BibTex RIS Kaynak Göster

KAVRAMSAL DEĞİŞİM METİNLERİNE DAYALI ÖĞRETİMİN ÖĞRENCİLERİN ÇÖZÜNÜRLÜK DENGESİ KONUSUNU ANLAMASINA ETKİSİ

Yıl 2006, Cilt: 30 Sayı: 30, 166 - 173, 01.06.2006

Kaynakça

  • Cakir, C.S., Uzuntiryaki, E. & Geban, O. (2002, April). Contribution of conceptual change texts and concept mapping to stu- dents’ understanding of acids and bases. Paper presented at the Annual Meeting of the National Association for Re- search in Science Teaching, New Orleans, LA.
  • Cakir, O.S., Yuruk, N. & Geban, O. (2001 , March). Effectiveness of conceptual change text oriented instruction on students’ understanding of cellular respiration concepts. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, St Louis, MO.
  • Camacho, M. & Good, R. (1989). Problem solving and chemical equilibrium: Successful vs. unsuccessful performance. Jour- nal of Research in Science Teaching, 26 (3), 251-272.
  • Case, J .M. & Fraser, D.M. (1999). An investigation into chemical engineering Students' understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21 (12), 1237-1249.
  • 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.
  • Chiu, M., Chou, C. & Liu, C (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of che- mical equilibrium. Journal of Research in Science Teaching, 39 (8), 688-712.
  • Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40 (5), 464— 486.
  • Ebenezer, J. V. & Gaskell, PJ . (1995). Relational conceptual change in solution chemistry. Science Education. 79 (1), 1-17.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Re- search in Science Teaching, 27 (3), 197-204.
  • Guzzetti, B.] ., Snyder, T.E., Glass, G.V., & Gamas, W.S. (1993) Promoting conceptual change in science: A comparative me- ta—analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 117—155.
  • Ismail ÖNDER, Ömer GEBAN / H.Ü. Eğitim Fakültesi Dergisi (H.Ü. Journal of Education). 30 (2006) 166-173
  • Hynd, C., Alverrnann, D., & Qian, G. (1997). Preservice elementary school teachers’ conceptual change about projectile mo— tion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81 (1), 1-27.
  • Hynd, C., 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.
  • Kmel, D., Glazar, S. A., & Watson, R. (2003). The development of the concept of “matter”: A cross-age study of how child- ren classify materials. Science Education, 87, 621— 639.
  • Mikkila-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Leraning and Instruction, 11 (3), 241-257.
  • Nakhleh, M.B. (1992). Why some students don't learn chemistry. Journal of Chemical Education, 69 (3), 191-196.
  • Nicol], G. (2001). A report of undergraduates‘ bonding misconceptions. International Journal of Science Education, 23 (7), 707-730.
  • Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85, 158-179.
  • Pınarbaşı, T. & Canpolat, N. (2003). Students’ understanding of solution chemistry concepts. Journal of Chemical Education, 80(11), 1328-1332.
  • Posner, G. J ., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientiŞc conception: Toward a the- ory of conceptual change. Science Education, 66 (2), 211-227.
  • Raviolo, A. & Alexander, J. (2001). Assessing students’ conceptual understanding of solubility equilibrium. Journal of Che- mical Education, 78 (5), 629—631.
  • Roth, KJ . (1985, April). Conceptual change learning and students processing of science texts. Paper presented at the Annual Meeting of the American Research Association, Chicago, IL.
  • Sanger, M.J. & Greenbowe, T.J. (1997). Students’ misconceptions in electrochemistry: Current şow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74 (7), 819-823.
  • Sanger, M.J. & Greenbowe, T.] . (1999). An analysis of college chemistry textbooks as sources of misconceptions and errors in electrochemistry. Journal of Chemical Education, 76 (6), 853-860.
  • Smith, BL., Blakeslee, T. D. & Anderson, C_W. (1993). Teaching strategies associated with conceptual change learning in sci- ence. Journal of Research in Science Teaching, 30 (2), 111-126.
  • Smith, KJ. & Metz, P.A. (1996). Evaluating student understanding of solution chemistry through microscopic representation. Journal of Chemical Education, 73 (3), 233-235.
  • Staver, J .R. & Lumpe, AT. (1995). Two investigations of students understanding of the mole concept and its use in problem solving. Journal of Research in Science Teaching, 32 (2), 177-193.
  • Sungur, S., Tekkaya, C., & Geban, O. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101 (2), 91-101.
  • Tan, K.D. & Treagust, D.F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81 (292) y 75-83.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21 (1), 5-16.
  • Wandersee, J .H., Mintzes, I .J ., & Novak, ID. (1994). Research on alternative conceptions in science. In D.L. Gabel (ed.) Handbook of research on science teaching and learning. (pp. 177-210). New York: Macmillan
  • Wang, T. & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16 (2), 103-116.
Yıl 2006, Cilt: 30 Sayı: 30, 166 - 173, 01.06.2006

Kaynakça

  • Cakir, C.S., Uzuntiryaki, E. & Geban, O. (2002, April). Contribution of conceptual change texts and concept mapping to stu- dents’ understanding of acids and bases. Paper presented at the Annual Meeting of the National Association for Re- search in Science Teaching, New Orleans, LA.
  • Cakir, O.S., Yuruk, N. & Geban, O. (2001 , March). Effectiveness of conceptual change text oriented instruction on students’ understanding of cellular respiration concepts. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, St Louis, MO.
  • Camacho, M. & Good, R. (1989). Problem solving and chemical equilibrium: Successful vs. unsuccessful performance. Jour- nal of Research in Science Teaching, 26 (3), 251-272.
  • Case, J .M. & Fraser, D.M. (1999). An investigation into chemical engineering Students' understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21 (12), 1237-1249.
  • 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.
  • Chiu, M., Chou, C. & Liu, C (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of che- mical equilibrium. Journal of Research in Science Teaching, 39 (8), 688-712.
  • Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40 (5), 464— 486.
  • Ebenezer, J. V. & Gaskell, PJ . (1995). Relational conceptual change in solution chemistry. Science Education. 79 (1), 1-17.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Re- search in Science Teaching, 27 (3), 197-204.
  • Guzzetti, B.] ., Snyder, T.E., Glass, G.V., & Gamas, W.S. (1993) Promoting conceptual change in science: A comparative me- ta—analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 117—155.
  • Ismail ÖNDER, Ömer GEBAN / H.Ü. Eğitim Fakültesi Dergisi (H.Ü. Journal of Education). 30 (2006) 166-173
  • Hynd, C., Alverrnann, D., & Qian, G. (1997). Preservice elementary school teachers’ conceptual change about projectile mo— tion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81 (1), 1-27.
  • Hynd, C., 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.
  • Kmel, D., Glazar, S. A., & Watson, R. (2003). The development of the concept of “matter”: A cross-age study of how child- ren classify materials. Science Education, 87, 621— 639.
  • Mikkila-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Leraning and Instruction, 11 (3), 241-257.
  • Nakhleh, M.B. (1992). Why some students don't learn chemistry. Journal of Chemical Education, 69 (3), 191-196.
  • Nicol], G. (2001). A report of undergraduates‘ bonding misconceptions. International Journal of Science Education, 23 (7), 707-730.
  • Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85, 158-179.
  • Pınarbaşı, T. & Canpolat, N. (2003). Students’ understanding of solution chemistry concepts. Journal of Chemical Education, 80(11), 1328-1332.
  • Posner, G. J ., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientiŞc conception: Toward a the- ory of conceptual change. Science Education, 66 (2), 211-227.
  • Raviolo, A. & Alexander, J. (2001). Assessing students’ conceptual understanding of solubility equilibrium. Journal of Che- mical Education, 78 (5), 629—631.
  • Roth, KJ . (1985, April). Conceptual change learning and students processing of science texts. Paper presented at the Annual Meeting of the American Research Association, Chicago, IL.
  • Sanger, M.J. & Greenbowe, T.J. (1997). Students’ misconceptions in electrochemistry: Current şow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74 (7), 819-823.
  • Sanger, M.J. & Greenbowe, T.] . (1999). An analysis of college chemistry textbooks as sources of misconceptions and errors in electrochemistry. Journal of Chemical Education, 76 (6), 853-860.
  • Smith, BL., Blakeslee, T. D. & Anderson, C_W. (1993). Teaching strategies associated with conceptual change learning in sci- ence. Journal of Research in Science Teaching, 30 (2), 111-126.
  • Smith, KJ. & Metz, P.A. (1996). Evaluating student understanding of solution chemistry through microscopic representation. Journal of Chemical Education, 73 (3), 233-235.
  • Staver, J .R. & Lumpe, AT. (1995). Two investigations of students understanding of the mole concept and its use in problem solving. Journal of Research in Science Teaching, 32 (2), 177-193.
  • Sungur, S., Tekkaya, C., & Geban, O. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 101 (2), 91-101.
  • Tan, K.D. & Treagust, D.F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81 (292) y 75-83.
  • Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science and Technological Education, 21 (1), 5-16.
  • Wandersee, J .H., Mintzes, I .J ., & Novak, ID. (1994). Research on alternative conceptions in science. In D.L. Gabel (ed.) Handbook of research on science teaching and learning. (pp. 177-210). New York: Macmillan
  • Wang, T. & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16 (2), 103-116.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İsmail Önder Bu kişi benim

Ömer Geban Bu kişi benim

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

Kaynak Göster

APA Önder, İ., & Geban, Ö. (2006). KAVRAMSAL DEĞİŞİM METİNLERİNE DAYALI ÖĞRETİMİN ÖĞRENCİLERİN ÇÖZÜNÜRLÜK DENGESİ KONUSUNU ANLAMASINA ETKİSİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 166-173.