 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 2, Article 9 (Dec., 2010) |
Ausubel, D. P. (1968). Educational Psychology, A Cognitive View. New York: Holt, Rinehart and Winston, Inc.
Baum, R. (1990). Finishing Touches-10 Top Programs. Learning, 18(6), 51-55. http://ncrtl.msu.edu/issue.htm
Bennett, S. W., (2002) Chemistry teaching and learning: Is there a future?, Chemistry in Action, 60, 14-19.
Biggs, J.B. (1987). Student Approaches to Learning and Studying. Australian Council for Educational Research. Melbourne, Australia.
Biggs, J. (1992). The psychology of educational assessment and the Hong Kong scene. Bulletin of the Hong Kong Psychological Society, 28/29, 5-26.
Biggs, J. (1995). Student approaches to learning, constructivism and student- centred learning. Paper presented at the Twentieth International Conference on Improving University Teaching, Hong Kong.
Biggs, J., and Moore, P. (1993). The Process of Learning. Sydney, Australia: Prentice Hall.
Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1):7- 74.
Bloom, B. S. (1956). Taxonomy of Educational Objectives. Handbook I: Cognitive Domain. New York: David McKay.
Bogdan, R. and Biklen. S. (1992). Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon.
Bol, L., Nunnery, J., Stephenson, P. and Mogge, K. (2000). Changes in teachers’ assessment practices in the new American schools restructuring models. Teaching and Change, 7(2), 127-146.
Bol, L., and Strage, A. (1993). Relationship among teachers’ assessment practices and their student outcome and study skill development goals. EDRS. ED367 639.
Brookhart, S. M. (1991). Grading practices and validity. Educational Measurement: Issues and Practice, 10(1): 35-36.
Brown, G., Bull, J. and Pendlebury, M. (1997). Assessing Student Learning in Higher Education, London: Routledge.
Cimer, A. (2004). Effective Biology Teaching: Turkish Biology Teachers’ and Students’ Views. Unpublished EdD thesis, University of Nottingham, U.K.
Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G.D. Phye (Ed.) Handbook of Classroom Assessment: Learning, Achievement, and Adjustment. New York: Academic Press.
Cotton, K. (1988). Classroom Questioning: Close-Up, Northwest Regional Educational Laboratory, May 1988.
Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
Cross, L. H., and Frary, R. B. (1996). Hodgepodge Grading: Endorsed by Students and Teachers Alike. Paper presented at the annual meeting of the National Council on Measurement in Education, New York.
Dindar, H. (1996). Ortaogretim Kurumlarinda Biyoloji Egitiminin Yapi ve Sorunlari. Doktora tezi. Gazi Universitesi Fen Bilimleri Enstitusu. Ankara.Entwistle, N. (1988). Motivational factors in students’ approaches to learning, In R. R. Schmeck (Ed.) Learning Strategies and Learning Styles. New York: Plenum Press. pp. 21-49.
Gallagher, J.J. (1991). Prospective and practising secondary school science teachers' establishing sound knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133.
Gerstman, J., and Rex, J. (2001). Improving learning outcomes in a multicultural classroom. Paper presented AARE 2001 International Education Research Conference- Freemantle, Australia. December 2-6 2001
Good, T. L. and Brophy, J.E. (1987). Teacher expectations. Chapter 4 in T. L. Good and J E. Brophy, Looking in Classrooms, New York : Harper and Row. pp:93-121.
Herrnstein, R. J. Nickerson, R. S. de Sanchez, M. and Swets, J. A. (1986). Teaching thinking skills. American Psychologist, 41(11), 1279-1289.
Imants, J. G. M., and DeBrabander, C. J. (1996). Teachers' and principals' sense of efficacy in elementary schools, Teaching and Teacher Education, 12( 2), 179-95
Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Boston: Houghton Mifflin.
Krueger, R.A. and Casey. M.A. (2000). Focus Groups. A Practical Guide for Applied Research, Thousand Oaks: Sage.Linn, R. (1990). Essentials of student assessment: from accountability to instructional aid. Teachers College Record. 91(3): 422-436.
Marton, F. and Saljo, R. (1976). On qualitative differences in learning - I: Outcome and process. British Journal of Educational Psychology, 46, 4-11.
Matthews, D. B. (1989). The effect of a thinking-skills program on the cognitive abilities of middle school students. Clearing House, 62/5, 202-204.
Maykut, P. and Morehouse, R. (1994). Beginning Qualitative Research: A Philosophic and Practical Guide. London: The Falmer Press
McKeachie, W. J., (1986). Teaching Tips. Lexington, MA, D.C. Heath.
McMillan J.H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Assessment: Issues and Prcatice, 20(1), 20-32.
Miles, M.B., and Huberman, M. (1994) Qualitative Data Analysis: An Expanded Sourcebook, Thousand Oaks: Sage.
MONE (The Ministry of National Education) (2001a). 2002 Yili Basinda Milli Egitim. T.C. Milli Egitim Bakanligi Arastirma, Planlama ve Koordinasyon Kurulu Baskanligi. Aralik 2001.Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
Robinson, I. S. (1987). A Program to Incorporate High-Order Thinking Skills into Teaching and Learning for Grades K-3. Fort Lauderdale, FL: Nova University. (ED 284 689).
Rowntree, D. (1987). Assessing Students: How Shall we Know Them? London: Kogan Page.
Scouller, K. (1996). Influence of assessment method on students' learning approaches, perceptions and preferences: The assignment essay versus the short answer examination.. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference. Perth, Western Australia, 8-12 July 1996. http://www.herdsa.org.au/confs/1996/scouller.html
Semb, G., & Spencer, R. (1976). Beyond the level of recall: An analysis of complex educational tasks in college and univer-sity instruction. In L. E. Fraley & E. A. Vargas (Eds.), Behavior Research and Technology in College and Univer-sity Instruction (pp. 115-126). Gainesville, FL: Department of Psychology, University of Florida.
Stiggins, R.J. and Conklin, N. (1992). In Teachers’ Hands: Investigating the Practices of Classroom Assessment. State University of New York press.
Strage, A., Tyler, A.B., Thomas, J.W. and Rohwer, W.D. (1987). An analytic framework for assessing distinctive course features within and across grade levels. Contemporary Educational Psychology, 12, 280-302.Thomas, P.R., and Bain, J.D. (1984). Contextual dependence of learning approaches: the effects of assessments. Human Learning, 3, 227-240.
Turan, E. (1998). The Problems of Teaching in Biology in High Schools. Masters Thesis. Graduate School of Applied Science of Dokuz Eylul University. Izmir, Turkey.
Watson, A. (2003). Potential Sources of Inequity in Teachers' Informal Judgements about Pupils' Mathematics. http://www.nottingham.ac.uk/csme/meas/papers/watson.html.
White, R. and Gunstone, R. (1992). Probing Understanding. Falmer Press.
Wiggins, G. (1990). The case for authentic assessment. ERIC Digest. http://ericae.net/edo/ED328611.htm.
Wiliam, D. (2003). National curriculum assessment: How to make it better. Research Papers in Education, 18(2), 129-136.
