 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 2, Article 2 (Dec., 2010) |
Acar, B., & Tarhan, L. (2007). Effect of cooperative learning strategies on students' understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5, 349-373..
Balkwill, F. J. (1976). Le Chatelier’s principle – a tacto-visual aid. School Science Review, 58(202), 71.
Banerjee, A., & Power, C. (1991). The development of modules for the teaching of chemical equilibrium . International Journal of Science Education, 13(3), 355-362.
Banerjee, A. C.(1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13(4), 487-494.
Bar,V., & Travis, A. (1991). Children’s views concering phase changes. Journal of Research in Science Teaching, 28(4), 363-372.
Bergguist, W., & Heikkinen, H.W. (1990). Student ideas regarding chemical equilibrium . Journal of Chemical Education. 67(12), 1000-1003.
Bilgin, I., & Geban. Ö. (2001). Benzesim yöntemi kullanilarak lise 2. sinif ögrencilerinin kimyasal denge konusundaki kavram yanilgilarinin giderilmesi (The Effects of analogies to overcome misconceptions about chemical equilibrium), Hacettepe University Journal of Education, 20, 26-32.
Bilgin, I., (2006). Promoting pre-service elementary students’ understanding of chemical equilibrium through discussion in small groups, International Journal of Science and Mathematics Education., 4(3), 467-484.
Bodner, G. (1986). Constructivism: a theory of knowledge. Journal of Chemical Education, 63, 873-878.
Chiu, M.H. & Chen, I.J. (2005). Dynamic analogies promoting students’ learning of behavior of gas particles. Paper presented at ESERA, Barcelona, Spain, Aug 29-Sept 1, 2005.
Cheung, D. (2009). Using think-aloud protocols to investigate secondary school chemistry teachers’ misconceptions about chemical equilibrium. Chemistry Education: Research and Practice, 10, 97-108.
Cheung, D., Ma, H. J., & Yang, J. (2009). Teachers’ misconceptions about the effects of addition of more reactants or products on chemical equilibrium. International Journal of Science and Mathematics Education, 7(6), 1111-1133.
Çostu, B., & Ünal, S. (2000). Le-Chatelier Prensibinin Çalisma Yapraklari ile Ögretimi (The use of worksheets in teaching Le-Chatelier’s principle). Yuzuncu Yil University Journal of Electronic Education, 1(1), 1-21. Retrieved January, 2008, from http://efdergi.yyu.edu.tr.
Çalik, M. & Ayas, A. (2005). An analogy activity for incorporating students’ conceptions of types of solutions. Asia- Pacific Forum on Science Learning and Teaching, 6(2), Article 6.
Dickerson, R., & Geis I. (1981). Chemistry, matter and the universe. Benjamin/Cummings Publishing, Menlo Park, CA.
Felder, R. D. (1996). Active-inductive-cooperative learning: An instructional model for chemistry. Journal of Chemical Education, 73, 832–836.
Gadre, I. B. (1986). An easy approach for reading manometers to determine gas pressure: the analogy of child seesaw. Journal of Chemical Education, 63(9), 796-799.
Ganaras, K., Dumon, A. & Larcher, C (2008). Conceptual integration of chemical equilibrium by prospective physical sciences teachers. Chemistry Education: Research and Practice, 9, 240–249.
Glynn, S.M. (2007). The teaching with analogies model. Science and Children, 44(8), 52-55.
Griffiths, A. K. & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching ,29(6), 611-628.
Griffiths, A. K. (1994). A critical analysis and synthesis of research on students’ chemistry misconceptions. In Schmidt, H.-J. (Ed.), Proceedings of the 1994 International Symposium on Problem Solving and Misconceptions in Chemistry and Physics, The International Council of Association for Science Education Publications, 70–99.
Gussarsky, E., & Gorodetsky, M. (1990). On the concept chemical equilibrium: the associative framework. Journal of Research in Science Teaching, 27(3), 197-204.
Hackling, M. W., & Garnett, P. J. (1985). Misconceptions of chemical equilibrium. European Journal of Science Education, 7(2), 205-214.
Harrison, A., & Buckley, D.P. (2000). Simulating dynamic equilibria. Journal of Chemical Education, 77, 1013-1014.
Harrison, G. A. & Jong , D. O. (2005). Exploring the use of multiple analogical models when teaching and learning chemical equilibrium. Journal of Research in Science Teaching, 42 (10), 1135–1159.
Heywood, D. (2002). The place of analogies in science education, Cambridge Journal of Education, 32(2), 64-75.
Huddle, A. P., & White, W. M. (2000). Simulations for teaching chemical equilibrium. Journal of Chemical Equilibrium, 77(7), 920-926.
Kara, Y. & Yesilyurt. S. (2007). Assessing the effects of tutorial and edutainment software programs on students’ achievements, misconceptions and attitudes towards to biology. Asia- Pacific Forum on Science Learning and Teaching, 8(2), Article 1.
Kargiban, A. Z. & Siraj, S. (2009). A pedagogical development model on chemistry teaching through computer-assisted and guided inquiry. Word Applied Sciences Journal, 6(4), 570-578.
Kilic, D., & Saglam, N. (2009). Development of two-tier diagnostic test concerning genetic concepts: the study of validity of reliability. ( Paper presented at Word Conferences on educational Sciences, Eastern Mediterranean University, Kyrenia, Cyprus)
Kirikkaya, B. E. (2009) Opinions of science teachers in primary schools related to science and technology program. Journal of Turkish Science Education. 6(1) 149-155.
Kousathana, M., & Tsaparlis, G. (2002). Students’ errors in solving numerical chemical-equilibrium problems. Chemistry Education: Research and Practice in Europe, 3(1), 5-17.
Nakipoglu, C. (2003). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemistry Education: Research and Practice, 4(2), 171-188.
Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of particulate nature of matter: a cross age study, Science Education, 65(2), 187-196.
Olney D., (1988). Some analogies for teaching rates/equilibrium. Journal of Chemical Education, 65, 696-697.
Özmen, H., & Demircioglu, (2003). Asitler ve bazlar konusundaki ögrenci yanlis anlamalarinin giderilmesinde kavramsal degisim metinlerinin etkisi (In Turkish). Milli Egitim Dergisi, 159, 111-119.
Özmen, H. (2004). Some student misconceptions in chemistry: a literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
Palmer, D. (2001). Students’ alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691–706.
Piquette, J. S., & Heikkinnen H. W. (2005). Strategies reported used by instructors to address student alternate conceptions in chemical equilibrium. Journal of Research in Science Teaching, 42(10), 1112–1134.
Quilez, J. (2004). Changes in concentration and in partial pressure in chemical equilibria: students’ and teachers’ misunderstandings. Chemistry Education: Research and Practice, 5(3), 281-300.
Raviolo, A., & Garritz, A. ( 2009). Analogies in the teaching of chemical equilibrium: a synthesis/analysis of the literature. Chemistry Education Research and Practice, 10, 5-13.
Russell J. (1988). Simple models for teaching equilibrium and Le Chatelier’s principle. Journal of Chemical Education, 65, 871-872.
Sarantopoulos, P., & Tsaparlis, G. (2004), Analogies in chemistry teaching as a means of attainment of cognitive and affective objectives: a longitudinal study in a naturalistic setting, using analogies with a strong social content. Chemistry Education: Research and Practice, 5(1), 33-50.
Silverstein, T. P. (1999). The "big dog-puppy dog" analogy for resonance. Journal of Chemical Education, 76(2), 206-207.
Silverstein, T. P. (2000). Weak, strong acids and bases: the football analogy. Journal of Chemical Education, 77(7), 849 – 850.
Solomonidou, C., & Stavridou, H. (2001), Design and development of a computer learning environment on the basis of students’ initial conceptions and learning difficulties about chemical equilibrium. Education and Information Technologies, 6(1) , 5-27.
Sözbilir, M., Pinarbasi, T. & Canpolat, N. (2010). Prospective chemistry teachers’ conceptions of chemical thermodynamics and kinetics. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 111-121.
Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Education, 28, 305-313
Taber, K. (2000). Chemistry lessons for universities: a review of constructivist ideas. University Chemistry Education, 4(2), 63–72.
Thomas P. L., & Schwenz R. W. (1998), College physical chemistry students’ conceptions of equilibrium and fundamental thermodynamics. Journal of Research in Science Teaching, 35, 1151-1160.
Thomson, M. (1976). Models to demonstrate chemical equilibrium. School Science Review, 57(200), 509-511.
Treagust, D. F., & Chittleborough G. (2001). Chemistry: a matter of understanding representations, In Brophy, J. (ed.), Subject-specific instructional methods and activities, Elsevier Science Ltd., Amsterdam, The Netherlands.
Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of students’ conceptions used to solve chemical equilibrium problems, Journal of Research in Science Teaching, 37(2), 160-176.
Wheeler, A. E., & Kass, H. (1978). Student misconception in chemical equilibrium, Science Education, 62(2), 223-232.
Wilson, A.H. (1998). Equilibrium: a teaching/learning activity. Journal of Chemical Education, 75, 1176-1177.
Yildirim, N., Sengün, Y., Ceng, Z. & Ayas, A. (2010). Evaluating the effect of teaching chemical equilibrium based on analogy and laboratory on students achievement. Procedia Social and Behavioral Sciences, 2(2010), 537–541.
