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



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Browning, M. E., Lehmann, J. D. (1988). Identification of student misconceptions in genetics problem solving via computer programs. Journal of Research in Science Teaching, 25(9), 747-761 // g5,g6,B.

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Bruhn, J. (1996). Lernprozessuntersuchungen in fachdidaktischen Seminaren. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 137-139). Alsbach/Bergstrasse: Leuchtturm-Verlag // g9.

Brumby, M. N. (1979). Problems in learning the concept of natural selection. Journal of Biological Education, 13, 4 // g6,B.

Brumby, M. N. (1981). Learning, understanding and "thinking about" the concept of life. The Australian Science Teachers Journal, 27(3), 21-25 // g6,B,.

Brumby, M. N. (1981). The use of problem-solving in meaningful learning in biology. Research in Science Education, 11, 103-110 // g6,B,.

Brumby, M. N. (1982). Student's perceptions of the concept of life. Science Education, 66(4), 613-622 // g6,B.

Brumby, M. N. (1984). Misconceptions about the concept of natural selection by medical biology students. Science Education, 68, 493-503 // g6,B.

Brumby, M. N., Garrard, J. E. , Auman, J. (1985). Student's perception of the concept of health. European Journal of Science Education, 7, 307-323 // g6,B.

Bryan, L. A., Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121-140 // g8,CTL.

Bryan, L. A., Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821-839 // g8, CTL, g9.

Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835-868 // g8, CTL, CSC.

Bryan, L. A., & Tippins, D. J. (2005). The Monets, Van Goghs, and Renoirs of science education: Writing impressionist tales as a strategy for facilitating prospective teachers' reflections on science experiences. Journal of Science Teacher Education, 16(3), 227-239 // g8, CTL.

Bryant, R. J., Marek, E. A. (1993). Students' declarative and procedural knowledge of heat. Paper presented at the annual meeting of the National Associationfor Research in Science Teaching, Atlanta, Georgia, April 15-19 // g6,P,T.

Bryce, T., Gray, D. (2004). Tough acts and follow: The challanges to science teachers presented by biotechnological. International Journal of Science Education, 26(6), 717-734 // g8, B, STS, BIOTECH, CTL.

Bryce, T., Mac Millan, K. (2005). Encouraging conceptual change: The use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics. International Journal of Science Education, 27(6), 737-763 // g7, P, M, FORCE, ANA.

Bryce, T., & Blown, E. (2007). Gender effects in children's development and education. International Journal of Science Education, 29(13), 1655 -1678 // g1, g6 ,GEN, AFF.

Bryce, T. G. K., & Blown, E. J. (2006). Cultural mediation of children's cosmologies: A longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education, 28(10), 1113-1160 // g5, g6, P, AS.

Buchweitz, B., Moreira, M. A. (1987). Misconceptions in physics: research findings among Brazilian students. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 54-59). Ithaca: Cornell University // g6,P,E.

Buck, G., Mast, C., Ehlers, N., & Franklin, E. (2005). Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project. Journal of Research in Science Teaching, 42(9), 1013-1031 // g8, CTL, g9.

Buck, G., A., Plano Clark, V., L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688-707 // g7, CTL, CSC, GEN.

Buck, G. A., & Cordes, J. G. (2005). An action research project on preparing teachers to meet the needs of underserved student population. Journal of Science Teacher Education, 16(1), 43-64 // g8, CTL.

Buck, P. (1985). "Astronomische" Methoden bei Begriffsbildungsuntersuchungen. In H. Mikelskis (Ed.), Zur Didaktik der Physik und Chemie. Vortraege auf der Tagung fuer Physik/Chemie 1984 (pp. 254-256). Alsbach: Leuchtturm // g5.

Buck, P. (1986). Vorstellungen hinter dem Begriff "Stoff". Naturwissenschaften im Unterricht - Physik/Chemie, 34(13), 38-42 // g6,C.

Buck, P., Redeker, B. (1988). Verstehen lehren - zum Sprung verhelfen. Ein Dialog ueber das Lernen von Physik bei Martin Wagenschein. chimica didactica, 14, 129-154 // g1.

Buck, P. (1990). Alltagsvorstellungen und naturwissenschaftliches Denken. 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. 14-47). Alsbach: Leuchtturm // g1.

Buck, P. (1990). Jumping to the atoms: The introduction of atoms via nesting systems. 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. 212-219). Utrecht: CD-ß Press // g7,P,AT.

Buck, P., Stavy, R. , Tirosh, D. (1995). Die Teilbarkeit eines Gegenstandes und einer Strecke - eine Untersuchung ueber die Konsistenz von Schuelerantworten. Chimica Didactica, 21(3), 215-227 // g6,C,AT.

Buck, P., Johnson, P. , Fischler, H. , Peuckert, J. , Seifert, S. (2001). The need for and the role of metacognition in teaching and learning the particle model. In H. Behrendt, Dahncke, H. , Duit, R. , Graeber, W. , Komorek, M. , Kross, A. (Ed.), Research in Science Education - Past, Present, and Future (pp. 225-234). Dordrecht,The Netherlands: Kluwer Academic Publishers // g7,P,C,AT,CTL.

Buck, P., Goedhart, M., Gräber, W., Kaper, W., Koballa, T., Linder, C., Marton, F., Schwedes, H., Spiliotopoulou, V., Tsagliotis, N., Vogelezang, M. (2003). On the methodology of "phenomenography" as a science education research tool. In D. Psillos, Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (Ed.), Science education research in the knowledge-based society (pp. 31-41). Dordrecht, The Netherlands: Kluwer Academic Publishers // g1, PHEN.

Buckley, B. C. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895-936 // g1,MM,MODEL,g7,B,HUMAN,MMEDIA.

Buckley, B. C., Gobert, J. D., Kindfield, A. C. H., Horwitz, P., Tinker, R. F., Gerlits, B., et al. (2004). Model-based teaching with BioLogica: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 23-42 // g7, B, GENETICS, MODEL, MMEDIA.

Budde, M., Niedderer, H. (2001). Der Einfluss der Lernumgebung auf individuelle Lernprozesse im Bereich Quanten-Atom-Physik. In R. Brechel (Ed.), Zur Didaktik der Physik und Chemie, L21 - Vortraege der Tagung fuer Didaktik der Physik / Chemie in Berlin, September 2000 (pp. 285-287). Alsbach: Leuchtturm-Verlag // g7,P,Q,LPRO,ANA.

Budde, M., Niedderer, H., Scott, P., Leach, J. (2002). 'Electronium': A quantum atomic teaching model. Physics Education, 37(3), 197-203 // g7, P, Q.

Budde, M., Niedderer, H., Scott, P., Leach, J. (2002). The quantum atomic model 'Electronium': A succesful teaching tool. Physics Education, 37(3), 204-210 // g7, P, Q.

Budde, M. (2005). Lernwirkungen in der Quanten-Atom-Physik. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (Vol. 25, pp. 64-75). Münster: LIT Verlag // g7, P, Q.

Buddingh, J. (1993). Students' personal knowledge of regulation and homeostasis: Pioneering in biology classrooms. 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,g7,B.

Buecker, N., Komorek, M. , Duit, R. (1999). Experimente, Elemtarisierungen und Schuelervorstellungen im Bereich Fraktales Wachstum. 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. 229-231). Alsbach: Leuchtturm-Verlag // g6,g7,FRACTAL,NONLIN.

Buell, R. R., Bradley, G. (1972). Piagetian studies in science: Chemical equilibrium understanding from study of solubility: A preliminary report from secondary school chemistry. Science Education, 56(1), 23-29 // g6,C.

Buffler, A., Allie, S. , Lubben, F. , Campbell, B. (2001). The development of first year physics students' ideas about measurement in terms of point and set paradigms. International Journal of Science Education, 23(11), 1137-1156 // g7,P,GC,LAB.

Buffler, A., Allie, S. , Lubben, F. , Campbell, B. (2001). The point and set paradigms: Towards effective teaching and laerning in the first year physics laboratory. 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. 319-321). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,CSC,LAB.

Bullen, K., Benton, D. (2004). Moving to senior school: An under-exploited opportunity to teach nutrition? International Journal of Science Education, 26(3), 353-364 // g6, B, PHYSIO.

Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Sience Education, 28(9), 1063-1086 // g1, C.

Bunce, D. M., Gabel, D. L. , Samuel, J. V. (1991). Enhancing chemistry problem-solving achievement using problem categorization. Journal of Reseach in Science Teaching, 28(6), 505-521 // g6,C,.

Bunce, D. M., Gabel, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in Science Teaching, 39(10), 911-927 // g6, g7, C, AT, GEN.

Buncick, M. C., Betts, P. G. , Horgan, D. D. (2001). Using demonstratins as a contextual road map: Enhancing course continuity and promoting active engagement in introductory college physics. International Journal of Science Education, 23(12), 1237-1256 // g7,P.

Bünder, W., Baer, A., & Demuth, R. (2006). Theoretischer Rahmen und empirische Ergebnisse einer Interviewstudie im Projekt ,,Chemie im Kontext''. In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 153-155). Münster: LIT Verlag // g8, CTL, g9.

Bünder, W., Friege, G., & Mie, K. (2006). Wie lösen Experten experimentelle Fragestellungen? In A. Pitton (Ed.), Lehren und Lernen mit neuen Medien (Vol. 26, pp. 349-351). Münster: LIT Verlag // g7, EXNOV, B, C, P.

Buning, J. B., Thijs, G. D. (2001). Comparing teaching assistans guiding students in physics undergraduate laboratories. 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. 325-327). Thessaloniki, Greece: Aristotle University of Thessaloniki // g6,CSC,LAB,g8.

Burashnikov, A. V., Gurevich, A. E. (1973). Analysis of pupils' knowledge of mechanics. Soviet Education, 16, 160-166 // g6,P,M.

Burbules, N. C., Linn, M. C. (1988). Response to contradiction: Scientific reasoning during adolescence. Journal of Educational Psychology, 80(1), 67-75 // g6,P,M,GEN.

Burbules, N. C., Linn, M. C. (1991). Science Education and philosophy of science: congruence or contradiction? International Journal of Science Education, 13(3), 227-241 // g1.

Burns, J. (1992). Student perceptions of technology and implications for an empowering curriculum. Research in Science Education, 22, 72-80 // g6,STS,GEN.

Burrowes, P. A. (2003). A student-centered approach to teaching general biology that really works: Lord's constructivist model put to a test. The American Biology Teacher, 65(7), 491-502 // g7, B.

Buster, S. (1995). Using the historical approach to avoid misconceptions in students' understanding of electricity. In F. Finley, Allchin, D. , Rhees, D. , Fifield, S. (Ed.), Proceedings. Third international history, philosophy, and scienceteaching conference (pp. 170-175). Minneapolis: University of Minnesota // g3,g7,P,E.

Buthig, W. (1976). Schuelerkenntnisse ueber Stoffe der Natur. Untersuchung ueber die Anfaenge der Chemie im Weltbild Zehnjaehriger. Sachunterricht und Mathematik in der Grundschule, 4, 526-531 // g6,C.

Butler Kahle, J. (2007). Systemic reform: Research, vision, and politics. In S. K. Abell & N. G. Lederman (Eds.), Research on science education (pp. 911-941): Lawrence Erlbaum Associates // g1.

Butler, S. (1999). Catalysing student autonomy through action research in a problem centred learning enviroment. Research in Science Education, 29(1), 127-140 // g7,CTL.

Butts, B., Smith, R. (1987). HSC chemistry students' understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192-201 // g5,g6,C.

Butts, W. (1985). Children's understanding of electric current in three countries. Research in Science Education, 15, 127-130 // g6,P,E.

Buty, C. (2001). A case of learning process in a computer-based modelling environment. 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. 328-330). Thessaloniki, Greece: Aristotle University of Thessaloniki // g7,P,O,LPRO,MMEDIA.

Buty, C. (2002). Modelling in geometrical optics using a microcomputer. In D. Psillos & H. Niedderer (Eds.), Teaching and learning in the science laboratory (pp. 231-242). Dordrecht, The Netherlands: Kluwer Academic Publishers // g7, P, O, LAB, MMEDIA.

Buty, C., Tiberghien, A., l. Marèchal, J.-F. (2004). Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579-604 // g1, SCON, MODEL, g7, P, O, C.

Buxton, C. (2006). Creating contextually authentic science in a ''low-performing'' urban elementary school. Journal of Research in Science Teaching, 43(7), 695-721 // g7, INQUIRY.

Buxton, C. A. (2001). Exploring science-literacy-in-practice: Implications for scientific literacy from an anthropological perspective. Electronical Journal of Literacy through Science, 1(1) // g7,B,CSC.

Buxton, C. A. (2001). Modeling science teaching on science practice? Painting a more accurate picture through an ethnograghic lab study. Journal of Research in Science Teaching, 38(4), 387-407 // g1,SCON,g6,LAB.

Bybee, R. W. (2003). The teaching of science: content, coherence, and congruence. Journal of Science Education and Technology, 12(4), 343-358 // g1.

Byrne, J., & Sharp, J. (2006). Children's ideas about micro-organisms. School Science Review, 88(322), 71-80 // g6, B, BIODIV.

Byrne, T. (2001). Tilt, rock and roll. Understanding the day/night cycle. Australian Science Teachers Journal, 47(1), 12-20 // g6,P,AS.

Cachapuz, A. F., Maskill, R. (1987). Detecting changes with the learning in the organization of knowledge: use of word association tests to follow the learning of collision theory. International Journal of Science Education, 9(4), 491-504 // g5,g6,g7,C,P,T.

Cachapuz, A. F., Martins, I. P. (1987). High school students' ideas about energy of chemical reactions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar "Misconception and Educational Strategies in Science and Mathematics,Vol. III (pp. 60-68). Ithaca: Cornell University // g6,C,EN.

Cachapuz, A. F., Martins, I. P. (1988). Learning chemical thermodynamics at school: the use of noninteractive views to interpret energy changes. Biennial Conference on Chemical Education, Purdue University, 12 // g6,P,EN,T,C.

Cachapuz, A. F., Martins, I. P. (1988). Misconceptions in chemistry: How in a chemical reaction some reactants may be more important than others. Biennial Conference on Chemical Education, 58-59 // g6,C.

Cachapuz, A. F., Martins, I. P. (1989). Boiling an egg: Is it a chemical reaction, Sir? Conference on Chemical Education, Queen's University at Kingston, 7 // g6,C,EN.

Cachapuz, A. F., Martins, I. P. (1989). Theme:"Excellence in chemistry". International Conference on Chemical Education // g4,g6,C.

Cachapuz, A. F., Maskill, R. (1989). Using word association in formative classroom tests: following the learning of Le Chatelier's principle. International Journal of Science Education, 11(2), 235-246 // g5,g6,C.

Cachapuz, A. F., Martins, I. P. (1990). Activation energy and chemistry learning: Alternative conceptions of student teachers - Implications for science instruction. Biennial Conference on Chemical Education // g6,g7,C,EN.

Cady, J., & Rearden, K. (2007). Pre-service teachers' beliefs about knowledge, mathematics and science. School Science and Mathematics, 107(6), 237-245 // g8, CTL.

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Caillot, M. (1983). Science cognitive et didactique des sciences experimentales. Communication presentee aux 5emes Journees sur l'Enseignement Scientifique, Chamonix // g6,P,E.

Caillot, M., Chalouhi, E. (1984). Problemloesen im Bereich der Elektrizitaetslehre. Der Physikunterricht, 2, 36-45 // g6,P,E.

Caillot, M. (1985). Problem representations and problem-solving procedures in electricity. In R. Duit, Jung, W. , Rhoeneck, C. von (Ed.), Aspects of understanding electricity (pp. 139-151). Kiel: Schmidt & Klaunig // g6,P,E.

Caillot, M., Nguyen-Xuan, A. (1993). Adults' misconceptions in electricity. 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,E.

Caillot, M., Chartrain, J.-L. (1999). Conceptual change and student diversity: The case of volcanism at the elementary school. 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. 381-383). Kiel: IPN Kiel // g7.

Cakmakci, G. (2005). Different ways of explanation: Descriptive/empirical vs. explanatory/theoretical. In H. E. Fischer (Ed.), Developing standards in research on science education (pp. 69-77). London: Taylor & Francis Group // g6, C.

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Cakmakci, G., Leach, J., & Donnelly, J. (2006). Students' ideas about reaction rate and its relationship with concentration or pressure. International Journal of Science Education, 28(15), 1795-1816 // g6, C.

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Campanario, J. M. (2002). The parallelism between scientists' and students' resistance to new scientific ideas. International Journal of Science Education, 24(10), 1095-1110 // g1, CC, g3.

Campbell, B. (1999). Classroom continuity: Pupils' perceptions of Science Education at primary and secondary school. 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. 587-589). Kiel: IPN Kiel // g6,CTL.

Campbell, B., Kaunda, L. , Allie, S. , Buffler, A. , Lubben, F. (2000). The communication of laboratory investigations by university entrants. Journal of Research in Science Teaching, 37(8), 839-853 // g7,LAB.

Campbell, G. E., & Chin, S. L. (2006). The fit of the implicit cognition paradigm to science education research: An exploratiory analysis. Paper presented at the 28th Annual Meeting of the Cognitive Science Society, Vancouver // g1, COSC, g7, P, E, M.


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