BibTex RIS Kaynak Göster

KİMYA LABORATUVARI ENDİŞE ÖLÇEĞİ

Yıl 2006, Cilt: 30 Sayı: 30, 55 - 62, 01.06.2006

Kaynakça

  • Ausubel, D.P. (1968). Educarional Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
  • Breslow, R. (1993). Let's put an end to chemophobia. Scientist, 7(6), 12. Bowen, C. W. (1999). Development and score validation of a chemistry laboratory anxiety instrument(CLAI) for college chemistry students. Educational and Psychological Measurement, 59(1), i 7 i-i 87.
  • Czemiak, C. ve Chiarelott, L. (1984). Science anxiety: an investigation of science achievement, sex and grade level factors. Paper presented at the 68th Annual Meeting of the American Educational Research Association, New Orleans, LA, April 23-27.
  • Driscoll, M. P., (1994). PsycJıology of Learning for Instruction. Boston, Allyn and Bacon: A Division of Paramount Publishing, Ine.
  • Duit, R. (1991). On the role of analogies and metaphors in leaming science. Science Education, 75,649-672.
  • Eddy, R. M. (2000). Chemophobia in the college classroom: Extent, sources, and students characteristics. Journal ofChemical Education, 77(4),514-517.
  • Hofstein, A. ve Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52(2), 201-217.
  • Laukenmann. M., B1eicher, M., Fu_, S., Glaser-Zikuda, M., Mayring, P. ve Von Rhöneck, C. (2003). An investigation of the influence of emotional factors on leaming in physics instruction.International Journal of Science Education, 25(4), 489-507.
  • Mallow, J. V. ve Greenburg, S. L. (1983). Science anxiety and science leaming. The Physics Teacher, February, 95-99.
  • Matyas, M. L. (1984). Science career interests, attitudes, abilities, and anxiety among secondary school students; the effects of gender, race/ethnicity, and school typenocation. Paper presented at the Annual Meeting of the National Associationfor Research in Science Teaching, New Orleans, LA, April28.
  • Mintzes, J. J., Wandersee, J. H. ve Novak, J. D. (1998). Teaching sciencefor understanding: A human constructivist view. San Diego, Academic Press.
  • Okebukola, P. A. ve Jegede, O. J. (1989). Students' anxiety towards and perception of difficulty of some biological concepts underthe concept-mapping heuristic. Research in Science and Technological Education, 7(1), 85-92.
  • Wynstra, S. ve Cummings, C. (1990). Science anxiety: Relation with gender, year in chemistry class, achievement, and test anxiety. Paper presented at the 12th Annual Meeting of the Midwestern Educational Research Association, Chicago, IL, October 17-19.
  • Wynstra, S. ve Cummings, C. (1993). High school science anxiety. The Science Teacher, October, i9-21,
Yıl 2006, Cilt: 30 Sayı: 30, 55 - 62, 01.06.2006

Kaynakça

  • Ausubel, D.P. (1968). Educarional Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
  • Breslow, R. (1993). Let's put an end to chemophobia. Scientist, 7(6), 12. Bowen, C. W. (1999). Development and score validation of a chemistry laboratory anxiety instrument(CLAI) for college chemistry students. Educational and Psychological Measurement, 59(1), i 7 i-i 87.
  • Czemiak, C. ve Chiarelott, L. (1984). Science anxiety: an investigation of science achievement, sex and grade level factors. Paper presented at the 68th Annual Meeting of the American Educational Research Association, New Orleans, LA, April 23-27.
  • Driscoll, M. P., (1994). PsycJıology of Learning for Instruction. Boston, Allyn and Bacon: A Division of Paramount Publishing, Ine.
  • Duit, R. (1991). On the role of analogies and metaphors in leaming science. Science Education, 75,649-672.
  • Eddy, R. M. (2000). Chemophobia in the college classroom: Extent, sources, and students characteristics. Journal ofChemical Education, 77(4),514-517.
  • Hofstein, A. ve Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52(2), 201-217.
  • Laukenmann. M., B1eicher, M., Fu_, S., Glaser-Zikuda, M., Mayring, P. ve Von Rhöneck, C. (2003). An investigation of the influence of emotional factors on leaming in physics instruction.International Journal of Science Education, 25(4), 489-507.
  • Mallow, J. V. ve Greenburg, S. L. (1983). Science anxiety and science leaming. The Physics Teacher, February, 95-99.
  • Matyas, M. L. (1984). Science career interests, attitudes, abilities, and anxiety among secondary school students; the effects of gender, race/ethnicity, and school typenocation. Paper presented at the Annual Meeting of the National Associationfor Research in Science Teaching, New Orleans, LA, April28.
  • Mintzes, J. J., Wandersee, J. H. ve Novak, J. D. (1998). Teaching sciencefor understanding: A human constructivist view. San Diego, Academic Press.
  • Okebukola, P. A. ve Jegede, O. J. (1989). Students' anxiety towards and perception of difficulty of some biological concepts underthe concept-mapping heuristic. Research in Science and Technological Education, 7(1), 85-92.
  • Wynstra, S. ve Cummings, C. (1990). Science anxiety: Relation with gender, year in chemistry class, achievement, and test anxiety. Paper presented at the 12th Annual Meeting of the Midwestern Educational Research Association, Chicago, IL, October 17-19.
  • Wynstra, S. ve Cummings, C. (1993). High school science anxiety. The Science Teacher, October, i9-21,
Toplam 14 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

NURSEN Azizoğlu Bu kişi benim

ESEN Uzuntiryaki Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 30 Sayı: 30

Kaynak Göster

APA Azizoğlu, N., & Uzuntiryaki, E. (2006). KİMYA LABORATUVARI ENDİŞE ÖLÇEĞİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 55-62.