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



Yüklə 4,57 Mb.
səhifə48/76
tarix03.04.2018
ölçüsü4,57 Mb.
#46471
1   ...   44   45   46   47   48   49   50   51   ...   76

Niedderer, H., & Schecker, H. (2004). Physik lernen und das Vorverständnis der Schüler. In C. Hößle, D. Höttecke & E. Kircher (Eds.), Lehren und lernen über die Natur der Naturwissenschaften (pp. 248-263). Baltmannsweiler: Schneider Verlag Hohengehren // g1.

Niegemann, H. M. (1978). Lehren und Lernen von Begriffen im Unterricht. Saarbruecken: Universitaet Saarbruecken // g1.

Nielsen, H., Thomsen, P. V. (1982). Fart og kraft. Aarhus: Aarhus Universitet, Det fysiske Institut // g6,P,M.

Nielsen, H., Thomsen, P. V. (1983). Gymnasie Fysik. Rapport nr.1. Hverdagsforestillinger om Fysik. Aarhus: Aarhus Universitet, Det fysiske Institut // g6,P.

Nielsen, H., Thomsen, P. V. (1985). Ideas about force and movement among Danish University students and candidates. In P. L. Lijnse (Ed.), The many faces of teaching and learning mechanics. Conference on physics education (pp. 248-254). Utrecht: GIREP/SVO/UNESCO // g6,P,M.

Niess, M. L., Scholz, J. M. (1999). Incorporating subject matter specific teaching strategies into secondary science teacher preparation. In J. Gess-Newsome, Lederman, N. (Ed.), Examining pedagogical content knowledge (pp. 257-276). Dordrecht, The Netherlands: Kluwer Academic Press // g9.

Nieswandt, M., Stork, H. . (1996). Alltagsvorstellungen und wissenschaftliche Konzepte. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 237-239). Alsbach/Bergstrasse: Leuchtturm-Verlag // g7,C.

Nieswandt, M. (1997). Konzeptwechsel im einfuehrenden Chemieunterricht. Verlauf und Schwierigkeiten. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie. Probleme und Perspektiven (pp. 283-285). Alsbach: Leuchtturm-Verlag // g7,C.

Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85(2), 158-179 // g1, CC, g7, C.

Nieswandt, M. (2001). Students' understanding of changes of substances: A longitudinal study of students' learning in chemistry. 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. 573-575). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,C.

Nieswandt, M. (2001). Von Alltagsvorstellungen zu wissenschaftlichen Konzepten: Lernwege von Schuelerinnen und Schuelern im einfuehrenden Chemieunterricht. Zeitschrift fuer Didaktik der Naturwissenschaften, 7, 33-52 // g7,C.

Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908-937 // g7, C, AFF.

Nieswandt, M., & Shanahan, M.-C. (2008). ''I just want the credit!'' - Perceived instrumentality as the main characteristics of boys' motivation in a grade 11 science course. Research in Science Education, 38(1), 3-30 // g7, AFF.

Nikolopoulou, K. (2000). Development of pupils' classification skills in science lessons: An intervention of computer use. Journal of Science Education and Technology, 9(2), 141-148 // g7, GC, MMEDIA.

Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281-1299 // g8, CTL, PCK, VIDEO.

Nissani, M., Hoefler-Nissani, D. M. (1992). Experimental studies of belief dependence of observations and of resistance to conceptual change. Cognition and Instruction, 9(2), 97-111 // g6,CSC.

Noce, G., Vicentini-Missoni, M. (1982). Investigations on the common sense knowledge of adults: Gravity and light. In V. N. Wanehoo (Ed.), World views on Science Education (pp. 306-315). Oxford: IBH Publ. Co // g6,P,AS,O.

Noce, G., Strusberg, S. (1986). Les conceptions sur la reproduction et l'heredite: Une stude chez des eleves d'une ecole romaine. In A. Giordan, Martinand, J. L. (Ed.), Education scientifique et vie quotidienne (pp. 193-199). Paris: Instaprint // g6,B.

Noce, G., Torosantucci, G. , Vicentini-Missoni, M. (1988). The floating of objects on the moon: Prediction from a theory or experimental facts? International Journal of Science Education, 10(1), 61-70 // g6,P,M.

Noeding, S. (1969). Was stellen sich die Schueler der Unter- und Mittelstufe unter einem Atom vor ? Der Mathematische und Naturwissenschaftliche Unterricht, 22, 365-367 // g6,P,AT,GEN,.

Noel, D. (1988). De l'util... A la necessite des representations. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Diexiemes Journees Internationales sur l'Education Scientifique (pp. 227-233). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6,B.

Nola, R. (1997). Constructivism in science and science education: A philosophical critique. Science & Education, 6(1-2), 55-83 // g1,CON,RCON,PIAGET.

Norman, O. (1997). Investigating the nature of formal reasoning in chemistry: Testing Lawson's multiple hypothesis theory. Journal of Research in Science Teaching, 34(10), 1067-1081 // g1,PIAGET,g6,C.

Norris, S. P. (1985). The philosophical basis of observation in science and science education. Journal of Research in Science Teaching, 22(9), 817-833 // g1.

Norris, S. P., Korpan, C. A. (2000). Science, views about science, and pluralistic science education. In R. Millar, Leach, J. , Osborne, J. (Ed.), Improving science education (pp. 227-244). Buckingham: Open University Press // g1,CSC.

Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science. Science Education, 89(4), 535-563 // g1, DISCOURSE.

Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240 // g1.

Norris, S. P., Phillips, L. M., Smith, M. L., Guilbert, S. M., Stange, D. M., Baker, J. J., et al. (2008). Learning to read scientific text: Do elementary school commercial reading programs help? Science Education, 92(5), 765-798 // g6, TXT.

Northfield, J., Gunstone, R. , Erikson, G. (1996). A constructivist perspective on science teacher education. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 201-211). New York: Teachers College Press // g9.

Northfield, J. (1998). Teacher educators and the practice of science teacher education. In B. J. Fraser, Tobin, K. G. (Ed.), International handbook of Science Education, Part 2 (pp. 695-706). Dordrecht, The Netherlands: Kluwer Academic Publishers // g9.

Northfield, J. R., Gunstone, R. F. (1983). Research on alternative frameworks: Implications for science teacher education. Research in Science Education, 13, 185-191 // g1.

Northfield, J. R., Gunstone, R. F. (1985). Understanding learning at the classroom level. Research in Science Education, 15, 18-27 // g1,g7.

Northfield, J. R. (1988). School experience in preservice education: Examining some assumptions. Research in Science Education, 18, 236-243 // g9.

Northfield, J. R. (1989). Constructing the practicum experience. Paper presented at the annual meeting of the American Educational Reseach Association, San Francisco // g9.

Northfield, J. R., Symington, D. (1991). Learning in science viewed as personal construction. Perth, Western Australia: Key Centre for School Science and Mathematics // g1,g5,g7,g8.

Northfield, J. R. (1991). Science education research and teacher education. In J. Northfield, Symington, D. (Ed.), Learning in science viewed as personal construction (pp. 52-61). Perth, Australia: Key Centre for School Science and Mathematics // g8.

Norton, S. (2008). The use of design practice to teach mathematics and science. International Journal of Technology and Design Education, 18(1), 19-44 // g1.

Norton, S. J., McRobbie, C. J., & Ginns, I. S. (2007). Problem solving in a middle school robotics design classroom. Research in Science Education, 37(3), 261-277 // g1, ACTTH, g7, LAB, TECHNOLOGY, g8, CTL.

Nott, M. (1992). Teaching and learning about the nature of science: An english perspective. In S. Hills (Ed.), The history and philosophy of science in Science Education. Volume II (pp. 229-239). Kingston, Ontario: The Faculty of Education, Queens University // g7,CSC.

Nott, M., Wellington, J. (1996). Probing teachers' views of the nature of science: How should we do it and where should we be looking? In G. Welford, Osborne, J. , Scott, P. (Ed.), Research in Science Education in Europe (pp. 283-293). London: The Falmer Press // g8,CSC.

Nott, M., Wellington, J. (1999). Students' views of scientific investigations. 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. 306-308). Kiel: IPN Kiel // g6,CSC,LAB.

Nottis, K. E. K. (2001). A comparative analysis of pre-service teacher analogies generated for process and structure concepts. Electronic Journal of Science Education, 5(4) // g8,ES,T,ANA.

Novak, J., Iuli, R. (1995). Meaningful learning as the foundation for constructivist epistemology. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 873-895). Minneapolis: University of Minnesota // g1,CON,AUSUBEL.

Novak, J. (1998). The pursuit of a dream: Education can be improved. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 3-28). San Diego: Academic Press // g1,AUSUBEL,g5.

Novak, J. D. (1977). An alternative to piagetian psychology for science and mathematics education. Science Education, 61, 453-477 // g1.

Novak, J. D. (1977). Epicycles and the homocentric earth: Or what is wrong with stages of cognitive development? Science Education, 61, 393-395 // g1.

Novak, J. D. (1977). A theory of education. Ithaca, N. Y.: Cornell University Press // g1.

Novak, J. D. (1978). An alternative to piagetian psychology for science and mathematics education. Studies in Science Education, 5, 1-30 // g1.

Novak, J. D. (1978). Editorial comment on "Implications of Piagetian research for high school science teaching: A review of the literatur". Science Education, 62(4), 591-592 // g1.

Novak, J. D. (1979). Editorial comments on "Development of Earth and Gravity Concepts Among Nepali Children". Science Education, 63(5), 719-720 // g6,P,M,AS.

Novak, J. D. (1979). Methodological issues in investigating learning. Paper represented at the "Cognitive Development Research Seminar, Science and Mathematics Education", Leeds // g1.

Novak, J. D. (1979). Response to "Can Ausubel's theorie of meaningful learning become an alternative to Piagetian psychology ?" Science Education, 63(2), 271-273 // g1.

Novak, J. D. (1980). Learning theory applied to the biology classroom. The American Biology Teacher, 42(5), 280-285 // g1.

Novak, J. D. (1981). Applying learning psychology and philosophy of science to biology teaching. The American Biology Teacher, 43(1), 12-20 // g1.

Novak, J. D., Symington, D. (1982). Concept mapping for curriculum development. V. I. E. R. Bulletin, 48, 3-11 // g1,g7.

Novak, J. D. (1982). Psychological and epistemological alternatives to Piagetian developmental psychology with support from empirical studies in science education. In S. Mogdil, Mogdil, C. (Ed.), Consensus and controversy (pp. 331-349). London: Holt, Rinehart and Wineton // g1.

Novak, J. D. (1983). Can metalearning and metaknowledge strategies to help students learn how to learn serve as a basis for overcoming misconceptions ? In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 100-111). Ithaca, N. Y.: Cornell University // g1.

Novak, J. D., Gowin, D. B. , Johansen, G. T. (1983). The use of concept mapping and knowledge vee mapping with Junior High School science students. Science Education, 67, 625-645 // g5.

Novak, J. D., Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge Univerity Press // g1,g5,g7.

Novak, J. D. (1985). Metalearning and metaknowledge strategies to help students learn how to learn. In L. West, Pines, L. (Ed.), Cognitive structure and conceptual change (pp. 189-209). Orlando: Academic Press // g1,g5.

Novak, J. D. (1987). Human constructivism: Toward a unity of psychological and epistemological meaning making. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 349-360). Ithaca: Cornell University // g1.

Novak, J. D. (1987). Proceedings of the 2. International Seminar "Misconceptions and Educational Strategies in Science and Mathematics",Vol. I - III. Ithaca: Cornell University // g1.

Novak, J. D. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101 // g1.

Novak, J. D. (1989). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning. Ithaca: Cornwell University. Department of Education // g1,g7.

Novak, J. D. (1989). The use of metacognitive tools to facilitate meaningful learning. In P. Adey (Ed.), Adolescent development and school science (pp. 227-239). London: Falmer Press // g7.

Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949 // g1.

Novak, J. D., Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153 // g7.

Novak, J. D. (1993). How do we learn our lesson? The Science Teacher, 50(3), 50-55 // g1.

Novak, J. D. (1993). A view on the current status of Ausubel's assimilation theory of 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) // g1.

Novak, J. D. (1995). Concept mapping: A strategy for organizing knowledge. In S. M. Glynn, Duit, R. (Ed.), Learning science in the schools: Research reforming practice (pp. 229-245). Mahwah, New Jersey: Lawrence Erlbaum Associates // g5,g7.

Novak, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, Duit, R. , Fraser, B. J. (Ed.), Improving teaching and learning in science and mathematics (pp. 32-43). New York: Teachers College Press // g5.

Novak, J. D. (2001). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 248-571 // g1,CON,AUSUBEL.

Novak, J. D. (2005). Results and implications of a 12-year longitudinal study of science concept learning. Research in Science Education, 35, 23-40 // g7.

Novey, L., & Hall, T. (2007). The effect of audio tours on learning and social interaction: An Evaluation at Carlsbad Caverns National Park. Science Education, 92(2), 260-277 // g7, INFORMAL.

Novick, S., Menis, J. (1976). A study of student perceptions of the mole concept. Journal of Chemical Education, 53, 720-722 // g6,C,.

Novick, S., Nussbaum, J. (1978). Junior High School pupils' understanding of the particulate nature of matter: An interview study. Science Education, 62, 273-281 // g6,P,AT.

Novick, S., Nussbaum, J. (1981). Pupils' understanding of the particulate nature of matter: A cross-age study. Science Education, 65, 187-196 // g6,P,AT.

Nsumbu-A-Nlambu, D. M. (1986). Quelques conceptions d'eleves concernant le concept de chaleur. In A. Giordan, Martinand, J. L. (Ed.), Feuilles d'epistemologie appliquee et de didactique des sciences (pp. 67-74). Paris: Instaprint // g6,P,T,.

Nsumbu-A-Nlambu, D. M. (1988). Concept de chaleur quelques conceptions des adolescents savoirs sur le concept et difficultes pedagogiques. In A. Giordan, Martinand, J. L. (Ed.), Communication, education et culture scientifiques et industrielles. Dixiemes Journees Internationales sur l'Education Scientifique (pp. 291-299). Paris: Dixiemes Journees Internationales sur l`Education Scientifique // g6,P,T.

Nsumbu-A-Nlambu, D. M. (1990). Affirmations de quelques adolescents Zairois (16-17 ans), confrontees avec les hypotheses emises, a propos du concept de chaleur. In A. Giordan, Martinand, J. L. , Souchon, C. (Ed.), Actes JIES XII (pp. 269-275). Chamonix: Centre Jean Franco // g6,P,T.

Ntombela, G. M. (1999). A marriage of inconvenience? School science practical work and the nature of science. In J. Leech, Paulsen, A. C. (Ed.), Practical Work in Science Education (pp. 118-133). Dordrecht, The Netherlands: Kluwer // g7,P,E,LAB,CIRC,CSC.

Nugent, G., Kunz, G., Levy, R., Harwood, D., & Carlson, D. (2008). The impact of a field-based, inquiry-focused model of instruction on preservice teachers' science learning and attitudes. Electronic Journal of Science Education, 12(2), 1-18 // g8, ES, CTL, INQUIRY.

Nunes, T. (1999). Systems of signs and conceptual change. In W. Schnotz, Vosniadou, S. , Carretero, M. (Ed.), New perspectives on conceptual change (pp. 67-80). Oxford, UK: Pergamon // g1,CC.

Nunez, F. (1997). Students' conceptual patterns of human nutrition. International Journal of Science Education, 19(5), 509-526 // g6,B.

Nurkka, N. (2005). Designing and evaluation a research-based teaching-learning sequence on the moment of force. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 179-186). London: Taylor & Francis Group // g7, P, M.

Nurrenbern, S. C., Pickering, M. (1987). Concept learning versus problem solving: Is there a difference ? Journal of Chemical Education, 64(6), 508-510 // g6,C.

Nurrenbern, S. C. (2001). Piaget's theory of intellectual development revisited. Journal of Chemical Education, 78(8), 1107-1110 // g1,PIAGET.

Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977-1999 // g7, CSC, ARGUMENTATION.

Nussbaum, J., Novak, J. D. (1976). An assessment of children's concepts of the earth utilizing structured interviews. Science Education, 60(4), 535-550 // g6,P,AS.

Nussbaum, J., Novak J. D. (1978). Interviews zur Beurteilung der Vorstellung von Kindern ueber die Erde. physica didactica, 5, 33-51 // g6,P,AS.

Nussbaum, J. (1979). Children's conception of the earth as a cosmic body: A cross-age study. Science Education, 63, 83-93 // g6,P,AS.

Nussbaum, J. (1979). The effect of the SCIS's "relativity" unit at the child's conception of space. Journal of Research in Science Teaching, 16, 45-51 // g6,P.

Nussbaum, J. (1980). Towards the diagnosis by science teachers of pupils' misconceptions: An exercise with student teachers. In W. F. Archenhold, Driver, R. , Orton, A. , Wood-Robinson, C. (Ed.), Cognitive development research in science and mathematics. Proceedings of an international seminar (pp. 260-272). Leeds: University of Leeds // g1.

Nussbaum, J., Novick, S. (1981). Brainstorming in the classroom to invent a model: A case study. School Science Review, 62(221), 771-778 // g7.

Nussbaum, J. (1981). Towards the diagnosis by science teachers of pupils' misconceptions: An exercise with student teachers. Journal of Research in Science Teaching, 3, 159-169 // g1.

Nussbaum, J., Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200 // g7,P,AT.

Nussbaum, J., Sharodini-Dagan, N. (1983). Changes in second grade children's preconceptions about the earth as a cosmic body resulting from a short series of audio-tutorial lessons. Science Education, 67, 99-114 // g6,g7,P,AS.

Nussbaum, J. (1983). Classroom conceptual change: The lesson to be learned from the history of science. In H. Helm, Novak, J. D. (Ed.), Proceedings of the International Seminar "Misconceptions in Science and Mathematics" (pp. 272-281). Ithaca, N. Y.: Cornell University // g3.

Nussbaum, J. (1985). The earth as a cosmic body. In R. Driver, Guesne, E. , Tiberghien, A. (Ed.), Children's ideas in science (pp. 170-192). Milton Keynes: Open University Press // g6,g7,P,AS.

Nussbaum, J. (1985). The particulare nature of matter in the gaseous phase. In R. Driver, Guesne, E. , Tiberghien, A. (Ed.), Children's ideas in science (pp. 125-144). Milton Keynes: Open University Press // g6,g7,P,AT.

Nussbaum, J. (1986). Students perceptions of astronomical concepts. In J. J. Hunt (Ed.), GIREP conference 1986: Cosmos - an educational challenge. Proceedings of a conference held in Copenhagen, Denmark (pp. 87-97). Noordwijk, Netherlands: European Space Agency Publications Division // g6,P,AS.

Nussbaum, J., Giami, S. (1987). The physico-chemical reduction of life: Paradigm, biologists and human values. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar Misconceptions and Educational Strategies in Science and Mathematics, Vol. I (pp. 361-372). Ithaca: Cornell University // g1.

Nussbaum, J. (1989). Classroom conceptual change: Philosophical perspectives. International Journal of Science Education, 11, 530-540 // g1,g3.

Nussbaum, J. (1993). Teaching about vacuum and particles, why, when and how: A research report. 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,AT,ANA.

Nussbaum, J. (1998). History and philosophy of science and the preparation for constructivist teaching: The case of particle theory. In J. Mintzes, Wandersee, J. , Novak, J. (Ed.), Teaching science for understanding (pp. 165-194). San Diego: Academic Press // g3,g6,g7,P,AT.

Oakes, M. E. (1947). Children's explanations of natural phenomena. New York: Columbia University, Teachers College // g1,g6.

Odegaard, M. (1999). In the shadow of Frankenstein: The public's spontaneous understanding of biotechnology. 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. 593-595). Kiel: IPN Kiel // g6,B,STS.

Odegaard, M. (2003). Dramatic science. A critical review of drama in science education. Studies in Science Education, 39, 75-102 // g7.

Odom, A. (1995). Secondary & College biology students' misconceptions about diffusion & osmosis. The American Biology Teacher, 57(7), 409-415 // g6,B.

Odom, A. (2007). High school biology students' knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107(3), 94-101 // g6, gc, B, PHYSIO.

Odom, A., Stoddard, E., & LaNasa, S. (2007). Teacher practices and middle-school science achievements. International Journal of Science Education, 29(11), 1329-1346 // gp, g7, AFF.

Odom, A. L., Barrow, L. H. (1993). Freshman biology non-major students' misconceptions about diffusion and osmosis 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) // g6,P,M,B,GEN.


Yüklə 4,57 Mb.

Dostları ilə paylaş:
1   ...   44   45   46   47   48   49   50   51   ...   76




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

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin