 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 10 (Jun., 2015) |
Abd-El-Khalick, F. & Lederman, N.G. (2000). Improving Science Teachers’ Conceptions of Nature of Science: A Critical Review of the Literature. International Journal of Science Education, 22(7), 665-701.
Akerson, V.L., Abd-El-Khalick, F. & Lederman, N.G. (2000). Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 37(4), 295–317.
Akerson, V.L. & Hanuscin, D.L. (2007). Teaching Nature of Science through Inquiry: The Results of a Three-Year Professional Development Program. Journal of Research in Science Teaching, 44, 653-680.
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for Science Literacy. New York, NY: Oxford University Press.
Ayvacı H. Ş. (2007). A Study toward Teaching the Nature of Science Based on Different Approaches for Classroom Teachers in Gravity Content. Unpublished Doctoral Disseration, Black Sea Tecnical University, Trabzon.
Aronson, B. (2010). Scientific Goofs: Adventures along the Crooked Trail to Truth (N. Arık, Çev.), Ankara: Tübitak press.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: W. H. Freeman.
Capobianco, B.M. (2007). Science Teachers’ Attempts at Integrating Feminist Pedagogy through Collaborative Action Research. Journal of Research in Science Teaching, 44(1), 1-32.
Capobianco, B.M. & Feldman, A. (2006). Promoting Quality for Teacher Action Research: Lessons Learned from Science Teachers’ Action Research. International Journal for Educational Action Research, 14(4), 497–512.
Clough, M.P. (June, 2009). Humanizing Science to Improve Post-Secondary Science Education. International History, Philosophy and Science Teaching Conference, Iowa State University, Notre Dame.
Çakici, Y. & Bayir, E. (2012). Developing Children's Views of the Nature of Science Through Role Play. International Journal of Science Education, 34(7), 1075-1091.
Çakmakci, G. (2012). Promoting Pre-service Teachers’ Ideas about Nature of Science through Educational Research Apprenticeship. Australian Journal of Teacher Education, 37(2), 114-135.
Çelikdemir, M. (2006). Examining Middle School Students’ Understanding Of The Nature Of Science, Unpublished Master Disertation, Middle East Technical University.
Doğan, N. & Özcan, B. (2010). Influence of Historical Perspective Approach on 7th Grade Students’ Views about Nature of Science, Ahi Evran Univ. Kırşehir Education Faculty Journal, 11(4), 187-208.
Erenoğlu, C. (2010). The Effects of Teaching Science in Nature on 5th Grade Students' Understanding of the Nature of Science. Unpublished Master Disertation, Aegean University, İZMİR.
Gericke, N.M. & Hagberg, M. (2007). Definition of Historical Models of Gene Function and Their Relation to Students’ Understanding of Genetics. Sci & Educ, 16, 849–881.
Güney, B. G.& Şeker, H. (2012). The Use of History of Science as a Cultural Tool to Promote Students’ Empathy with the Culture of Science. Educational Sciences: Theory & Practice, 12(1), 533-539.
Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127.
Hill, C. & Baumgartner, L. (2009). Stories in Science: The Backbone of Science Learning. The Science Teacher, April/May 2009, 60-66.
Irwin, A.R. (2000). Historical Case Studies: Teaching the Nature of Science in Context. Science Education, 84, 5-26.
Kahraman, F. (2012). The Effects History Of Scıence Based Stories on 7TH Grade Students’ Understanding of “Force and Motion” Unit and Related Concepts. Unpublished Master Disertation, Black Sea Tecnical University, Trabzon.
Karatas, F.Ö. & Bodner, G.M. (August, 2006). Freshman Undergraduate Students’ Views of the Nature of Engineering. 19th Biennial Conference on Chemical Education, West Lafayette, Indiana-ABD.
Karatas, F.Ö., Bodner G.M. & Calik M. (2009). Nature of Science Versus Nature of Engineering: First-Year Engineering Students’ Views of Science and Engineering Relations. Proceedings of 2009 ESERA Biennial Conference, Istanbul, TURKEY
Karataş, F.Ö., Ünal, S., Durland, G. & Bodner, G.M. (2013). What Do We Know About Students’ Beliefs? Changes in Students’ Conceptions of the Particulate Nature of Matter from Pre-Instruction to College. In G. Tsaparlis ve S. Hannah (Eds.), Particulate and Structural Concepts of Matter. (ss.231 – 247) Springer: Netherlands.
Karataş, F.Ö., Micklos, A. & Bodner, G.M. (2011). Sixth-Grade Students’ Views of the Nature of Engineering and Images of Engineers. Journal of Science Education and Technology, 20(2), 123-135.
Kara, U. (2010). The Effectiveness of Science Teaching Method Which is Based on Science History to Eliminate Misconception of Notion of Teacher Candidates Intended for Science. Unpublished Master Disertation, Ondokuzmayıs University, Samsun.
Khishfe, R. & Abd-El-Khalick, F. (2002). Influence of Explicit and Reflective Versus Implicit Inquire-Oriented Instruction on Sixth Graders’ Views of Nature of Science. Journal of Research in Science Teaching, 39(7), 551-578.
Khishfe, R. & Lederman, N.G. (2007). Relationship Between Instructional Context and Views of Nature of Science. International Journal of Science Education, 29(8),939-961.
Kılıç, K., Sungur, S., Çakıroğlu, J. & Tekkaya, C. (2005). Ninth Grade Students Understanding of the Nature of Scientific Knowledge. Hacettepe University Education Faculty Journal, 28, 127-133.
Kim, S. Y. & Irving, K. E. (2010). History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science, Sci & Educ, 19, 187-215.
Klassen, S. (2007). The Application of Historical Narrative in Science Learning: The Atlantic Cable Story, Science & Education, 16, 335-352.
Klassen, S. (2009). The Construction and Analysis of a Science Story: A Proposed Methodology, Science & Education, 18(3-4), 401-423.
Kruse, W.J. (2010). Historical Short Stories in the Post-Secondary Biology Classroom: Investigation of İnstructor and Student Use and Views. Unpublished Doctoral Disertation, Iowa State University.
Lederman, N.G. (1992). Students’ and Teachers’ Conceptions of the Nature of Science: A Review of the Research. Journal of Research in Science Teaching, 29(4), 331-359.
Lederman, N.G., Abd-El-Khalick, F., Bell, R. L. & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 39(6), 497-521.
Lin, H.S. & Chen, C.C. (2002). Promoting Preservice Chemistry Teachers’ Understanding about the Nature of Science through History. Journal of Research in Science Teaching, 39(9), 773-792.
Liu, C. & Falk, J.H. (2014). Serious fun: Viewing hobbyist activities thorough learning lens. International Journal of Science Education, Part B: Communication and Public Engagement, 4(4), 343-355
McComas, W.F. (1997). 15 Myths of Science: Lessons of Misconceptions and Misunderstandings from a Science Educator. Skeptic, 5(2), 88-95.
McComas, W.F. (April, 2005). Seeking NOS Standards: What Consensus Exists in Popular Books on the Nature of Science? Paper Presented at the Annual Conference of the National Association of Research in Science Teaching. Dallas, TX.
McComas, W.F. (2008). Seeking Historical Examples to Illustrate Key Aspects of the Nature of Science, Science & Education, 17, 249-263.
Melrose, M. J. (2001). Maximizing the rigor of action research: why would you want to? How could you?. Field Methods, 13(2), 160-180.
Milli Eğitim Bakanlığı (MEB). (2005). İlköğretim Fen ve Teknoloji Programı (6-8. sınıf). Milli Eğitim Bakanlığı Yayınları, Ankara, 2005.
Monk, M. & Osborne J. (1997). Placing the History and Philosophy of Science on the Curriculum: a Model for the Development of Pedagogy. Sci Educ, 81, 405–424
Nakhleh, M. B. (1992). Why Some Students Don’t Learn Chemistry. Journal of Chemical Education, 69, 191-196.
National Research Council. (1996). National science education standards. Washington, DC: National Academies Press.
National Research Council (NRC). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
National Science Teachers Association. (1971). School Science Education for the 1980s: Science–Technology–Society: An NSTA Position Statement. Washington, DC: National Science Teachers Association.
Organisation for Economic Cooperation and Development (OECD). (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Retrieved on 17th of April 2015 from http://www.oecd-ilibrary.org/.
Orgill, M. K. & Sutherland, A. (2008). Undergraduate Chemistry Students’ Perceptions of and Misconceptions about Buffers and Buffer Problems. Chemistry Education Research and Practice, 9, 131-143.
Osborne, R. (1982). Science Education: Where Do We Start?, The Australian Science Teachers' Journal, 28, 21-30.
Palmer, D. (2001). Students’ Alternative Conceptions and Scientifically Acceptable Conceptions about Gravity. International Journal of Science Education, 23, 691-706.
Renninger, K. A. (2009). Interest and Identity Development in Instruction: An Inductive Model. Educational Psychologist, 44(2), 1-14.
Rudge, D. W. & Howe, E. M. (2009). An Explicit and Reflective Approach to the Use of History to Promote Understanding of the Nature of Science, Sci & Educ, 18, 561-580
Schön, D. A. (1987). Teaching Artistry through Reflection-in-Action. In Educating the Reflective practitioner (pp. 22-40). San Francisco, CA: Jossey-Bass Publishers.
Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26, 207-231.
Silva, P.R.C., Correia P.R.M. & Malachias, M.E.I. (2009). Charles Darwin Goes to School: The Role of Cartoons and Narrative in Setting Science in an Historical Context. JBE, 43(4), 175-180.
Singleton, L.R. (1997). Out of the Laboratory: Teaching about the History and Nature of Science and Technology. The Social Studies, 88(3), 127-133.
Smith, J. A. R. (2010). Historical Short Stories and the Nature of Science in a High School Biology Class. Master Thesis, Iowa State University.
Solomon, J., Duveen, J., Scott, L. & McCarthy, S. (1992). Teaching about the Nature of Science through History: Action Research in the Classroom. Journal of Research in Science Teaching, 29(4), 409-421
Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Basım), Ankara: Seçkin Yayıncılık.
Zimmerman, H.T. & Bell, P. (2012). Where Young People See Science: Everyday activities connected to science. International Journal of Science Education, Part B 2012, 1–29.
