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e-Kafkas Journal of Educational Research 2014; 1 (1): 1-48. Full Issue.

Year 2014, Volume: 1 Issue: 1, - 5, 01.03.2014

Abstract

References

  • Atay, E. (2013). Impact of Sports andSocialActivitiesParticipate on Agression Level. International Journal of AcademicResearch 5(5), 169-173.
  • Dervent, F., Arslanoglu, E., Senel, O. (2010). Agressivity Level of The High School Students and Relation Witht Heirp Articipationto Sport Activities (Sample Of Istanbul) International Journal of Human Sciences7:521-33.
  • Dilemken, M,. Ada, Ş,. Alver, B. (2011). AggressionCharacteristies of Second StagePrimary School Students. Gaziantep üniversitesi sosyal bilimler dergisi 10(2), 927-944.
  • Dizman, H,. Gürsoy, F. (2004). Anne Yoksunu Olan Çocukların Saldırganlık Eğilimlerinin Araştırılması. Cukurova Üniversitesi Eğitim Fakültesi Dergisi 2(27), 7-17.
  • Eripek S.,(1993). Spor Psikolojisi, Eskişehir Anadolu Üniversitesi Yayınları 2(1), 9-15.
  • Mutluoğlu, S., Serin N.B. (2010). An Analysis of AggresivenessLevels of fifth Grade Primary School Students ın Terms of SomeSocio-demographic Traits (TRNC Sample). International Conference on Newtrends in Education and their Implications. 11-13 Nowember, Antalya/Turkey. Parkinson, A.
  • (2011).AngerandAthletic:
  • TheAssociationBetween Sports andAgression.
  • Avaliable at:http://newsletter.blogs.wesleyan.edu/files/2011/parkinson.pdf.Accessed:14.08.2013
  • Şahin, H. (2005). Öfke Denetimi Eğitiminin Çocuklarda Gözlenen Saldırgan Davranışlar Üzerindeki Etkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi 3(26), 47-61.
  • Tutkun, E., Güner, B.Ç., Ağaoğlu, S.A., Soslu, R. (2010). Evaluation of Agression Level of IndividualsParticipating in Team Individual Sports. Journal of Sports and Performance Research 1(1), 23-29.
  • Tuzgöl, M., (2000). Examinatining Aggressiveness Levels of High School Students whose Parents Have Different Attitudes in Term of Various Variable. Turkish Psychological Counseling Guidance Journal 2 (14), 39 – 48.
  • İzci, E. ve Koç, S. (2012). Pedogojik formasyon eğitimi alan öğrencilerin başarı yönelim düzeylerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(8), 31-43.
  • Kaplan, A. ve Maehr, M. L. (2007). The Contributions and Prospects of Goal Orientation Theory, Educ Psychol Rev. 19, 141–184.
  • Maehr, M. L. and Meyer, H. A. (1997). Understanding Motivation And Schooling: Where We’ve Been, Where We Are, And Where We Need To Go. Educational Psychology Review, 9, 371– 408.
  • Middleton, M., ve Midgley, C. (1997). Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Orientation. Journal Educational Psychology, 89, 70-718.
  • Meece, J. L., Blumenfeld, P. C., and Hoyle, R. H. (1988). Students’ Goal Orientations and Cognitive Engagement in Classroom Activities. Journal of Educational Psychology, 80, 514– 523.
  • Midgley, C., Kaplan, A., Middleton, M., Maehr, M.L., Urdan, T., Hicks-Anderman, L., (1998). The Development and Validation of Scales Assessing Students’ Achievement Goal Orientations. Contemporary Educational Psychology, 23, 113-131.
  • Maehr, M. L., and Nicholls, J. G. (1980). Culture and Achievement Motivation: A Second Look. In N. Warren (Ed.), Studies on Cross-Cultural Psychology, 2, 221– 267.
  • Nicholls. J. G., Patashnick, M., ve Nolen, S. B. (1984), Adolescents’ theories of education, Journal of Educational Psychology, 77, 683-692.
  • Paulick, I., Watermann, R., and Nückles, M. (2013). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology. 38 (1), 75–86.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T. ve McKeachie, W.J., (1991). Self-Regulated Learning Strategies, http://www.jan.ucc.nau.edu. Erişim Tarihi: 25.03.2010.
  • Pintrich, P. R. (2000a). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory and Research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
  • Abraham, M. R., Williamson, V. M. & Westbrook, S. L. (1994). A cross-age study of the understanding five concepts. Journal of Research in Science Teaching, 31 (2), 147- 165.
  • Acar, B. & Tarhan, L. (2008). Effects of cooperative learning on students’ understanding of metallic bonding. Res Sci Educ, 38, 401–420.
  • Adadan, E. (2012). Using multiple representations to promote grade 11 students’ scientific understanding of the particle theory of matter. Res Sci Educ, DOI 10.1007/ s11165-012-9299-9.
  • Ayas, A. & Demirbaş, A.J. (1997). Turkish secondary students’ conception of ıntroductory chemistry concept. Journal of Chemical Education, 74 (5), 518-521.
  • Azizoğlu, N. ve Geban, Ö. (2004). Students’ preconceptions and misconceptions about gases. BAÜ Fen Bilimleri Enstitüsü Dergisi, 6 (1), 73-78.
  • Boo, H. K., & Watson, J. R. (2001). Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education, 85 (5), 568–585.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (Geliştirilmiş 13. Baskı). Ankara: Pegem Akademi.
  • Coştu, B. (2007). Comparison of students’ performance on algorithmic, conceptual and graphical chemistry gas problems. Journal of Science Education Technology, 16, 379–386.
  • Çalık, M. ve Ayas, A. (2002). Öğrencilerin bazı kimya kavramlarını anlama seviyelerinin karşılaştırılması. I. Öğrenme ve Öğretme Sempozyumu. Marmara Üniversitesi: İstanbul.
  • Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts. Research in Science Teaching,,42 (6), 638-667.
  • Demircioğlu, G. ve Erçebi, M. (2013). Fen bilgisi öğretmen adaylarının kavramsal ve algoritmik kimya sorularındaki performanslarının karşılaştırılması. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2 (1), 145- 169.
  • Demirer, C. (2009). Gazlar ünitesinde bilgisayar destekli ve laboratuar temelli öğretimin öğrencilerin başarısına, kavram öğrenimine ve kimya tutumlarına etkisi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Doymuş, K. (2007). The effect of a cooperative learning strategy in the teaching of phase and one-component phase diagrams. Journal of Chemical Education, 84 (11), 1857-1860.
  • Doymuş, K. ve Şimşek, Ü. (2007). Kimyasal bağların öğretilmesinde jigsaw tekniğinin etkisi ve bu teknik hakkında öğrenci görüşleri. Milli Eğitim Dergisi, 173 (1), 231-243.
  • Frailich, M., Kesner, M. & Hofstein, A. (2009). Enhancing students’ understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Scıence Teaching, 46 (3), 289–310.
  • Haigh, M., France, B. & Gounder, R. (2011). Compounding confusion? When illustrative practical work falls short of its purpose—A case study. Res Sci Educ, DOI 10.1007/s11165-011-9226-5.
  • İpek, İ. (2007). Basit araçlarla öğrenmeye dayalı kavramsal değişim metodunun 10. sınıfta gazlar konusunda uygulanması. Yayınlanmamış Yüksek Lisans Tezi, O.D.T.Ü. Fen Bilimleri Enstitüsü, Ankara.
  • Johnstone, A.H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.
  • Karaçöp, A. & Doymuş, K. (2012). Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. Journal of Science Education Technology, 22, 186-203.
  • Kaya, Ö. (2005). Kimya eğitiminde yapılandırıcı yaklaşım ile geleneksel yaklaşımın karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Meijer, M. R. (2011). Macro-meso-micro thinking with structure-property relations for chemistry education: An explorative design-based study. Utrecht: Freudenthal Institute for Science and Mathematics Education, Faculty of Science, Utrecht University / FIsme Scientific Library (formerly published as CD-β Scientific Library), 65.
  • Nahum, T. L., Mamlok-Naaman, R., Hofstein, A. & Krajcik, J. (2007). Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge. Science Education, 91 (4), 579- 603.
  • Piquette, J. S. & Heikkinen, H. W. (2005). Strategies reported used by ınstructors to address student alternate conceptions in chemical equilibrium. Journal of Research in Science Teaching, 42 (10), 1112–1134.
  • Sanger, M. J. & Greenbowe, T. J. (1997). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and salt bridge. Journal of Chemical Education, 74, 819-823.
  • Sarıbaş, D. & Köseoğlu, F. (2006). The Effect of the constructivist method on pre- service chemistry teachers' achievement and conceptual understanding about aqueous solution, Journal of Science Education, 7 (1), 58-62.
  • Séré, M.G., (1998) Children’s ideas in science. Edited Driver R et al. 7th edition. Open University Press. 105-123 Stavy, R. (1988). Children's conception of gas. International Journal of Science Education 10 (5), 553-560.
  • Şahin, Ç ve Çepni, S. (2012). 5E öğretim modeline dayalı öğretimin öğrencilerin gaz basıncı ile ilgili kavramsal anlamalarına etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6 (1), 220- 264.
  • Şenocak, E. (2005). Probleme dayalı öğrenme yaklaşımının maddenin gaz halikonusunun öğretimi üzerine bir araştırma. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum.
  • Treagust, D., Chittleborough, G., & Mamiala, T. (2003). The role of sub-microscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25 (11), 1353– 1368.
  • Tüysüz, C., Tatar, E. ve Kuşdemir, M. (2010). Probleme dayalı öğrenmenin kimya dersinde öğrencilerin başarı ve tutumlarına etkisinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (13), 48-55.
  • Ültay, N. & Çalık, M. (2011). A thematic review of studies into the effectiveness of context-based chemistry curricula. J Sci Educ Technol, DOI 10.1007/s10956- 011-9357-5.
  • Wheeldon, R., Atkinson, R., Dawes, A. & Levinson, R. (2012). Do high school chemistry examinations inhibit deeper level understanding of dynamic reversible chemical reactions? Research in Science & Technological Education, 30 (2), 107-130.
  • Yeşiloğlu, S.N. (2007). Gazlar konusunun lise öğrencilerine bilimsel tartışma (argümantasyon) odaklı yöntem ile öğretimi. Yayınlanmamış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. ESTENDED SUMMARY

e-Kafkas Eğitim Araştırmaları Dergisi 2014; 1 (1): 1-48. Tam Sayı.

Year 2014, Volume: 1 Issue: 1, - 5, 01.03.2014

Abstract

References

  • Atay, E. (2013). Impact of Sports andSocialActivitiesParticipate on Agression Level. International Journal of AcademicResearch 5(5), 169-173.
  • Dervent, F., Arslanoglu, E., Senel, O. (2010). Agressivity Level of The High School Students and Relation Witht Heirp Articipationto Sport Activities (Sample Of Istanbul) International Journal of Human Sciences7:521-33.
  • Dilemken, M,. Ada, Ş,. Alver, B. (2011). AggressionCharacteristies of Second StagePrimary School Students. Gaziantep üniversitesi sosyal bilimler dergisi 10(2), 927-944.
  • Dizman, H,. Gürsoy, F. (2004). Anne Yoksunu Olan Çocukların Saldırganlık Eğilimlerinin Araştırılması. Cukurova Üniversitesi Eğitim Fakültesi Dergisi 2(27), 7-17.
  • Eripek S.,(1993). Spor Psikolojisi, Eskişehir Anadolu Üniversitesi Yayınları 2(1), 9-15.
  • Mutluoğlu, S., Serin N.B. (2010). An Analysis of AggresivenessLevels of fifth Grade Primary School Students ın Terms of SomeSocio-demographic Traits (TRNC Sample). International Conference on Newtrends in Education and their Implications. 11-13 Nowember, Antalya/Turkey. Parkinson, A.
  • (2011).AngerandAthletic:
  • TheAssociationBetween Sports andAgression.
  • Avaliable at:http://newsletter.blogs.wesleyan.edu/files/2011/parkinson.pdf.Accessed:14.08.2013
  • Şahin, H. (2005). Öfke Denetimi Eğitiminin Çocuklarda Gözlenen Saldırgan Davranışlar Üzerindeki Etkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi 3(26), 47-61.
  • Tutkun, E., Güner, B.Ç., Ağaoğlu, S.A., Soslu, R. (2010). Evaluation of Agression Level of IndividualsParticipating in Team Individual Sports. Journal of Sports and Performance Research 1(1), 23-29.
  • Tuzgöl, M., (2000). Examinatining Aggressiveness Levels of High School Students whose Parents Have Different Attitudes in Term of Various Variable. Turkish Psychological Counseling Guidance Journal 2 (14), 39 – 48.
  • İzci, E. ve Koç, S. (2012). Pedogojik formasyon eğitimi alan öğrencilerin başarı yönelim düzeylerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(8), 31-43.
  • Kaplan, A. ve Maehr, M. L. (2007). The Contributions and Prospects of Goal Orientation Theory, Educ Psychol Rev. 19, 141–184.
  • Maehr, M. L. and Meyer, H. A. (1997). Understanding Motivation And Schooling: Where We’ve Been, Where We Are, And Where We Need To Go. Educational Psychology Review, 9, 371– 408.
  • Middleton, M., ve Midgley, C. (1997). Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Orientation. Journal Educational Psychology, 89, 70-718.
  • Meece, J. L., Blumenfeld, P. C., and Hoyle, R. H. (1988). Students’ Goal Orientations and Cognitive Engagement in Classroom Activities. Journal of Educational Psychology, 80, 514– 523.
  • Midgley, C., Kaplan, A., Middleton, M., Maehr, M.L., Urdan, T., Hicks-Anderman, L., (1998). The Development and Validation of Scales Assessing Students’ Achievement Goal Orientations. Contemporary Educational Psychology, 23, 113-131.
  • Maehr, M. L., and Nicholls, J. G. (1980). Culture and Achievement Motivation: A Second Look. In N. Warren (Ed.), Studies on Cross-Cultural Psychology, 2, 221– 267.
  • Nicholls. J. G., Patashnick, M., ve Nolen, S. B. (1984), Adolescents’ theories of education, Journal of Educational Psychology, 77, 683-692.
  • Paulick, I., Watermann, R., and Nückles, M. (2013). Achievement goals and school achievement: The transition to different school tracks in secondary school. Contemporary Educational Psychology. 38 (1), 75–86.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T. ve McKeachie, W.J., (1991). Self-Regulated Learning Strategies, http://www.jan.ucc.nau.edu. Erişim Tarihi: 25.03.2010.
  • Pintrich, P. R. (2000a). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory and Research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
  • Abraham, M. R., Williamson, V. M. & Westbrook, S. L. (1994). A cross-age study of the understanding five concepts. Journal of Research in Science Teaching, 31 (2), 147- 165.
  • Acar, B. & Tarhan, L. (2008). Effects of cooperative learning on students’ understanding of metallic bonding. Res Sci Educ, 38, 401–420.
  • Adadan, E. (2012). Using multiple representations to promote grade 11 students’ scientific understanding of the particle theory of matter. Res Sci Educ, DOI 10.1007/ s11165-012-9299-9.
  • Ayas, A. & Demirbaş, A.J. (1997). Turkish secondary students’ conception of ıntroductory chemistry concept. Journal of Chemical Education, 74 (5), 518-521.
  • Azizoğlu, N. ve Geban, Ö. (2004). Students’ preconceptions and misconceptions about gases. BAÜ Fen Bilimleri Enstitüsü Dergisi, 6 (1), 73-78.
  • Boo, H. K., & Watson, J. R. (2001). Progression in high school students’ (aged 16–18) conceptualizations about chemical reactions in solution. Science Education, 85 (5), 568–585.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (Geliştirilmiş 13. Baskı). Ankara: Pegem Akademi.
  • Coştu, B. (2007). Comparison of students’ performance on algorithmic, conceptual and graphical chemistry gas problems. Journal of Science Education Technology, 16, 379–386.
  • Çalık, M. ve Ayas, A. (2002). Öğrencilerin bazı kimya kavramlarını anlama seviyelerinin karşılaştırılması. I. Öğrenme ve Öğretme Sempozyumu. Marmara Üniversitesi: İstanbul.
  • Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts. Research in Science Teaching,,42 (6), 638-667.
  • Demircioğlu, G. ve Erçebi, M. (2013). Fen bilgisi öğretmen adaylarının kavramsal ve algoritmik kimya sorularındaki performanslarının karşılaştırılması. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2 (1), 145- 169.
  • Demirer, C. (2009). Gazlar ünitesinde bilgisayar destekli ve laboratuar temelli öğretimin öğrencilerin başarısına, kavram öğrenimine ve kimya tutumlarına etkisi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Doymuş, K. (2007). The effect of a cooperative learning strategy in the teaching of phase and one-component phase diagrams. Journal of Chemical Education, 84 (11), 1857-1860.
  • Doymuş, K. ve Şimşek, Ü. (2007). Kimyasal bağların öğretilmesinde jigsaw tekniğinin etkisi ve bu teknik hakkında öğrenci görüşleri. Milli Eğitim Dergisi, 173 (1), 231-243.
  • Frailich, M., Kesner, M. & Hofstein, A. (2009). Enhancing students’ understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Scıence Teaching, 46 (3), 289–310.
  • Haigh, M., France, B. & Gounder, R. (2011). Compounding confusion? When illustrative practical work falls short of its purpose—A case study. Res Sci Educ, DOI 10.1007/s11165-011-9226-5.
  • İpek, İ. (2007). Basit araçlarla öğrenmeye dayalı kavramsal değişim metodunun 10. sınıfta gazlar konusunda uygulanması. Yayınlanmamış Yüksek Lisans Tezi, O.D.T.Ü. Fen Bilimleri Enstitüsü, Ankara.
  • Johnstone, A.H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.
  • Karaçöp, A. & Doymuş, K. (2012). Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. Journal of Science Education Technology, 22, 186-203.
  • Kaya, Ö. (2005). Kimya eğitiminde yapılandırıcı yaklaşım ile geleneksel yaklaşımın karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Meijer, M. R. (2011). Macro-meso-micro thinking with structure-property relations for chemistry education: An explorative design-based study. Utrecht: Freudenthal Institute for Science and Mathematics Education, Faculty of Science, Utrecht University / FIsme Scientific Library (formerly published as CD-β Scientific Library), 65.
  • Nahum, T. L., Mamlok-Naaman, R., Hofstein, A. & Krajcik, J. (2007). Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge. Science Education, 91 (4), 579- 603.
  • Piquette, J. S. & Heikkinen, H. W. (2005). Strategies reported used by ınstructors to address student alternate conceptions in chemical equilibrium. Journal of Research in Science Teaching, 42 (10), 1112–1134.
  • Sanger, M. J. & Greenbowe, T. J. (1997). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and salt bridge. Journal of Chemical Education, 74, 819-823.
  • Sarıbaş, D. & Köseoğlu, F. (2006). The Effect of the constructivist method on pre- service chemistry teachers' achievement and conceptual understanding about aqueous solution, Journal of Science Education, 7 (1), 58-62.
  • Séré, M.G., (1998) Children’s ideas in science. Edited Driver R et al. 7th edition. Open University Press. 105-123 Stavy, R. (1988). Children's conception of gas. International Journal of Science Education 10 (5), 553-560.
  • Şahin, Ç ve Çepni, S. (2012). 5E öğretim modeline dayalı öğretimin öğrencilerin gaz basıncı ile ilgili kavramsal anlamalarına etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6 (1), 220- 264.
  • Şenocak, E. (2005). Probleme dayalı öğrenme yaklaşımının maddenin gaz halikonusunun öğretimi üzerine bir araştırma. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum.
  • Treagust, D., Chittleborough, G., & Mamiala, T. (2003). The role of sub-microscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25 (11), 1353– 1368.
  • Tüysüz, C., Tatar, E. ve Kuşdemir, M. (2010). Probleme dayalı öğrenmenin kimya dersinde öğrencilerin başarı ve tutumlarına etkisinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (13), 48-55.
  • Ültay, N. & Çalık, M. (2011). A thematic review of studies into the effectiveness of context-based chemistry curricula. J Sci Educ Technol, DOI 10.1007/s10956- 011-9357-5.
  • Wheeldon, R., Atkinson, R., Dawes, A. & Levinson, R. (2012). Do high school chemistry examinations inhibit deeper level understanding of dynamic reversible chemical reactions? Research in Science & Technological Education, 30 (2), 107-130.
  • Yeşiloğlu, S.N. (2007). Gazlar konusunun lise öğrencilerine bilimsel tartışma (argümantasyon) odaklı yöntem ile öğretimi. Yayınlanmamış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. ESTENDED SUMMARY
There are 57 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Editörden This is me

Publication Date March 1, 2014
Submission Date February 15, 2015
Published in Issue Year 2014 Volume: 1 Issue: 1

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