30(9), 1073-1085 // g6,ANA.

Lawson, A. E. (1994). Research on the acquisition of knowledge: Epistemological foundations of cognition. In D. L. Gabel (Ed.), Handbook of Research on science teaching and learning (pp. 131-176). New York: MacMillan Publishing Company // g1.

Lawson, A. E. (1994). Research on the acquistion of science knowledge: Epistemological foundations of cognition. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 131-176). New York: Macmillan Publishing Company // g1,COSC,PIAGET,NEURO.

Lawson, A. E. (2000). How do humans acquire knowledge? And what does that imply about the nature of knowledge? Science & Education, 9(6), 577-598 // g1,CTL.

Lawson, A. E. (2000). A learning cycle approach to introducing osmosis. American Biology Teacher, 62(3), 189-197 // g7,B,PHYSIO.

Lawson, A. E., Lewis jr. , C. M. , Birk, J. P. (2000). Why do students 'cook' data? Journal of College Science Teaching(3), 191-198 // g7,LAB.

Lawson, A. E. (2002). Sound and fauly arguments generated by preservice biology teachers when testing hypothesis involving unobservable entities. Journal of Research in Science Teaching, 39(3), 237-252 // g6,g8,gC.

Lawson, A. E. (2003). The nature and development of hypothetico-predictive argumentation with implications for science teaching. International Journal of Science Education, 25(11), 1387-1408 // g7, GC.

Lawson, A. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2(3), 307-338 // g1, gc, NEURO.

Lawson, A. E. (2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42(6), 716-740 // g1, GC, INQUIRY.

Lawson, A. E. (2006). Allchin`s errors and misrepresentations and the H-D nature of science. Science Education, 90(2), 289-295 // g1, CSC.

Lawson, A. E., Banks, D. L., & Logvin, M. (2007). Self-efficacy, reasoning ability, and achievement in college biology. Journal of Research in Science Teaching, 44(5), 706-724 // g7, B, GC, AFF.

Lawson, A. E., Oehrtman, M., & Jensen, J. (2008). Connecting science and mathematics: The nature of scientific and statistical hypothesis testing. International Journal of Science and Mathematics Education, 6(2), 405-416 // g1, g3, B, GENETICS, GC.

Layton, D. (1991). Science Education and praxis: the relationship of school science to practical action. Studies in Science Education, 19, 43-79 // g1.

Lazarowitz, R. (1981). Correlations of junior high school students' age, gender and intelligence with ability to construct classification in biology. Journal of Research in Science Teaching, 18(1), 15-22 // g6,B,GEN.

Lazarowitz, R., Meir, O. (1988). High school students' questions in biology: Cognitive levels and content themes. Research in Science Education, 18, 9-21 // g6,B,GEN.

Lazarowitz, R., Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94-128). New York: Macmillan Publishing Company // g1,g7,LAB.

Lazarowitz, R., Hertz-Lazarowitz, R. (1998). Cooperative learning in the science curriculum. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 1 (pp. 449-469). Dordrecht, Netherlands: Kluwer Academic Press // g1,CON,g7.

Lazarowitz, R. (2007). High school biology curricula development: implementation, teaching, and evaluation from the twentieth to the twenty-first century. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 561-598). Mahwah: Lawrence Erlbaum Associates // g1, g7, B, TXT.

Lazonby, J. N., Morris, J. E. , Waddington, D. J. (1982). The muddlesome mole. Education in Chemistry, 19, 109-111 // g6,C.

Le Marechal, J.-F. (1999). Modellind student's cognitive activity during resolution of problems based on experimental facts in chemical education. In J. Leach, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 195-209). Dordrecht, The Netherlands: Kluwer // g1,LAB,MODELLING,g7,C.

Le Marechal, J. F., Buty, C. , Tiberghien, A. (2001). Constructing teaching sequences: What are the grounding choices? 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. 236-238). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7.

Leach, J., Driver, R. , Scott, P. H. , Millar, R. (1993). Children's ideas about the nature of science from age 9 to age 16. 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,CSC.

Leach, J., Driver, R. , Scott, P. , Wood-Robinson, C. (1995). Children's ideas about ecology 1: Theoretical background, design and methodology. International Jounal of Science Education, 17(6), 721-732 // g5,g6,B.

Leach, J., Scott, P. (1995). The demands of learning science concepts - issues of theory and practice. School Science Review, 76(277), 47-51 // g1.

Leach, J., Scott, P. , Wood-Robinson, C. (1996). Children's ideas about ecology 2: ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18(1), 19-34 // g6,B,.

Leach, J., Driver, R. , Scott, P. , Wood-Robinson, C. (1996). Children's ideas about ecology 3: Ideas found in children aged 5-16 about the interdependency of organisms. International Journal of Science Education, 18(2), 129-141 // g6,B,.

Leach, J. (1996). Students' understanding of the nature of science. In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 269-282). London: The Falmer Press // g6,CSC.

Leach, J., Driver, R. , Millar, R. , Scott, P. (1997). A study of progression in learning about 'the nature of science': Issues of conceptualisation and methodology. International Journal of Science Education, 19(2), 147-166 // g6,CSC.

Leach, J. (1999). Learning science in tha laboratory. the importance of epistimological understanding. In J. Leach, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 134-147). Dordrecht, The Netherlands: Kluwer // g1,LAB,CSC,g6,T.

Leach, J. (1999). Students´ understanding of the co-ordination of theory and evidence in science. International Journal of Science Education, 21(8), 789-806 // g6,P,E,CIRC,GC.

Leach, J., Millar, R. , Ryder, J. , Sere, M.-G-. (2000). Epistemological understanding in science learning: The consistency of presentations across contexts. Learning and Instruction, 10(6), 497-527 // g6,CSC.

Leach, J., Hind, A. , Lewis, J. , Scott, P. (2001). Designing and implementing science teaching drawing upon research evidence about science learning. 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. 138-144). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,SCON,g7.

Leach, J. (2001). Epistemological perspectives in science education research. 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. 13-15). Thessaloniki, Greece: Aristotle University of Thessaloniki // g1,CON,CSC.

Leach, J., Scott, P. (2002). Designing and evaluation science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education, 38, 115-142 // g1, SCON, VYGOTSKY, g7, P, E, CIRC.

Leach, J. (2002). Students' understanding of the nature of science and its influence on labwork. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 41-48). Dordrecht, The Netherlands: Kluwer Academic Publishers // g6, GC, CSC.

Leach, J. (2002). The use of secondary data in teaching about data analysis in a first year undergraduate biochemistry course. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 165-178). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, B, C, LAB, GC.

Leach, J., Ametller, J., Hind, A., Lewis, J., & Scott, P. (2005). Designing and evaluating short science teaching sequences: Improving student learning. In K. Boersma, M. Goedhart, O. De Jong & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 209-220). Dordrecht: Springer // g7, C, B.

Leach, J., Hind, A., Lewis, J., & Scott, P. (2002). EPSE Project 2: Designing and evaluating short teaching sequences, informed by research evidence. School Science Review, 84(307), 25-28 // g7, B, C, P.

Leach, J., Hind, A., & Ryder, J. (2003). Designing and evaluating short teaching interventions about the epistemology of science in High School classrooms. Science Education, 87(6), 831-848 // g7, CSC, g8.

Leach, J. S., P. (2003). Individual and sociocultural views of learning in science education. Science & Education, 12(1), 91-113 // g1, CON, SCON.

Leach, J. T., & Scott, P. H. (2008). Teaching for conceptual understanding: An approach drawing on individual and sociocultural perspectives. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 647-675). New York: Routledge // g1, CC, SCON, PIAGET, VYGOTSKY, DISCOURSE, g7.

Leboutet-Barrell, L. (1976). Concepts of mechanics among young people. Physics Education, 11, 462-466 // g6,P,M.

Leboutet-Barrell, L. (1978). Mechanische Begriffe von Jugendlichen. physica didactica, 5, 55-62 // g6,P,M.

Lechner, H. (1990). Alltagsvorstellungen der Schueler und Aneignen von physikalischem Wissen. 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. 48-73). Alsbach: Leuchtturm // g1.

Lechner, H. (1993). Vorunterrichtliche Vorstellungen, angeeignetes Wissen und eigenstaendiges Lernen der Schueler. Naturwissenschaften im Unterricht Physik, 4(16), 34-38 // g7,P,E.

Lederman, N. (1995). The influence of teachers' conceptions of the nature of science on classroom practice: The story of five teachers. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 656-663). Minneapolis: University of Minnesota // g8,g9,CSC.

Lederman, N. G., Druger, M. (1985). Classroom factors related to changes in students' conceptions of the nature of science. Journal of Research in Science Teaching, 22(7), 649-662 // g6,g8,CSC.

Lederman, N. G., Zeidler, D. L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior ? Science Education, 71(5), 721-734 // g8,CSC.

Lederman, N. G., O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239 // g5,g6,CSC,.

Lederman, N. G. (1990). Students' perceptions of the nature of science: assessment, development, and sources of change. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, Georgia // g6,CSC,.

Lederman, N. G., Gess-Newsome, J. (1991). Metamorphosis, adaptation, or evolution?: Preservice science teachers' concerns and perceptions of teaching and planning. Science Education, 75(4), 443-456 // g6,g9,CTL.

Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359 // g6,g8,CSC.

Lederman, N. G., Gess-Newsome, J. , Latz, M. S. (1994). The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129-146 // g8,CTL,.

Lederman, N. G., Gess-Newsome, J. (1999). Reconceptualizing secondary science teacher education. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 199-214). Dordrecht, The Netherlands: Kluwer Academic Press // g1,PCK,g9.

Lederman, N. G. (1999). Teachers´ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929 // g8,CSC,LPRO.

Lederman, N. G. (2001). A partial list of the empirical theoretical literature on subject-specific pedagogy. School Science and Mathematics, 101(2), 61-80 // g1.

Lederman, N. G. (2007). Nature of science: past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879): Lawrence Erlbaum Associates // g1, CSC, g6, g7, g8.

Lee, E., Brown, M., Luft, J., & Roehrig, G. H. (2007). Assessing beginning secondary science teachers' PCK: Pilot year results. School Science and Mathematics, 107(2), 52-60 // g8, CTL, PCK.

Lee, G., Kwon, J., Park, S.-S., Kim, J.-W., Kwon, H.G., Park, H.-K. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40(6), 585-603 // g1, CC, g5, g6.

Lee, H., Tuan, H. L. , Guo, C. J. (1993). Practicing constructivist teaching: A case study of a physical science teacher. 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. 118-125). Taipei: National Taiwan Normal University // g8,CTL,CSC.

Lee, H., & Bae, S. (2008). Issues in implementing a structured problem-based learning strategy in a volcano unit: A case study. International Journal of Science and Mathematics Education, 6(4), 655-676 // g7, ES, PROSOL.

Lee, H. S., Butler Songer, N. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923-948 // g7, WEATHER, INQUIRY.

Lee, K. M., Nicoll, G., & Brooks, D. W. (2004). A comparison of inquiry and worked example web-based instruction using physlets. Journal of Science Education and Technology, 13(1), 81-88 // g7, P, MMEDIA.

Lee, K. W. (1985). Cognitive variables in problem solving in chemistry. Research in Science Education, 15, 43-50 // g6,C.

Lee, K. W. (1988). Two non-traditional measures of chemistry learning: Word association and idea association. Research in Science Education, 18, 169-176 // g5.

Lee, K. W., Fensham, P. (1996). A general strategy for solving high school electrochemistry problems. International Journal of Science Education, 18(5), 543-555 // g6,C,PROBLEM SOLVING.

Lee, K.-W. L. (1999). Particulate representations of a chemical reaction mechanism. Research in Science Education, 29(3), 401-415 // g6,C,AT.

Lee, K.-W. L., Tang, W.-U. , Goh, N.-K. , Chia, L.-S. (2001). The predicting role of cognitive variables in problem solving in mole concept. Chemistry Education: Research and practice in Europe, 2(3), 285-301 // g1,PROSOL,g6,C.

Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2007). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220 // g6, CTL.

Lee, M.-K., & Erdogan, I. (2007). The effect of science-technology-society teaching on students' attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315-1328 // g7, STS, AFF.

Lee, M. N. N., Zain, A. N. M. , Sulaiman, S. (1992). Misconceptions in selected topics in physics among Malaysian pupils. Journal of Science and Mathematics Education in South East Asia, 15(1), 55-62 // g6,P,E,T,M,AT,GEN.

Lee, O., Eichinger, D. C. , Anderson, C. W. , Berkheimer, G. D. , Blakeslee, T. D. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270 // g6,g7,P,AT,.

Lee, O., Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30(3), 585-610 // g7,.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   33   34   35   36   37   38   39   40   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin