Anderson, B., (1986). The experiential gestalt of causation: A Common core to pupils¢ preconceptions in science. Euroxan Journal of Science Education, 8 (2), 155-171.
Arons, A., (1981). Thinking, reasoning and understanding in introductory physics courses. Physics Teacher, 166-172.
Ausubel, D., (1968). Educational psychology. New York: Holt, Rinehart and Winston.
Berg, T., Brouwer, W., (1991). Teacher awareness of student alternate conceptions about rotational motion and gravity. bu_r— nal of Research in Science Teaching, 28 (1), 3-18.
Cevizci, A., (2000). Felsefe terimleri sözlüğü. İstanbul: Paradigma Yayınları.
Champagne, A., Gunstone, R., Klopfer, L., (1983). Naive knowledge and science learning. Research in Science and Techno- logical Education, 1 (2), 173-183.
Driver, R., (1981). Pupils¢ alternate frame works in science. Euroman Journal of Science Education, 3 (1), 93-101.
Erickson, G., (1979). Children¢s conceptions of heat and temperature. Science Education, 63 (2), 221-230.
Eryılmaz, A., Sürmeli, E., (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konulanndaki kavram yanılgılarının ölçül- mesi. V. Ulusal Fen Bilimleri ve Matematik Eğitim Kongresi, 16-18 Eylül, ODTÜ, Ankara.
Gilbert, l ., Watts, D., (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science educa- tion. Studies in Science Education, 65, 291-299.
Gunstone, R., Watts, M., (1985). Force and motion. In R. Driver, E. Guesene and A. Tiberghien (eds), Children's ideas In Sci- %? Philadelphia: Milton Keynes, Open University Pres.
Hashweh, M., (1988). Descriptive studies of students¢ conceptions in science. Journal of Research in Teaching, 25 (2), 121- 134.
Osborne, R., (1982). Science education: Where do we start? Australian Science Teachers Journal, 28 (1), 21-30.
Osborne, R., Bell, B., Gilbert, J ., (1983). Science teaching and Children¢s ideas of the world. EuroEan joumal of Science Edu- cation, 5 (1), 1-14.
Osborne, R., Freyberg, P., (1995). Learning in science. Hong Kong: Heineman.
Osborne, R., Gilbert, J., (1980). A technique for exploring students¢ views of the world. Physics Education, 15,376—379.
Pope, M ., Gilbert, J ., (1983). Explanation and metaphor in: Some empirical questions in science education? European Journal of Science Education, 5 (3), 249-261.
Posner, G., Strike, K., Hewson, P., Gertzog, W., (1982). Accommodation of a scientific conception: towards a theory of con- ceptual change. Science Education, 66 (2), 211-227.
Stepans, l., Beiswenger, R., Dyche, S., (1970). Misconceptions die hard. The Science Teacher, 37, 65-69.
Watts, D., (1983). A Study of school Children¢s alternative frameworks of the concept of force. Hummalı Journal of Science Teaching, 5 (2), 217—230.
Yıl 2006,
Cilt: 30 Sayı: 30, 268 - 277, 01.06.2006
Anderson, B., (1986). The experiential gestalt of causation: A Common core to pupils¢ preconceptions in science. Euroxan Journal of Science Education, 8 (2), 155-171.
Arons, A., (1981). Thinking, reasoning and understanding in introductory physics courses. Physics Teacher, 166-172.
Ausubel, D., (1968). Educational psychology. New York: Holt, Rinehart and Winston.
Berg, T., Brouwer, W., (1991). Teacher awareness of student alternate conceptions about rotational motion and gravity. bu_r— nal of Research in Science Teaching, 28 (1), 3-18.
Cevizci, A., (2000). Felsefe terimleri sözlüğü. İstanbul: Paradigma Yayınları.
Champagne, A., Gunstone, R., Klopfer, L., (1983). Naive knowledge and science learning. Research in Science and Techno- logical Education, 1 (2), 173-183.
Driver, R., (1981). Pupils¢ alternate frame works in science. Euroman Journal of Science Education, 3 (1), 93-101.
Erickson, G., (1979). Children¢s conceptions of heat and temperature. Science Education, 63 (2), 221-230.
Eryılmaz, A., Sürmeli, E., (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konulanndaki kavram yanılgılarının ölçül- mesi. V. Ulusal Fen Bilimleri ve Matematik Eğitim Kongresi, 16-18 Eylül, ODTÜ, Ankara.
Gilbert, l ., Watts, D., (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science educa- tion. Studies in Science Education, 65, 291-299.
Gunstone, R., Watts, M., (1985). Force and motion. In R. Driver, E. Guesene and A. Tiberghien (eds), Children's ideas In Sci- %? Philadelphia: Milton Keynes, Open University Pres.
Hashweh, M., (1988). Descriptive studies of students¢ conceptions in science. Journal of Research in Teaching, 25 (2), 121- 134.
Osborne, R., (1982). Science education: Where do we start? Australian Science Teachers Journal, 28 (1), 21-30.
Osborne, R., Bell, B., Gilbert, J ., (1983). Science teaching and Children¢s ideas of the world. EuroEan joumal of Science Edu- cation, 5 (1), 1-14.
Osborne, R., Freyberg, P., (1995). Learning in science. Hong Kong: Heineman.
Osborne, R., Gilbert, J., (1980). A technique for exploring students¢ views of the world. Physics Education, 15,376—379.
Pope, M ., Gilbert, J ., (1983). Explanation and metaphor in: Some empirical questions in science education? European Journal of Science Education, 5 (3), 249-261.
Posner, G., Strike, K., Hewson, P., Gertzog, W., (1982). Accommodation of a scientific conception: towards a theory of con- ceptual change. Science Education, 66 (2), 211-227.
Stepans, l., Beiswenger, R., Dyche, S., (1970). Misconceptions die hard. The Science Teacher, 37, 65-69.
Watts, D., (1983). A Study of school Children¢s alternative frameworks of the concept of force. Hummalı Journal of Science Teaching, 5 (2), 217—230.
Yıldız, A., & Büyükkasap, E. (2006). FİZİK ÖĞRENCİLERİNİN, KUVVET VE HAREKET KONUSUNDAKİ KAVRAM YANILGILARI VE ÖĞRETİM ELEMANLARININ BU KONUDAKİ TAHMİNLERİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 268-277.