BibTex RIS Cite

HİPOTEZ TEST SÜRECİNDE ÇOCUKLARIN VE YETİŞKİNLERİN BİLİMSEL DÜŞÜNME EĞİLİMLERİ

Year 2009, Volume: 36 Issue: 36, 340 - 350, 01.06.2009

References

  • Bachelard, G. (1938). La formation de l’esprit scienttŞque. Paris: Librairie philosophique Vrin, réimpression, 1986.
  • Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579—604.
  • Cho, H., Kahle, J. H., & Nordland, E. H. (1985). An investigation of high schoolbiology textbooks as sources of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707- 719.
  • Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientiŞc lmowledge in the classroom. Educational Researcher, 23(7), 5-12.
  • Fisher, K. M. (1983). Proceedings of the international seminar on misconceptions in science and mathematics. Ithaca, NY: Cornell University.
  • Gettys, W. E., Keller, F. J., & Skove, M. J. (1995). Fizik 1. Cilt (Çeviri editörü: R. Ömür Akyüz). McGraw-Hill, İnc.- Literatür yaymcılık, Istanbul.
  • Gilbert, J.K., & Watts, DM. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98. http://ttkb.meb.gov.tr/indir/ttkb/programlar/lise/Fizikl.pdf erişim 22 temmuz 2008. http://www.Şzikprogrami.com/ erişim: 22 temmuz 2008.
  • Kabapinar, F., Leach, J., & Scott, P. (2004). The design and evaluation of a teaching—learning.sequence addressing the solubility concept with Turkish secondary school students. International Journal of Science Education, 26(5), 635—65.
  • Komorek, M. & Duit, R. (2004). The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in domain of non-linear systems. International Journal of Science Education, 26(5), 619-633.
  • Kuhn, T. S. (1970). The Structure of ScientiŞc Revolutions (2Ild Ed.). Chicago: University of Chicago Press.
  • La main a la pâte (eller hamurda: Katıhmcı eğitim): http:/lwww.inrp.fr/lamap/.
  • Lakatos, I. (1994). The methodology of scientiŞc research programmes. In J. Worrall & G. Vurrie (Eds), The methodology of scientific research programmes: Philosophical papers Vol:1 (pp. 8—101). New York: Cambridge University Press.
  • Méheut, M. & Psillos, D. (2004). Teaching-learning sequences: aims and tools for science educational research. International Journal of Science Education, 26(5), 515-535.
  • Méheut, M. (2004). Designing and validating two teaching-leaming sequences about particle models. International Journal of Science Education, 26(5), 605-618.
  • Oguz, A. & Yurumezoglu, K. (2008). Archimedes’ Principle: Experiment ClariŞes Buoyancy. Physics Education, 43(3), 247-248.
  • Osborne, R. & Freyberg, P. (1985). Learning in science. Hong Kong: Heinemann Education.
  • Özbek, N. K. (2006). İlköğretim fen ve teknoloji 5. sınıf ders kitabı. Ankara: Ada Yayıncılık.
  • Park, J. & Kim, I. (1998). Analysis of students’ responses to contradictory results obtained by simple observation or controlling variables. Research in Science Education, 28, 365—376.
  • Park, J., Kim, I., Kim, M., & Lee, M. (2001). Analysis of students’ processes of conŞrmation and falsiŞcation of their prior ideas about electrostatics. International Journal of Science Education, 23, 1219—1236.
  • Popper, K. R. (1963). Conjectures and Refutations. London: Routledge and Keagan Paul.
  • Popper, K. R. (1968). The logic of scientific discovery. London: Hutchinson.
  • Robardet, G.( 1990). Enseigner les Sciences physiques â partir de situations problémes. Bulletin de l’Union des Physiciens, n°720, p.17.
  • Sanger, M. J. & Greenbow, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-398.
  • Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: a survey of pre-service elementary teachers. Journal of Elementary Science Education, 7(2), 27—46.
  • Tunç, T., Karadenıir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.
  • Tunç, T., Karademir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf ders kitabı. Istanbul: Semih Ofset Matbaacılık.
  • Vienııot, L. (1996). Raisonner en physique : la part du sens commun. Editeur, Bruxelles : De Boeck Université.
  • Viennot, L. and Rainson, S. (1999). Design and evaluation of a research-based teaching sequence: the superposition of electric Şeld. International Journal of Science Education, 21(1), 1—16.
  • White, R. & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
  • Y11d1nm, C. 1997. Bilimsel Düşünme Yöntemi (Scientific Thinking Methods) (lSt Ed.), Ankara: Bilgi Yayınevi.
  • Yılmaz, F., Atalay, H. B., Özgül, E., Kavaş, B., G., Şen,. N. ve ark. (2005). İlköğretim fen ve teknoloji 5. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.
Year 2009, Volume: 36 Issue: 36, 340 - 350, 01.06.2009

References

  • Bachelard, G. (1938). La formation de l’esprit scienttŞque. Paris: Librairie philosophique Vrin, réimpression, 1986.
  • Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences. International Journal of Science Education, 26(5), 579—604.
  • Cho, H., Kahle, J. H., & Nordland, E. H. (1985). An investigation of high schoolbiology textbooks as sources of misconceptions and difŞculties in genetics and some suggestions for teaching genetics. Science Education, 69, 707- 719.
  • Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientiŞc lmowledge in the classroom. Educational Researcher, 23(7), 5-12.
  • Fisher, K. M. (1983). Proceedings of the international seminar on misconceptions in science and mathematics. Ithaca, NY: Cornell University.
  • Gettys, W. E., Keller, F. J., & Skove, M. J. (1995). Fizik 1. Cilt (Çeviri editörü: R. Ömür Akyüz). McGraw-Hill, İnc.- Literatür yaymcılık, Istanbul.
  • Gilbert, J.K., & Watts, DM. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98. http://ttkb.meb.gov.tr/indir/ttkb/programlar/lise/Fizikl.pdf erişim 22 temmuz 2008. http://www.Şzikprogrami.com/ erişim: 22 temmuz 2008.
  • Kabapinar, F., Leach, J., & Scott, P. (2004). The design and evaluation of a teaching—learning.sequence addressing the solubility concept with Turkish secondary school students. International Journal of Science Education, 26(5), 635—65.
  • Komorek, M. & Duit, R. (2004). The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in domain of non-linear systems. International Journal of Science Education, 26(5), 619-633.
  • Kuhn, T. S. (1970). The Structure of ScientiŞc Revolutions (2Ild Ed.). Chicago: University of Chicago Press.
  • La main a la pâte (eller hamurda: Katıhmcı eğitim): http:/lwww.inrp.fr/lamap/.
  • Lakatos, I. (1994). The methodology of scientiŞc research programmes. In J. Worrall & G. Vurrie (Eds), The methodology of scientific research programmes: Philosophical papers Vol:1 (pp. 8—101). New York: Cambridge University Press.
  • Méheut, M. & Psillos, D. (2004). Teaching-learning sequences: aims and tools for science educational research. International Journal of Science Education, 26(5), 515-535.
  • Méheut, M. (2004). Designing and validating two teaching-leaming sequences about particle models. International Journal of Science Education, 26(5), 605-618.
  • Oguz, A. & Yurumezoglu, K. (2008). Archimedes’ Principle: Experiment ClariŞes Buoyancy. Physics Education, 43(3), 247-248.
  • Osborne, R. & Freyberg, P. (1985). Learning in science. Hong Kong: Heinemann Education.
  • Özbek, N. K. (2006). İlköğretim fen ve teknoloji 5. sınıf ders kitabı. Ankara: Ada Yayıncılık.
  • Park, J. & Kim, I. (1998). Analysis of students’ responses to contradictory results obtained by simple observation or controlling variables. Research in Science Education, 28, 365—376.
  • Park, J., Kim, I., Kim, M., & Lee, M. (2001). Analysis of students’ processes of conŞrmation and falsiŞcation of their prior ideas about electrostatics. International Journal of Science Education, 23, 1219—1236.
  • Popper, K. R. (1963). Conjectures and Refutations. London: Routledge and Keagan Paul.
  • Popper, K. R. (1968). The logic of scientific discovery. London: Hutchinson.
  • Robardet, G.( 1990). Enseigner les Sciences physiques â partir de situations problémes. Bulletin de l’Union des Physiciens, n°720, p.17.
  • Sanger, M. J. & Greenbow, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-398.
  • Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: a survey of pre-service elementary teachers. Journal of Elementary Science Education, 7(2), 27—46.
  • Tunç, T., Karadenıir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.
  • Tunç, T., Karademir, Z., Agalday, M., Merdeşe, H., Talo, H. ve diğerleri (2005). İlköğretim fen ve teknoloji 4. sınıf ders kitabı. Istanbul: Semih Ofset Matbaacılık.
  • Vienııot, L. (1996). Raisonner en physique : la part du sens commun. Editeur, Bruxelles : De Boeck Université.
  • Viennot, L. and Rainson, S. (1999). Design and evaluation of a research-based teaching sequence: the superposition of electric Şeld. International Journal of Science Education, 21(1), 1—16.
  • White, R. & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
  • Y11d1nm, C. 1997. Bilimsel Düşünme Yöntemi (Scientific Thinking Methods) (lSt Ed.), Ankara: Bilgi Yayınevi.
  • Yılmaz, F., Atalay, H. B., Özgül, E., Kavaş, B., G., Şen,. N. ve ark. (2005). İlköğretim fen ve teknoloji 5. sınıf öğretmen kılavuz kitabı. M.E.B. Devlet Kitapları: Uniprint—Istanbul.
There are 31 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Kemal Yürümezoğlu

Ayşe Oğuz This is me

Publication Date June 1, 2009
Published in Issue Year 2009 Volume: 36 Issue: 36

Cite

APA Yürümezoğlu, K., & Oğuz, A. (2009). HİPOTEZ TEST SÜRECİNDE ÇOCUKLARIN VE YETİŞKİNLERİN BİLİMSEL DÜŞÜNME EĞİLİMLERİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(36), 340-350.