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



Yüklə 4,57 Mb.
səhifə45/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   41   42   43   44   45   46   47   48   ...   76

Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school students' views about science. International Journal of Science Education, 28(4), 363-381 // g6, CSC, AFF, GEN.

Milne, C., Taylor, P. (1995). Metaphors as global markers for teachers' beliefs about the nature of science. Research in Science Education, 25(1), 39-49 // g1,g8,CTL,CSC,.

Milne, C., Gough, N. , Loving, C. C. (2002). Textbooks. In J. Wallace, Louden, W. (Ed.), Dilemmas of science teaching (pp. 115-127). London: RoutledgeFalmer // g1,TXT.

Milne, C., Kirch, S., Jhumki Basu, S., Leou, M., & Fraser-Abder, P. (2008). Understanding conceptual change: connecting and questioning. Cultural Studies of Science Education(3), 417-434 // g1, CC, SCON.

Milne, C., & Otieno, T. (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91(4), 523-553 // g7, C, LAB, AFF.

Minasian-Batmanian, L. C., Lingard, J., & Prosser, M. (2006). Variation in student reflections in their conceptions of and approaches to learning biochemistry in a first-year health sciences' service subject. International Journal of Science Education, 28(15), 1887-1904 // g6, B.

Minstrell, J. (1982). Explaining the "at rest" condition of an object. The Physics Teacher, 20, 10-14 // g7,P,M.

Minstrell, J., Smith, C. (1983). Alternative conceptions and a strategy for change. Science and Children, 21(3), 31-33 // g7.

Minstrell, J. (1983). Getting the facts straight. The Science Teacher, 50(1), 52-54 // g1.

Minstrell, J. (1990). A teaching system for diagnosing student' conceptions and prescribing relevant instruction. Paper prepared for a session of the American Educational Research Association titled "Classroom perspectives on conceptual change teaching", Boston // g6,g7,P,M,.

Minstrell, J. (1992). Facets of students' knowledge and relevant instruction. In R. Duit, Goldberg, F. , Niedderer, H. (Ed.), Research in physics learning: Theoretical issues and empirical studies (pp. 110-128). Kiel: IPN // g5,g6,g7,P,M.

Minstrell, J., Stimpson, V. (1995). A classroom environment for learning: Guiding students' reconstruction of understanding and reasoning. In R. Glaser, Schauble, L. (Ed.), The contributions of instructional innovation to understanding learning. Boulder, CO: Paper presented at the Conference on Curriculum and Assessment Reform in Education // g1,g7,P,E,.

Minstrell, J. (2001). Facets of students' thinking: designing to cross the gap from research to standards-based practice. In K. Crowley, Schunn, C. D. , Okada, T. (Ed.), Designing for science: implications from professional, instructional, and everyday science (pp. 1-22). Mawah, NJ: Lawrence Erlbaum Associates // g1,g7,FACETS OF THINKING.

Minstrell, J. (2001). The role of the teacher in making sense of classroom experiences and effecting better learning. In D. Klahr, Carver, S. (Ed.), Cognition and instruction: 25 years of progress (pp. 1-22). Mawah, NJ: Lawrence Erlbaum Associates // g1,g7,FACETS OF THINKING.

Mintzes, J., Wandersee, J. , Novak, J. (1998). Meaningful learning, knowledge restructuring and conceptual change: On ways of teaching science for understanding. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 327-350). San Diego: Academic Press // g1,AUSUBEL,CON.

Mintzes, J., Wandersee, J. (1998). Reform and innovation in science teaching: A human constructivist view. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 29-58). San Diego: Academic Press // g1,AUSUBEL,CON,COSC.

Mintzes, J., Wandersee, J. (1998). Research in science teaching: A human constructivist view. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 59-92). San Diego: Academic Press // g1,AUSUBEL,CON,CC,g5.

Mintzes, J., Wandersee, J. , Novak, J. (1998). Teaching science for understanding. San Diego: Academic Press // g1,CON,AUSUBEL,g5,g7.

Mintzes, J. J., Arnaudin, M. W. Children's biology: A review of research on conceptual developement in the life sciences. Paper presented from the Department of Biological Sciences, University of North Carolina at Wilmington // g6,B.

Mintzes, J. J. (1984). Naive theories in biology: Children's concepts of the human body. School Science and Mathematics, 84(7), 548-555 // g6,g7,B.

Mintzes, J. J., Trowbridge, J. E. (1987). Alternative frameworks in animal classification. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. II (pp. 338-347). Ithaca: Cornell University // g6,B.

Mintzes, J. J., Trowbrige, J. E. , Arnaudin, M. W. (1991). Children's biology: Studies on conceptual development in the live sciences. In S. M. Glynn, Yeany, R. H. , Britton, B. K. (Ed.), The psychology of learning science (pp. 179-201). Hillsdale: Lawrence Erlbaum Associates // g6,g7,B.

Mintzes, J. J. (1992). Proposal for a research agenda on conceptual change in evolutionary biology. In R. G. Good, Trowbridge, J. E. , Demastes, S. S. , Wandersee, J. H. , Hafner, M. S. , Cum Baton Rou (Ed.), Proceedings of the 1992 Evolution Education Research Conference (pp. 153-156). Baton Rouge: Lousiana: Lousiana State University // g7,B.

Mintzes, J. J., Wandersee, J. H. , Novak, J. D. (2001). Assessing understanding in biology. Journal of Biological Education, 35(3), 118-124 // g5,g6,B.

Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369 // g7, GC.

Mischo, C., & Rieß, W. (2008). Förderung systemischen Denkens im Bereich von Ökologie und Nachhaltigkeit. Unterrichtswissenschaft, 36(4), 346-364 // g7, B, ECOLOGY.

Mistler-Jackson, M., Songer, N. B. (2000). Student motivation and internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37(5), 459-479 // g7,WEATHER,MMEDIA.

Mitchell, I. (1994). School-tertiary collaboration: A long-term view. International Journal of Science Education, 16(5), 599-612 // g9.

Mitchell, I. J., Gunstone, R. F. (1984). Some student conceptions brought to the study of stoichiometry. Research in Science Education, 14, 78-88 // g6,P,AT,C,.

Mitchell, I. J., Baird, J. R. (1986). Teaching, learning and the curriculum: The influence of content in science. Research in Science Education, 16, 141-149 // g7.

Mitchell, I. J. (1989). The influence of class dynamics on individual learning. Research in Science Education, 19, 198-209 // g7,CTL.

Mitchell, S. N., & Hoff, D. L. (2006). (Dis)Interest in science: How perceptions about grades may be discouraging girls. Electronic Journal of Science Education, 11(1), 10-21 // g6, AFF, GEN.

Mittelsten Scheid, N., & Hössle, C. (2008). Wie Schüler unter Verwendung syllogistischer Elemente argumentieren. Eine empirische Studie zu Niveaus von Argumentation im naturwissenschaftlichen Unterricht. Zeitschrift für Didaktik der Naturwissenschaften, 14, 145-165 // g7, B, AFF, ARGUMENTATION.

Mitzkat, H. (1989). Piaget und die Inhalte - Anmerkungen zur kritischen Sicht der Physikdidaktik. In P. Kriesel, Lichtfeld, M. (Ed.), Physikunterricht im Spannungsfeld zwischen Natur- und Erziehungswissenschaften (pp. 89-95). Berlin: Freie Universitaet. Zentralinstitut fuer Fachdidaktiken // g1.

Miyake, N. (2008). Conceptual change through collaboration. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 453-478). New York: Routledge // g1, CC, SCCN, g7.

Modell, H., Michael, J., & Wenderoth, M. P. (2005). Helping the learner to learn: The role of uncovering misconceptions. The American Biology Teacher, 67(1), 20-26 // g1, g5.

Moeller, K. (1992). Lernen im Vorfeld von Physik und Technik - Neuere Untersuchungen zum naturwissenschaftlich-technischen Sachunterricht. In K. H. Wiebel (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven. Vortraege auf der Tagung fuer Didaktik der Physik/Chemie in Hamburg, September 1991 (pp. 18-38). Alsbach: Leuchtturm // g1,g6.

Moeller, K. (1997). Untersuchungen zum Aufbau bereichsspezifischen Wissens in Lehr-Lernprozessen des Sachunterrichts. In W. Koehnlein, Marquardt-Mau, B. , Schreier, H. (Ed.), Kinder auf dem Wege zum Verstehen der Welt (pp. 247-262). Bad Heilbrunn: Klinkhardt, Forschungen zur Didaktik des Sachunterrichtes, 1 // g1,CC,g5.

Moeller, K. (1999). Konstruktivistisch orientierte Lehr-Lernprozessforschung im naturwissenschaftlich-technischen Bereich des Sachunterrichtes. In W. Koehnlein, Marquardt-Mau, B., Schreier, H. (Ed.), Vielperspektivisches Denken im Sachunterricht (pp. 125-191). Bad Heilbrunn: Klinkhardt // g1,CON,CC,g6,g7,P,M,BUOY.

Moeller, K. (1999). Verstehendes Lernen im Sachunterricht - "Wie kommt es, dass ein Flugzeug fliegt?" In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, Probleme und Perspektiven - Vortraege auf der Tagung fuer Didaktik der Physik / Chemie in Essen, Sept. 1998 (pp. 164-166). Alsbach: Leuchtturm-Verlag // g7.

Mohapatra, J., Parida, B. (1995). The location of alternative conceptions by a concept graph technique. International Journal of Science Education, 17(5), 663-681 // g5,g6,P,O.

Mohapatra, J. K. (1988). Induced incorrect generalizations leading to misconceptions - An exploratory investigation about the laws of reflection of light. Journal of Research in Science Education, 25(9), 777-784 // g6,P,O,.

Mohapatra, J. K., Bhattacharyya, S. (1989). Pupils, teachers, induced incorrect generalization and the concept of "force". International Journal of Science Education, 11(4), 429-436 // g6,g8,P,M,.

Mohapatra, J. K. (1990). Episodic conceptualization: A possible cause of manifest alternative conceptions amongst groups of pupils in some Indian schools. International Journal of Science Education, 12(4), 417-427 // g6,P,M.

Mohapatra, J. K. (1991). The interaction of cultural rituals and the concepts of science in student learning: a case study on solar eclipse. International Journal of Science Education, 13(4), 431-437 // g6,P,AS.

Mohapatra, J. K. (1993). Analysis of alternative conceptions about the hierarchy of concepts - A concept map approach. 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,g8,P,O.

Mohapatra, J. K. (1993). Episodic conceptualization generating alternative conceptions involving graphs in kinematics. 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,M.

Mohapatra, J. K., Parida, B. K. (1993). Studying pupils' concepts about interrelations between concept labels involving refraction of light: A concept map model. Indian Educational Review, 28(1), 27-31 // g6,P,O.

Mohapatra, J. K., Parida, B. K. (1995). The location of alternative conceptions by a concept graph technique. International Journal of Science Education, 17(5), 663-681 // g5,g6,P,O.

Mohapatra, J. K. (1997). Taxonomy of conceptual change: Review of two anchoring instructional strategies and a functional model for teaching. Indian Educational Review, 32(1), 35-54 // g1,CC.

Moheno, P. B. B. (1993). Toward a fully human Science Education: An exploratory study of prospective teachers' attitudes toward humanistic Science Education. International Journal of Science Education, 15(1), 95-106 // g6,CTL,CSC.

Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school science classroom. Journal of Research in Science Teaching, 32(4), 349-371 // g6,g7,CSC.

Moje, E. B., Shepardson, D. P. (1998). Social interactions and children's changing understanding of electric circuits. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 17-26). Mahwah, NJ: Lawrence Erlbaum Associates // g7,P,E,LPRO,DISCOURSE.

Moje, E. B., Shepardson, D. P. (1998). Social interactions and children's changing understanding of electric circuits: Exploring unequal power relations in "peer"-learning groups. In B. Guzzetti, Hynd, C. (Ed.), Perspectives on conceptual change (pp. 225-234). Mahwah, NJ: Lawrence Erlbaum Associates // g1,CC,g7,P,E.

Moje, E. B., Collazo, T. , Carrillo, R. , Marx, R. W. (2001). "Maestro, what is 'quality'?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469-498 // g1,SCON,DISCOURSE,g7,LPRO.

Mol, A. (2001). Analysis of errors in kinematics in first year university students. 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. 99-101). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,P,M.

Moller, A. A., Dragsted, S., Evans, H. R., Sorensen, H. (2003). Transforming the standard instrument for assessing science teacher's self efficacy beliefs (STEBI) for use in Denmark. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 395-403). Dordrecht, The Netherlands: Kluwer Academic Publishers // g8, CTL.

Möller, K., Hardy, I., Jonen, A., Kleickmann, T., & Blumberg, E. (2006). Naturwissenschaften in der Primarstufe. Zur Förderung konzeptuellen Verständnisses durch Untericht und zur Wirksamkeit von Lehrerfortbildungen. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms (pp. 161-193). Münster: Waxmann Verlag // g7, P, M, GC, g8, CTL.

Möllering, J. (2008). Methode und Ergebnisse eines problemzentrierten Interviews. Chimica et ceterae artes rerum naturae didacticae, 34(101), 100-126 // g6, C, AT.

Monaghan, J. M., Clement, J. (1993). Use of a computer simulation to assist students in learning relative motion concepts. 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.

Monaghan, J. M., Clement, J. (1999). Use of a computer simulation to develop mental simulation for understanding relative motion concepts. International Journal of Science Education, 21(9), 921-944 // g6,P,M,MMEDIA.

Monaghan, J. M., Clement, J. (2000). Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation. Journal of Science Education and Technology, 9(4), 311-325 // g7, P, M, MMEDIA.

Monhardt, R. M., Tillotson, J. W. , Veronesi, P. D. (1999). Same destination, different journeys: A comparison of male and female views on becoming and being a scientist. International Journal of Science Education, 21(6), 533-552 // g6,CSC,GEN.

Monk, M. (1991). Genetic epistemological notes on recent research into children's understanding of light. International Journal of Science Education, 13(3), 255-270 // g6,P,O.

Monk, M. (1995). On the identification of principles in science that might inform research into students' belief about natural phenomena. International Journal of Science Education, 17(5), 565-573 // g1,CON.

Monk, M. (1995). On the identification of principles in science that might inform research into students' beliefs about natural phenomena. International Journal of Science Education, 17(5), 565-573 // g1.

Monk, M. (1995). What do epistemology and ontology have to offer in considering progression in physics education? In C. Bernardini (Ed.), Thinking physics for teaching (pp. 127-137). New York: Plenum Press // g1.

Monk, M. D., J. (1995). Learning to teach science - Activities for student teachers and mentors. London: The Falmer Press //.

Monroy, G., Balzano, E. , Giberti, G. , Sassi, E. (1999). Teaching motion and force in secondary school through real-time experiments: some transformations of the didactic strategies by teachers. 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. 444-446). Kiel: IPN Kiel // g8,P,M,CTL,CSC.

Montanero, M., Perez, A. , Suero, M. (1995). A survey of students' understanding of colliding bodies. Physics Education, 30(5), 277-283 // g6,P,M,FORCE.

Montanero, M., Suero, M. I., Perez, A. L., Pardo, P. J. (2002). Implicit theories of static interactions between two bodies. Physics Education, 37(4), 318-323 // g6, P, M, FORCE.

Monteiro, R., Carrillo, J., & Aguaded, S. (2008). Emergent theorisations in modelling the teaching of two science teachers. Research in Science Education, 38(3), 301-320 // g8, CTL.

Moody, D. E. (1993). Insight as the basis for a functional typology of misconceptions. 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) // g1.

Moody, D. E. (2000). The paradox of the textbok. In K. M. Fisher, Wandersee, J. M. , Moody, D. E. (Ed.), Mapping biology knowledge (pp. 167-184). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1,TXT.

Moore, F. M. (2008). Agency, identity, and social justice education: Preservice teachers' thoughts on becoming agents of change in urban elementary science classrooms. Research in Science Education, 38(5), 589-610 // g8, CTL.

Moore, F. M. (2008). Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684-710 // g8, CTL.

Moore, J. E., Kendall, D. C. (1971). Children's concepts of reproduction. Journal of Sex Research, 7, 42-61 // g6,B.

Moore, R. (2008). Creationism in the biology classroom: What do teachers teach & how do they teach it? The American Biology Teacher, 70(2), 79-84 // g7, B, EVOLUTION.

Moore, R., Mitchell, G., Bally, R., Inglis, M., Day, J., & Jacobs, D. (2002). Undergraduates' understanding of evolution: Ascriptions of agency as a problem for students learning. Journal of Biological Education, 36(2), 65-71 // g6, B, EVOLUTION.

Moorfoot, J. J. (1983). An alternative method of investigating pupils' understanding of physics concepts. School Science Review, 64(228), 561-566 // g5,g6,P,M.

Morais, A., Nunes, L. (1994). Family and school interaction on children's alternative conceptions and conceptual change. Paper presented at the 19th Annual Conference of the Association for Teacher Education in Europe, Prag, 4.-9. September 1994 // g6,B.

Morais, A. M., Neves, I. P. , Pires, D. (2001). Pedagogic practices and scientific development: Going deeper into analysis and intervention. 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. 560-562). Thessaloniki, Greece: Aristotle University of Thessaloniki // g8,CTL.

Morato, T., Solsona, N. , Izquierdo, M. (1992). Explanations on combustion: their analysis and evolution. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 181-194). Kingston, Ontario: The Faculty of Education, Queens University // g3,g6,C.

Moreira, M. A., Santos, C. A. (1981). The influence of content organization of student's cognitive structure in thermodynamics. Journal of Research in Science Teaching, 18, 525-531 // g5,g6,P,T.

Moreira, M. A. (1987). Concept mapping as a possible strategy to detect and to deal with misconceptions in physics. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconceptions and Educational Strategies in Science and Mathematics", Vol. III (pp. 352-360). Ithaca: Cornell University // g5,g6,P,E.

Moreira, M. A. (1994). Cambio conceptional: Critica a modelos actuales y una propuesta a la luz de la teoria del aprendizaje significativo. In M. Rioseco (Ed.), Proceedings of the International Conference "Science and Mathematics Education for the 21st. Century: Towards innovatory approaches" 26 September - 1 October 1994 (pp. 81-92). Conception, Chile: Universidad de Conception // g1.

Moreira, M. M. (1993). Students' misconceptions of time/relativity in language learning. 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.

Morf, A. (1994). Une epistemologie pour la didactique: Speculations autour d'un amenagement conceptuel. Revue des sciences de l' education, 20(1), 29-40 // g1.

Morge, L. (2005). Teacher-pupil interaction: A study of hidden beliefs in conclusion phases. International Journal of Science Education, 27(8), 935-956 // g8, CTL, DISCOURSE.

Morgil, I. (2004). Der Einfluss von Multimedia auf den Chemieunterricht - Multimedia als Lehrmaterial im Unterricht. In A. Pitton (Ed.), Chemie- und physikdidaktische Forschung und naturwissenschaftliche Bildung Band 24 (pp. 102-104). Münster: LIT Verlag // g7, C, MMEDIA.

Morgil, I., & Oskay, Ö. Ö. (2006). Computerunterstützte problembasierte Lernanwendungen. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 308-310). Münster: LIT Verlag // g7, P, OSCI, MMEDIA, MODEL.

Morgil, I., Yücel, A. S., Secken, N., Oskay, Ö. Ö., & Erökten, S. (2006). Wissenschaftliches Verhalten. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 231-233). Münster: LIT Verlag // g7, MMEDIA.

Mori, I., Kitagawa, O. , Tadang, N. (1974). The effect of language on a child's forming of spatio-temporal concept: On comparing Japanese and Thai children. Science Education, 58, 523-529 // g4.

Mori, I., Kojima, M. , Deno, T. (1976). A child's forming the concept of speed. Science Education, 60(4), 521-529 // g6,P,M.

Mori, I., Kojima, M. , Tadang, N. (1976). The effect of language on a child's conception of speed: A comparative study on Japanese and Thai children. Science Education, 60, 531-534 // g4,g6,P,M.

Morine-Dershimer, G., Kent, T. (1999). The complex nature and sources of teachers´ pedagogical knowledge. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 21-50). Dordrecht, The Netherlands: Kluwer Academic Press // g1,PCK,g8,CTL,g9.

Morrell, P. D., & Carroll, J. B. (2003). An extended examination of preservice elementary teachers' science teaching self-efficacy. School Science and Mathematics, 103(5), 246-251 // g8, CTL.

Morrell, P. D., Wainwright, C., & Flick, L. (2004). Reform teaching strategies used by student teachers. School Science and Mathematics, 104(5), 199-213 // g8, CTL.

Morris, E. D. (1992). Characteristics of the mind from a social constructivist perspective. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 195-199). Kingston, Ontario: The Faculty of Education, Queens University // g1.

Morrison, J. A., & Lederman, N. G. (2003). Science teachers' diagnosis and understanding of students' preconceptions. Science Education, 87(6), 849-867 // g8, CTL.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   41   42   43   44   45   46   47   48   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin