HİKÂYELER VE KİMYA ÖĞRETİMİ

Year 2006, Volume: 30 Issue: 30, 110 - 119, 01.06.2006

Hülya Demircioğlu Gökhan Demircioğlu Alipaşa Ayas Alipaşa Ayas

Keywords

hikayeler, kimya öğretimi, öğretim programı

References

• Abraham, M. R., Grzybowski, E. B., Renner, J. W. & Marek, E. A. (1992). Understandings and misunderstandings of eight graders of five chemistry concepts found in textbooks, Journal of Research in Science Teaching, 29 (2), 105-120.
• Ayas. A. & Demirbaş, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts, Journal of Che— mical Education, 74 (5), 518-521.
• Ayas, A. & Demircioğlu, G. (2002, May 8-10). Student teachers’ understanding and misconceptions of acids, bases and salts in chemistry, First International Education Conference-2002 “Changing Times”, Changing Needs, Eastern Mediterra- nean University, Gazimagusa, North Cyprus.
• Baker, DR. & Pibum, MD. (1997). Constructing science in middle and secondary school classrooms. USA: Allyn & Ba- con.
• Banister, F. & Ryan, C. (2001). Developing science concepts through story-telling, School Science Review, 83 (302), 75-83.
• 19 Hülya DEMİRCİOĞLU, Gökhan DEMİRCİOĞLU, Alipaşa AYAS / H.Ü. Eğitim Fakültesi Dergisi (H.Ü. Journal of Education). 30 (M) 1101 19
• Barker, V. & Millar, R. (1999). Students’ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course“), International Journal of Science Education, 21 (6), 645-665.
• Barker, V. & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: what chan- ges occur during a context-based post-16 chemistry course?, International Journal of Science Education, 22 (11), 1171- 1200.
• Barry, A. M., Berry, D., Cunningham, S., Newton, J., Schweppe, M., Spalter, A., Whiteley, W. & Williams, R. (Edited by: Ju- dith R. Brown). Visual learning for science and engineering, 06.01.2005 tarihinde www.siggraph.org/educati- on/vl/v1.htm adresinden alınmıştır.
• Brooks, M.G. & Brooks, J .G. (1999). The constructivist classroom: The courage to be constructivist. Educational Leadership, 57 (3), 18—24.
• Burton, G., Holman, J ., Pilling, G., Lazonby, J. & Waddington, D. (2000a) Salters' advanced chemistry chemical storylines (second edition). Oxford: Heinemann.
• Burton, G., Holman, J., Pilling, G., Lazonby, J. & Waddington, D. (2000b) Salters’ advanced chemistry chemical ideas (se- cond edition). Oxford: Heinemann.
• Demircioğlu, H. (2002). Sınıf öğretmen adaylarının bazı temel kimya kavramlarını anlama düzeyleri ve karşılaşılan yanılgı- lar, Yüksek Lisans Tezi, KTU Fen Bilimleri Enstitüsü, Trabzon.
• Demircioğlu, H., Demircioğlu, G. & Ayas, A. (2004, Mayıs). Sınıf öğretmen adaylarının bazı kimya kavranılarım anlama dü- zeylerinin klinik mülakatlarla tespiti, Ondokuzmayıs Universitesi Eğitim Fakültesi Dergisi, sayızl7, s. 53—66.
• Demircioğlu, H., Demircioğlu, G., Kongur, S. & Ayas, A. (2004, Eylül). Lise Öğrencilerinin Kütlenin Korunumu Kavramı lle İlgili Teorik ve Uygulama Bilgilerinin Karşılaştırılması, VI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Marmara Universitesi Atatürk Eğitim Fakültesi, Istanbul.
• Driver, R., Squires, A., Rushworth, P. & Wood—Robinson, V. (1994). Making sense of secondary science, London: Routled- ge.
• Duffy, T. M. & Jonassen, D. H. (1991). Constructivism: New implication for instructional technology?, Educational Techno— logy, 2-11.
• Fensham, P. (2001 , Jun.). Science as story: Science education by story, Asia-Pacific Forum on Science Learning and Teac— hing, 2 (l), Foreword.
• Guzzetti, B. J. (2000). Learning counter—intuitive science concepts: What have we learned from over a decade of research, Re- ading, Writing, Quarterly, 16(2), 89-95.
• Hughes, G. (2000). Marginalization of socio-scientific material in science—technology—society science curricula: some impli- cations for gender inclusivity and curriculum reform, Journal of Research in Science Teaching, 37 (5), 426- 440.
• Kee, T. P. & McGovan, P. M. (1998). Chemistry within; chemistry without, 10.12.2004 tarihinde http://www.chem.vt.edu/confchem/1998/kee/kee.html adresinden alınmıştır.
• Millar, R. & Osborne, J. (1998). Beyond 2000: Science education for the future, 08.03.2005 tarihinde http:/lwww.kc1.ac.uk/depsta/education/publicationslbe2000.pdf adresinden alınmıştır.
• Millar, R., Osborne, J . & Nott, (1998). Science education for the future, School Science Rewiev, 80 (291), 19-24.
• Osborne, R. J. & Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water, Journal of Research in Sci- ence Teaching, 20, 25-838.
• Osborne, R. & Freyberg, P. (1985). Learning in science: The implication of children 's science, Heinemann, London.
• Pilling, G., Holman, J. & Waddington, D. (2001 , September). The Salters’ experience, Education in Chemistry, 38 (5), 131- 136
• Pilling, G. & Waddington, D. 15 Year’s of Salter’s Chemistry, 20.10.2004 tarihinde http://www.ul.ie/~chi1dsp/CinA/lssu- e66/I‘OC06_Salter.htm adresinden alınmıştır.
• Ramsden, J. M. (1997). How does a context-based approach inşuence understanding of key chemical ideas at 16+'.’, Interna- tional Journal of Science Education, 19 (6), 697-710.
• Reid, N. (2000). The presentation of chemistry logically driven or applications-led?, Chemistry Education: Research and Practice in Europe, 1 (3), 381-392.
• Tao, P. K. (2003). Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories, International Journal of Science Education, 25 (2), 147—171.
• The Physical Sciences Initiative (TPSI). (1991). Social and applied aspects what is meant by “social and applied"?, 1-5, 10.12.2004Btarihinde www.psi-net.org/chemistry/sl/socialan dappliedpdf adresinden alınmıştır.
• Vlasov, L. & Trifonov, D. (2003). 107 Kimya öyküsü kitabı, Türkiye Bilimsel ve Teknik Araştırma Kurumu, 17. Basım, ls- tanbul.
• Wittrock, M.C. (1974). beaming as a generative process. Educational Psychologist, I I , 87-95.