 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article
7 (Jun., 2008)
|
| |
Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article
7 (Jun., 2008)
|
Akdeniz, A.R, Yıldız, İ. & Yiğit, N. (2001). İlköğretim 6. sınıf öğrencilerinin ışık ünitesindeki kavram yanılgıları (Primary education 6th grade students’ misconceptions in the light unite). Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(20), 72–78.
Bodner, M. G. (1986). Why good teaching fails and hard-working students don’t always succeed. Journal of Chemical Education, 63, 873- 878.
Boo, H.K., (2007). Primary science assessment item setters’ misconceptions concerning biological science concepts. Asia Pasific Forum on Science Learning and Teaching, 8(1), 1-13.
Büyükkasap, E., Düzgün, B. & Ertuğrul, M. (2001). Lise öğrencilerinin ışık hakkındaki yanlış kavramları. (High school students’ false conceptions about light). Milli Eğitim Dergisi. <http://yayim.meb.gov.tr/yayimlar/149/buyukkasap_duzgun_ertugrul.htm>, (2006, Aralık 8).
Çalık, M. & Ayas, A. (2005a). A cross-age study on the understanding of chemical solutions and their components. International Education Journal, 6 (1), 30-41.
Çalık, M. (2005). A cross-age study of different perspectives in solution chemistry from junior to senior high school. International Journal of Science and Mathematics Education, 3, 671–696.
Çalık, M., & Ayas, A. (2005b). A comparison of level of understanding of eighth- grade students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638–667.
Cansüngü Koray, Ö. & Bal, Ş. (2002). İlköğretim 5. ve 6. sınıf öğrencilerinin ışık ve ışığın hızı ile ilgili yanlış kavramları ve bu kavramları oluşturma şekilleri (primary school 5th and 6th grade students’ misconceptions about light and speed of light and forms of construction of these conceptions). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi (Gazi University Gazi Education Faculty Journal), 22(1), 1–11.
Cansüngü, Ö., (2000). İlköğretim öğrencilerinin (5., 6., 7. Sınıflar) ışık ve ışıkla ilgili kavramları algılama şekillerinin tespiti üzerine bir araştırma. Gazi Üniversitesi, Fen Bilimleri Enstitüsü, Yüksek Lisans Tezi, Ankara.
Chen, C.C., Lin, H.S., & Lin, M. L. (2002). Developing a two- tier diagnostic instrument to assess high school students’ understanding- the formation of images by a plane mirror. Proc. Natl. Sci. Counc. ROC (D), 12(3), 106-121.
Dedes, C. (2005). The mechanism of vision: conceptual similarities between historical modelsand children’s representations. Science & Education, 14, 699-712.
Driver, R. & Easley, J. (1978). Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61- 84.
Ekici, F., Ekici, E. & Aydın, F. (2007). Utility of concept cartoons in diagnosing and overcoming misconceptions related to photosynthesis. International Journal of Environmental & Science Education, 2(4), 111–124.
Eshach, H. (2003). Small- group interview- based discussions about diffused shadow. Journal of science education and technology, 12(3).
Galili, I., & Hazzan, A. (2000). Learners’ knowledge in optic: interpretation, structure and analysis. International Journal of Science Education, 22(1), 57–88.
Gilbert, J. K., & Watts, M. D. (1983). Concepts, misconceptions and choice conceptions: changing perspectives in science education. Studies in Science Education, 10, 61–98.
Guesne. E., Driver. R. & Tiberghien. A. (1985). Children’s ideas in science. UK:Open university Pres. Milton Keynes. p. 10-33.
Hewson, P. W. (1992). Conceptual change in science teaching and teacher education. Paper presented at a meeting on “Research and Curriculum Development in Science Teaching,” under the auspices of the National Center for Educational Research, Documentation, and Assessment, Ministry for Education and Science, Madrid, Spain, June.
Heywood, D.S. (2005). Primary trainee teachers’ learning and teaching about light: Some pedagogic implications for initial teacher training. International Journal of Science Education, 27 (12), 1447–1475.
Kara, M., Kanlı, U. & Yağbasan, R. (2003). Lise 3. sınıf öğrencilerinin ışık ve optik ile ilgili anlamakta güçlük çektikleri kavramların tespiti ve sebepleri (investigation and determination of concepts understanding difficulties high school 3th grade students’ on light and optic). Milli Eğitim Dergisi, 158.
Krnel, D., Glazar, S., & Watson, R., (2003). The development of the concept of ‘‘matter’’: a cross-age study of how children gratify materials. Science Education, 87, 621– 639.
Longden, K., Black, P., and, Solomon, J. (1991). Children’s interpretation of dissolving, International Journal of Science Education, 13(1), (59- 68).
Novak, D., J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77–101.
Osborne, J., R. & Wittrock, M., C. (1983). Learning science: a generative process. Science Education, 67(4), 489–508.
Pine, K., Messer, D. & John, K.S. (2001). Children’s misconceptions in primary science: A survey of teachers’ views. Research in Science & Technological Education, 19(1),79-96.
Sağlam, M., (2005). Ses ve ışık ünitesi konusunda 5e modeline uygun rehber materyal geliştirilmesi ve etkililiğinin araştırılması. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Doktora Tezi, Trabzon.
Saka, A., Cerrah, L., Akdeniz, A., R. & Ayas, A. (2006). A cross-age study of the understanding of three genetic concepts: How do they image the gene, DNA and chromosome? Journal of Science Education and Technology, 15(2).
Şen, A.İ. (2003). İlköğretim öğrencilerinin ışık, görme ve aynalar konusundaki kavram yanılgılarının ve öğrenme zorluklarinin incelenmesi (Investigation of the misconception and learning difficulties of elementary students on light, vision and mirrors). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (Hacettepe University Education Faculty Journal), 25, 176-185.
Sheppard, K. (2006). High school students’ understanding of titrations and related acid-base phenomena, Chemistry Education Research and Practice, 7(1), 32-45
Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression, International Journal of Science Education, 22(5), 447- 467.
Ünsal, Y. & Güneş, B. (2003). İlköğretim 6. sınıf fen bilgisi ders kitabının fizik konuları yönünden incelenmesi (The investigation of the primary school 6th grade science textbook by the physics issues), Gazi Eğitim Fakültesi Dergisi (Gazi Education Faculty Journal), 23(3), 115–130.
Valanides, N., & Angeli C., (2008). Distributed cognition in a sixth-grade classroom: An attempt to overcome alternative conceptions about light and color. Journal of Research on Technology in Education, 40(3), 309–336.
White, R.T. & Gunstone, R.F. (1992). Probing understanding. The Falmer Press, London.
Yıldız, İ., (2000). İlköğretim 6. sınıf öğrencilerinin ışık ünitesindeki kavram yanılgıları. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Yüksek Lisans Tezi, Trabzon.
URL-1 http://www.atominsan.com/islam_ve_bilim.htm , 12 June 2008.
Copyright (C) 2008 HKIEd APFSLT. Volume 9, Issue 1, Article 7 (Jun., 2008). All Rights Reserved.
