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KİMYASAL BAĞLARLA İLGİLİ KAVRAM YANILGILARININ KAVRAMSAL DEĞİŞİM METİNLERİ KULLANILARAK DÜZELTİLMESİ

Year 2006, Volume: 30 Issue: 30, 184 - 192, 01.06.2006

References

  • AAbd-El-Khalick, F., & Akerson, V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785-810.
  • Beall, H. (1999). The ubiquitous metaphors of chemistry teaching. Journal of Chemical Education, 76, 366-368.
  • Birk, J.P. and Kurtz, M.] . (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1), 124-128.
  • Boo, K. H. (1998). Students’ understanding of chemical bond and the energetic of chemical reactions. Journal of Research in Science Teaching, 35(5), 569-581.
  • Chambers, S. K. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
  • Aybüke PABUÇC U, Ömer GEBAN / H.Ü. Eğitim Fakültesi Dergisi (H.U . Journal of Education). 30 (2006) 184-192 192
  • Coll, R.K. and Taylor, T.G.N. (2001) Using constructivism to inform tertiary chemistry pedagogy. Chemistry Education: Research and Practice in Europe, 2 (3), 215-226.
  • De Posada, J. M. (1999). The presentation of metallic bonding in high school science textbooks during three decades: science educational reforms and substantive changes of tendencies. Science Education, 83, 423-447.
  • Dhindsa, H.S. & Anderson, O.R. (2004). Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching. Journal of Science Teacher Education, 15(1), 63- 85.
  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.
  • Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22, 53-62.
  • Glynn, S. M. (1997). Learning from science text: Role of an elaborate analogy. College Park, MD: National Reading Research Center.
  • Glynn, S. M. & T. Takahashi, (1998). Learning from analogy-enhanced science text. Ioumal of Research in Science Teaching, 35, 1129-1149.
  • Griffiths, A. K, & Grant, B.A.C. (1985). High school students’ understanding of food webs: IdentiŞcation of a learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22, 421-436.
  • Harrison, A. G. & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: a case study of multiple model use in grade ll chemistry. Science Education, 84, 352-381.
  • Heywood, D. (2002). The Place of Analogies in Science Education. Cambridge Journal of Education, 32 (2), 233-247.
  • Hynd, C. R., McWhorter, J . Y., Phares, V. L. & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933-946.
  • Luera, G.R., Otto, C.A., & Zitzewitz, P.W. (2005). A conceptual change approach to teaching energy & thermodynamics to pre-service elementary teachers. Journal of Physics Teacher Education Online, 2(4), 3-8.
  • Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23(7), 707-730.
  • Novak, J. D. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77—101.
  • Novak, JD. (2002). Meaningful learning: The essential factor for conceptual change in limited ör inappropriate prepositional hierarchies leading to improvement of learners. Science Education, 86(4), 587-571 .
  • Orgill, M., & Bodner, G. M. (2004). What Research Telis Us About Using Analogies to Teach Chemistry. Chemical Education: Research and Practice, 5(1), 15-33.
  • Osborne, R. J. & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508.
  • Palmer, D. (2001). Students' alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706.
  • Posner, G. J ., Strike, K. A., Hewson, P. W. & Gertzog, W. A. (1982). Accomadation of a scientiŞc conception: toward theory of conceptual change. Science Education, 66(2), 211-227.
  • Rule, A. C. & Furletti, C., (2004). Using form and function analogy object boxes to teach human body systems, School Science and Mathematics, 104, 155-169
  • Taber, K. S. (2000). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22, 4, 399 - 417.
  • Taber, K. S. (2003). Mediating mental models of metals: acknowledging the priority of the learner’s prior learning. Science Education, 87, 732-758.
  • Tan, K. D. and Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-83.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), 5-16.
  • Tsai, C. (2000). Enhancing science instruction: the use of ‘conflict maps’. International Journal of Science Education, 22. 285- 302.
  • Wang, T. & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary educationalpsychology. 16, 103-1.
  • Webb, M. J. (1985). Analogies and their limitations. School Science and Mathematics, 85, 645-650.
  • Yanowitz, KL. (2001 ). The effects of analogies on elementary school students’ learning of scientific concepts. School Science and Mathematics. 101 , 133-142.
Year 2006, Volume: 30 Issue: 30, 184 - 192, 01.06.2006

References

  • AAbd-El-Khalick, F., & Akerson, V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785-810.
  • Beall, H. (1999). The ubiquitous metaphors of chemistry teaching. Journal of Chemical Education, 76, 366-368.
  • Birk, J.P. and Kurtz, M.] . (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1), 124-128.
  • Boo, K. H. (1998). Students’ understanding of chemical bond and the energetic of chemical reactions. Journal of Research in Science Teaching, 35(5), 569-581.
  • Chambers, S. K. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
  • Aybüke PABUÇC U, Ömer GEBAN / H.Ü. Eğitim Fakültesi Dergisi (H.U . Journal of Education). 30 (2006) 184-192 192
  • Coll, R.K. and Taylor, T.G.N. (2001) Using constructivism to inform tertiary chemistry pedagogy. Chemistry Education: Research and Practice in Europe, 2 (3), 215-226.
  • De Posada, J. M. (1999). The presentation of metallic bonding in high school science textbooks during three decades: science educational reforms and substantive changes of tendencies. Science Education, 83, 423-447.
  • Dhindsa, H.S. & Anderson, O.R. (2004). Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching. Journal of Science Teacher Education, 15(1), 63- 85.
  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.
  • Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research in Science Teaching, 22, 53-62.
  • Glynn, S. M. (1997). Learning from science text: Role of an elaborate analogy. College Park, MD: National Reading Research Center.
  • Glynn, S. M. & T. Takahashi, (1998). Learning from analogy-enhanced science text. Ioumal of Research in Science Teaching, 35, 1129-1149.
  • Griffiths, A. K, & Grant, B.A.C. (1985). High school students’ understanding of food webs: IdentiŞcation of a learning hierarchy and related misconceptions. Journal of Research in Science Teaching, 22, 421-436.
  • Harrison, A. G. & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: a case study of multiple model use in grade ll chemistry. Science Education, 84, 352-381.
  • Heywood, D. (2002). The Place of Analogies in Science Education. Cambridge Journal of Education, 32 (2), 233-247.
  • Hynd, C. R., McWhorter, J . Y., Phares, V. L. & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933-946.
  • Luera, G.R., Otto, C.A., & Zitzewitz, P.W. (2005). A conceptual change approach to teaching energy & thermodynamics to pre-service elementary teachers. Journal of Physics Teacher Education Online, 2(4), 3-8.
  • Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23(7), 707-730.
  • Novak, J. D. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77—101.
  • Novak, JD. (2002). Meaningful learning: The essential factor for conceptual change in limited ör inappropriate prepositional hierarchies leading to improvement of learners. Science Education, 86(4), 587-571 .
  • Orgill, M., & Bodner, G. M. (2004). What Research Telis Us About Using Analogies to Teach Chemistry. Chemical Education: Research and Practice, 5(1), 15-33.
  • Osborne, R. J. & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508.
  • Palmer, D. (2001). Students' alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706.
  • Posner, G. J ., Strike, K. A., Hewson, P. W. & Gertzog, W. A. (1982). Accomadation of a scientiŞc conception: toward theory of conceptual change. Science Education, 66(2), 211-227.
  • Rule, A. C. & Furletti, C., (2004). Using form and function analogy object boxes to teach human body systems, School Science and Mathematics, 104, 155-169
  • Taber, K. S. (2000). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22, 4, 399 - 417.
  • Taber, K. S. (2003). Mediating mental models of metals: acknowledging the priority of the learner’s prior learning. Science Education, 87, 732-758.
  • Tan, K. D. and Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-83.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), 5-16.
  • Tsai, C. (2000). Enhancing science instruction: the use of ‘conflict maps’. International Journal of Science Education, 22. 285- 302.
  • Wang, T. & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary educationalpsychology. 16, 103-1.
  • Webb, M. J. (1985). Analogies and their limitations. School Science and Mathematics, 85, 645-650.
  • Yanowitz, KL. (2001 ). The effects of analogies on elementary school students’ learning of scientific concepts. School Science and Mathematics. 101 , 133-142.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Aybüke Pabuçcu This is me

Ömer Geban This is me

Publication Date June 1, 2006
Published in Issue Year 2006 Volume: 30 Issue: 30

Cite

APA Pabuçcu, A., & Geban, Ö. (2006). KİMYASAL BAĞLARLA İLGİLİ KAVRAM YANILGILARININ KAVRAMSAL DEĞİŞİM METİNLERİ KULLANILARAK DÜZELTİLMESİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 184-192.