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Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi

Yıl 2014, Cilt: 3 Sayı: 1, 50 - 97, 17.06.2014

M. Kocakülah Mehmet Kural

Öz

Kavramsal değişim stratejilerinden fikirler arası çatışmaya dayalı olarak tasarlanan ışığın ince zarda girişimi konusuna ait öğretimin, öğrencilerin kavramsal anlamaları üzerinde olumlu bir etkisi olup olmadığı, ön test son test kontrol gruplu desenin uygulandığı bu araştırma ile belirlenmeye çalışılmıştır. Araştırmada veri toplama aracı olarak; hazır bulunuşluk testi, kavramsal anlama testi ve yarı yapılandırılmış görüşmeler kullanılmıştır.

Verilerin analizi öğretim öncesinde, öğrencilerin büyük oranda geometrik optik bilgilerini kullanarak ince zarda girişimi beyaz ışığın içeriğindeki yedi rengin farklı kırılması sonucu renklerine ayrılmasına dayandırdıklarını göstermektedir. Öğretim sonrasında kontrol grubu öğrencileri sabun köpüğündeki renklenmeyi açıklamak için geometrik optik ile ışığın dalga modelini bir arada kullanarak hibrit model geliştirmişlerdir. Bu öğrenciler köpüğün renklenmesi olayını ışığın köpük üzerinde girişim yapması, aydınlıkların yapıcı girişim, karanlıkların bozucu girişim sonunda meydana gelerek dalga modeli ile açıklarken renklenmenin nedenine inildiğinde geometrik optik bilgilerine dönüp ışığın kırılması ile farklı renklerin görüleceğini belirtip öğretim öncesi fikirlerini kullanarak açıklamalarına devam etmektedirler. Kontrol grubu öğrencilerinin aydınlık karanlık saçakların zar üzerindeki dizilimlerini açıklama konusunda zorlandıkları gözlenmiş ve karanlık saçağın sadece zarın en ince kısmında oluşacağı şeklinde daha önce alan yazında görülmeyen kavram yanılgısına rastlanmıştır. Öğretim sonrasında kavramsal değişim stratejisinin benimsendiği deney grubundaki öğrenciler zar üzerinde neye göre renklenmenin olduğunu ve zar kalınlığının girişime etkisini tam olarak açıklayarak kontrol grubundaki öğrencilere göre kavramsal anlamalarının üst düzeyde olduğunu göstermişlerdir.

Anahtar Kelimeler

Kavramsal değişim İnce zarda girişim Fizik eğitimi Fikirler arası çatışma

Kaynakça

  • Abak, A.G., Eryılmaz, A. & Fakıoğlu, T. (2007). The relationship of freshmen‟s physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036 – 1056.
  • Ambrose, B.S., Shaffer, P.S., Steinberg, R.N. & McDermott, L.C. (1999). An investigation of student understanding of single-slit diffraction and double-slit interference. American Journal of Physics, 67(2), 146–155.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261– 27
  • Başer, M. & Geban, Ö. (2007) Effectiveness of conceptual change instruction on understanding of heat and temparature concepts. Research in Science and Technological Education, 25(1), 115-133.
  • Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  • Brown, D.E. & Clement, J. (1989). Overcoming misconceptions by analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18(4), 237-261.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Champagne, A.B., Gunstone, R.F. & Klopfer, L.E. (1985). Effecting changes in cognitive structures among physics students in Cognitive Structure and Conceptual Change, West L. and Pines A. (Eds.). Academic Press.
  • Chan, C.K.K., Burtis, J. & Bereiter, C. (1997). Knowledgebuilding approach as a mediator of conflict in conceptual change. Cognition and Instruction, 15(1), 1–40.
  • Clement, J., Brown, D. & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding anchoring conceptions for grounding instruction on students‟ intuitions. International Journal of Science Education, 11, 554–565
  • Cosgrove, M. & Osborne, R. (1985). Lesson Frameworks for Changing Children's Ideas, Learning in Science: The implications of children's science, Osborne R. and Freyberg P. Heinemann.
  • Dreyfus, A., Jungwirth, E. & Eliovitch, R. (1990) Applying the 'cognitive conflict' strategy for conceptual change-some implications, difficulties and problems. Science Education,74(5), 555-569
  • Driver, R. & Erickson, G. (1983). Theories-in action: Some theoretical and empirical issues in the study of students‟ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Duit, R. & Treagust, D. (1998). Learning in science: From behaviourism towards social constructivism and beyond. p 3- In B. Fraser and K. Tobin (Eds.), International Handbook of Science Education. Dordrecht: Kluwer Academic Press.
  • Duit, R. & Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671–688. Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to Design and Evaluate Research in Education (Eighth Edition). New York: McGraw Hill.
  • Gazit, E., Yair, Y. & Chen, D. (2005). Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system. Journal of Science Education and Technology, 14(5-6), 459-470.
  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers‟ cognition and appraisal, Eurasia Journal of Mathematics Science & Technology Education, 6, 101-110.
  • Güngör, A.A. (2010). Teaching practise enhancing students’ affective characteristics related to physics, Doctoral Thesis, The Graduate School of Natural and Applied Science, Middle East Technical University, Ankara.
  • Hewson, P.W. & Hewson, M. G. (1983). The role of conceptual conflict in conceptual change and the design of instruction. Instructional Science, 13(1), 1-13.
  • Hewson, P.W. & Thorley, N. R. (1989). The conditions of conceptual change in the classroom, International Journal of Science Education, 11, 541-553.
  • Hewson, P.W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-96.
  • Kalman, C.S., Morris, S., Cottin, C. & Gordon, R. (1999). Promoting conceptual change using collaborative groups in quantitative gateway courses. American Journal of Physics, 67(1), 3-59.
  • Kaplan, A. & Maehr, M.L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 68, 23-35.
  • Kocakülah, M.S. & Kural, M. (2012). Ortaöğretim öğrencilerinin üretken öğrenme modeline göre tasarlanan öğretim ile tek yarıkta kırınım konusundaki kavramsal değişimlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(1), 33837
  • Kocakülah, M.S. (2002). An investigation of first year university students‟ understanding of magnetic force relations between two current carrying conductors A case study: Balikesir university, faculty of education, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 155-166.
  • Kural, M. (2008). Yapılandırmacı yaklaşımın temel alındığı ışığın dalga modeli öğretiminin öğrencilerin kavramsal değişimleri üzerindeki etkisinin incelenmesi. Yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
  • Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A Critical appraisal. Learning and Instruction, 11(4–5), 357–380.
  • Linn, J.E. & Gronlund, M.A. (1995). Measurement and assessment in teaching. New Jersey: Prentice-Hall Inc.
  • Newburgh, R. & Goodale, D. (2009). Student difficulties in analyzing thin-film interference. Physics Teacher, 47(4), 227-4
  • Niedderer, H. (1987). A teaching strategy based on students' alternative frameworks: Theoretical conceptions and examples, In: Proceedings of the Second International Seminar. Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, 2, 360-367. Nussbaum, J. & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200.
  • Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall Merrill.
  • Pintrich, P.R. (2000). The role of goal orientation in selfregulated learning. In Boekaerts, M., Pintrich, P. R., and Zeidner, M. (eds.), Handbook of Self-Regulation, Academic Press, San Diego, CA, pp. 451–502.
  • Pintrich, P. R., Marx, R.W. & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-200.
  • Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Towards a theory of a conceptual change, Science Education, 66(2), 211-227.
  • Scott, P.H., Asoko, H.M. & Driver, R. (1992). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies. Proceedings of an international workshop held at the University of Bremen, March 1991 (pp.310-329). Kiel: IPN.
  • Stavy, R. & Berkovitz, B. (1980). Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64, 679-692.
  • Şengören, S.K. (2010). How do Turkish high school graduates use the wave theory of light to explain optics phenomena? Physics Education, 45(3), 253-263.
  • Tao, P.K. & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.
  • Tytler, R. (2002). Teaching for understanding in science: Student conceptions research, and changing views of learning. Australian Science Teachers Journal, 48, 14-21. Ural, A. & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık.
  • Vosniadou, S. & Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213-1230.
  • Vosniadou, S. (1994). Capturing and modeling the process of conceptual changes. Learning and Instruction, 4, 45-69.
  • Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 1-14). Amsterdam: Pergamon.
  • Wentzel, K.R. (1996). Social motivation: Current issues and challenges. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 1-10). New York: Cambridge University Press.
  • Wosilait, K., Heron, P.R.L., Shaffer, P.S. & McDermott, L.C. (1999). Addressing student difficulties in applying a wave model to the interference and diffraction of light. American Journal of Physics, 67(1), 5-15.
  • Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 101-110.
  • Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.

Yıl 2014, Cilt: 3 Sayı: 1, 50 - 97, 17.06.2014

M. Kocakülah Mehmet Kural

Öz

Kaynakça

  • Abak, A.G., Eryılmaz, A. & Fakıoğlu, T. (2007). The relationship of freshmen‟s physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036 – 1056.
  • Ambrose, B.S., Shaffer, P.S., Steinberg, R.N. & McDermott, L.C. (1999). An investigation of student understanding of single-slit diffraction and double-slit interference. American Journal of Physics, 67(2), 146–155.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261– 27
  • Başer, M. & Geban, Ö. (2007) Effectiveness of conceptual change instruction on understanding of heat and temparature concepts. Research in Science and Technological Education, 25(1), 115-133.
  • Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  • Brown, D.E. & Clement, J. (1989). Overcoming misconceptions by analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18(4), 237-261.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Champagne, A.B., Gunstone, R.F. & Klopfer, L.E. (1985). Effecting changes in cognitive structures among physics students in Cognitive Structure and Conceptual Change, West L. and Pines A. (Eds.). Academic Press.
  • Chan, C.K.K., Burtis, J. & Bereiter, C. (1997). Knowledgebuilding approach as a mediator of conflict in conceptual change. Cognition and Instruction, 15(1), 1–40.
  • Clement, J., Brown, D. & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding anchoring conceptions for grounding instruction on students‟ intuitions. International Journal of Science Education, 11, 554–565
  • Cosgrove, M. & Osborne, R. (1985). Lesson Frameworks for Changing Children's Ideas, Learning in Science: The implications of children's science, Osborne R. and Freyberg P. Heinemann.
  • Dreyfus, A., Jungwirth, E. & Eliovitch, R. (1990) Applying the 'cognitive conflict' strategy for conceptual change-some implications, difficulties and problems. Science Education,74(5), 555-569
  • Driver, R. & Erickson, G. (1983). Theories-in action: Some theoretical and empirical issues in the study of students‟ conceptual frameworks in science. Studies in Science Education, 10, 37-60.
  • Duit, R. & Treagust, D. (1998). Learning in science: From behaviourism towards social constructivism and beyond. p 3- In B. Fraser and K. Tobin (Eds.), International Handbook of Science Education. Dordrecht: Kluwer Academic Press.
  • Duit, R. & Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671–688. Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to Design and Evaluate Research in Education (Eighth Edition). New York: McGraw Hill.
  • Gazit, E., Yair, Y. & Chen, D. (2005). Emerging conceptual understanding of complex astronomical phenomena by using a virtual solar system. Journal of Science Education and Technology, 14(5-6), 459-470.
  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers‟ cognition and appraisal, Eurasia Journal of Mathematics Science & Technology Education, 6, 101-110.
  • Güngör, A.A. (2010). Teaching practise enhancing students’ affective characteristics related to physics, Doctoral Thesis, The Graduate School of Natural and Applied Science, Middle East Technical University, Ankara.
  • Hewson, P.W. & Hewson, M. G. (1983). The role of conceptual conflict in conceptual change and the design of instruction. Instructional Science, 13(1), 1-13.
  • Hewson, P.W. & Thorley, N. R. (1989). The conditions of conceptual change in the classroom, International Journal of Science Education, 11, 541-553.
  • Hewson, P.W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-96.
  • Kalman, C.S., Morris, S., Cottin, C. & Gordon, R. (1999). Promoting conceptual change using collaborative groups in quantitative gateway courses. American Journal of Physics, 67(1), 3-59.
  • Kaplan, A. & Maehr, M.L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 68, 23-35.
  • Kocakülah, M.S. & Kural, M. (2012). Ortaöğretim öğrencilerinin üretken öğrenme modeline göre tasarlanan öğretim ile tek yarıkta kırınım konusundaki kavramsal değişimlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(1), 33837
  • Kocakülah, M.S. (2002). An investigation of first year university students‟ understanding of magnetic force relations between two current carrying conductors A case study: Balikesir university, faculty of education, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 155-166.
  • Kural, M. (2008). Yapılandırmacı yaklaşımın temel alındığı ışığın dalga modeli öğretiminin öğrencilerin kavramsal değişimleri üzerindeki etkisinin incelenmesi. Yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
  • Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A Critical appraisal. Learning and Instruction, 11(4–5), 357–380.
  • Linn, J.E. & Gronlund, M.A. (1995). Measurement and assessment in teaching. New Jersey: Prentice-Hall Inc.
  • Newburgh, R. & Goodale, D. (2009). Student difficulties in analyzing thin-film interference. Physics Teacher, 47(4), 227-4
  • Niedderer, H. (1987). A teaching strategy based on students' alternative frameworks: Theoretical conceptions and examples, In: Proceedings of the Second International Seminar. Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, 2, 360-367. Nussbaum, J. & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200.
  • Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall Merrill.
  • Pintrich, P.R. (2000). The role of goal orientation in selfregulated learning. In Boekaerts, M., Pintrich, P. R., and Zeidner, M. (eds.), Handbook of Self-Regulation, Academic Press, San Diego, CA, pp. 451–502.
  • Pintrich, P. R., Marx, R.W. & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-200.
  • Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Towards a theory of a conceptual change, Science Education, 66(2), 211-227.
  • Scott, P.H., Asoko, H.M. & Driver, R. (1992). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies. Proceedings of an international workshop held at the University of Bremen, March 1991 (pp.310-329). Kiel: IPN.
  • Stavy, R. & Berkovitz, B. (1980). Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64, 679-692.
  • Şengören, S.K. (2010). How do Turkish high school graduates use the wave theory of light to explain optics phenomena? Physics Education, 45(3), 253-263.
  • Tao, P.K. & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.
  • Tytler, R. (2002). Teaching for understanding in science: Student conceptions research, and changing views of learning. Australian Science Teachers Journal, 48, 14-21. Ural, A. & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık.
  • Vosniadou, S. & Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213-1230.
  • Vosniadou, S. (1994). Capturing and modeling the process of conceptual changes. Learning and Instruction, 4, 45-69.
  • Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 1-14). Amsterdam: Pergamon.
  • Wentzel, K.R. (1996). Social motivation: Current issues and challenges. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 1-10). New York: Cambridge University Press.
  • Wosilait, K., Heron, P.R.L., Shaffer, P.S. & McDermott, L.C. (1999). Addressing student difficulties in applying a wave model to the interference and diffraction of light. American Journal of Physics, 67(1), 5-15.
  • Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 101-110.
  • Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

M. Kocakülah

Mehmet Kural

Yayımlanma Tarihi 17 Haziran 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 3 Sayı: 1

Kaynak Göster

APA Kocakülah, M., & Kural, M. (2014). Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 50-97. https://doi.org/10.17539/aej.99867
AMA Kocakülah M, Kural M. Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi. Haziran 2014;3(1):50-97. doi:10.17539/aej.99867
Chicago Kocakülah, M., ve Mehmet Kural. “Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi”. Amasya Üniversitesi Eğitim Fakültesi Dergisi 3, sy. 1 (Haziran 2014): 50-97. https://doi.org/10.17539/aej.99867.
EndNote Kocakülah M, Kural M (01 Haziran 2014) Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi 3 1 50–97.
IEEE M. Kocakülah ve M. Kural, “Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi”, Amasya Üniversitesi Eğitim Fakültesi Dergisi, c. 3, sy. 1, ss. 50–97, 2014, doi: 10.17539/aej.99867.
ISNAD Kocakülah, M. - Kural, Mehmet. “Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi”. Amasya Üniversitesi Eğitim Fakültesi Dergisi 3/1 (Haziran 2014), 50-97. https://doi.org/10.17539/aej.99867.
JAMA Kocakülah M, Kural M. Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi. 2014;3:50–97.
MLA Kocakülah, M. ve Mehmet Kural. “Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi”. Amasya Üniversitesi Eğitim Fakültesi Dergisi, c. 3, sy. 1, 2014, ss. 50-97, doi:10.17539/aej.99867.
Vancouver Kocakülah M, Kural M. Fikirler Arası Çatışmaya Dayalı Öğretimin Öğrencilerin İnce Zarda Girişim Konusundaki Kavramsal Anlamalarına Etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi. 2014;3(1):50-97.
 Kapak Resmi İndir

Amasya Üniversitesi Eğitim Fakültesi Dergisi (Amasya Education Journal)