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.
Yıl 2006,
Cilt: 30 Sayı: 30, 110 - 119, 01.06.2006
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.
Demircioğlu, H., Demircioğlu, G., Ayas, A., Ayas, A. (2006). HİKÂYELER VE KİMYA ÖĞRETİMİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 110-119.