BibTex RIS Kaynak Göster

KAVRAMSAL DEĞİŞİM METODU KULLANARAK ASİT-BAZ KONUSUNUN ANLAŞILMASI

Yıl 2005, Cilt: 29 Sayı: 29, 69 - 74, 01.06.2005

İpek Püren Çetingül Püren İpek Çetingül Ömer Geban

Anahtar Kelimeler

kavramsal değişim kavramsal değişim metinleri analoji asitler ve bazlar

Kaynakça

  • Abd-El-Kahlick, F. & Akerson V. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810.
  • Andre. T. & Chambers. S. (1997). Gender. prior knowledge. interest and experience in electricity and conceptual change text manuplations in learning about direct current. Journal ofReserIre/t iıı Science Teaching. 34(2). l07—123.
  • Bancrjec. A. C. (1991). Spontancity. reversibility and equilibrium. Proceedings of the Eleventh International Conference on Chemical Education. University ()t—York. U.K.
  • Bradley. J. D. and Mosimege, M. D. (1998). Misconceptions in acids & bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry. 51, 137-155.
  • Clement. l. (1993). Using bridging analogies and anchoring intuitions to deal with students preconceptions in physics. Journal ofResearc/t in Science Teaching, 30( l0). 124l-1257.
  • Cros. P. and Maurin, M. (1986). Conceptions of first year university students about the constitution of matter and notations of acids and bases. European Journal of Science Education. 8. 305-313.
  • Garnett. P. (1995). Students' alternative conceptions in chemistry: A review of research and implication for teaching and learning. Science Education. 25. 69—95.
  • Püren İpek ÇETINGÜL, Ömer GEBAN / H. U. Eğitim Fakültesi Dergisi (H. U. Journal ofEducation), 29(2005), 69-74
  • Griffiths. A.. (1994). A critical analysis of research on students“ chemistry misconceptions. Problem solving and misconceptions in chemistry and physics. The international council of associations for science education publications, 70-99.
  • Hesse. J. and Anderson, C. (1992). Students’ conception of chemical change. Journal of Research in Science Teaching. 29(3). 277~299.
  • l'lynd. C. R.. Alvermann. D. E. & Qian, G. (1994). Prescrvice elementary school teachers' conceptual change about projectile motion: Refutation text. demonstration, affective factors, and relevance. Science Education, 81, 1.
  • Liu, X. (2004). Using concept mapping for assessing and promoting relational conceptual change in science. Science Education, 88. 373—396.
  • Mikkila. M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction. 11(3). 241-257.
  • Novick, S. and Mannis. J. (1976). A study ol' students’ perception of the mole concept. Journal of Chemistry Education, 53(9). 720-722.
  • Novick. S. and Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education. 62. 187—196.
  • Posncr, G. J.. Strike. K. A., Hewson. P. W. and Gertzog. W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 21 1-227.
  • Ross. B. and Munby. H. (1991). Concept mapping and misconceptions: A study of high school students” understanding of acids & bases. International Journal of Science Education. 13. 11—24.
  • Stavy. R. ( 1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Science Teaching, 28. 305-313.
  • Wang, T. and Andre, T. ( 1991). Conceptual change text versus traditional text and questions versus no questions in learning about electricity. Contemporary Educational Psychology. 16. 103 — 116.
  • Weaver. G. C. (1998). Strategies in K—12 Science Instruction to Promote Conceptual Change, Science Education, 82. 455.
  • AWheeler, A. E. and Kass. H. (1978). Student misconceptions in chemical equilibrium. Science Education. 62. 223—232.
  • Yang. E.. Greenbowe J. and Andre T. (2004). The effective use of an interactive software program to reduce students’ misconceptions about batteries. Journal o_f'Chemisıry Education. 81(4), 587-597.
  • Yip. D. (2004). Questioning skills for conceptual change in science instruction. Journal ofBio/ogy Education, 38(2). 76—83.

Yıl 2005, Cilt: 29 Sayı: 29, 69 - 74, 01.06.2005

İpek Püren Çetingül Püren İpek Çetingül Ömer Geban

Kaynakça

  • Abd-El-Kahlick, F. & Akerson V. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810.
  • Andre. T. & Chambers. S. (1997). Gender. prior knowledge. interest and experience in electricity and conceptual change text manuplations in learning about direct current. Journal ofReserIre/t iıı Science Teaching. 34(2). l07—123.
  • Bancrjec. A. C. (1991). Spontancity. reversibility and equilibrium. Proceedings of the Eleventh International Conference on Chemical Education. University ()t—York. U.K.
  • Bradley. J. D. and Mosimege, M. D. (1998). Misconceptions in acids & bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry. 51, 137-155.
  • Clement. l. (1993). Using bridging analogies and anchoring intuitions to deal with students preconceptions in physics. Journal ofResearc/t in Science Teaching, 30( l0). 124l-1257.
  • Cros. P. and Maurin, M. (1986). Conceptions of first year university students about the constitution of matter and notations of acids and bases. European Journal of Science Education. 8. 305-313.
  • Garnett. P. (1995). Students' alternative conceptions in chemistry: A review of research and implication for teaching and learning. Science Education. 25. 69—95.
  • Püren İpek ÇETINGÜL, Ömer GEBAN / H. U. Eğitim Fakültesi Dergisi (H. U. Journal ofEducation), 29(2005), 69-74
  • Griffiths. A.. (1994). A critical analysis of research on students“ chemistry misconceptions. Problem solving and misconceptions in chemistry and physics. The international council of associations for science education publications, 70-99.
  • Hesse. J. and Anderson, C. (1992). Students’ conception of chemical change. Journal of Research in Science Teaching. 29(3). 277~299.
  • l'lynd. C. R.. Alvermann. D. E. & Qian, G. (1994). Prescrvice elementary school teachers' conceptual change about projectile motion: Refutation text. demonstration, affective factors, and relevance. Science Education, 81, 1.
  • Liu, X. (2004). Using concept mapping for assessing and promoting relational conceptual change in science. Science Education, 88. 373—396.
  • Mikkila. M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction. 11(3). 241-257.
  • Novick, S. and Mannis. J. (1976). A study ol' students’ perception of the mole concept. Journal of Chemistry Education, 53(9). 720-722.
  • Novick. S. and Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education. 62. 187—196.
  • Posncr, G. J.. Strike. K. A., Hewson. P. W. and Gertzog. W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 21 1-227.
  • Ross. B. and Munby. H. (1991). Concept mapping and misconceptions: A study of high school students” understanding of acids & bases. International Journal of Science Education. 13. 11—24.
  • Stavy. R. ( 1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Science Teaching, 28. 305-313.
  • Wang, T. and Andre, T. ( 1991). Conceptual change text versus traditional text and questions versus no questions in learning about electricity. Contemporary Educational Psychology. 16. 103 — 116.
  • Weaver. G. C. (1998). Strategies in K—12 Science Instruction to Promote Conceptual Change, Science Education, 82. 455.
  • AWheeler, A. E. and Kass. H. (1978). Student misconceptions in chemical equilibrium. Science Education. 62. 223—232.
  • Yang. E.. Greenbowe J. and Andre T. (2004). The effective use of an interactive software program to reduce students’ misconceptions about batteries. Journal o_f'Chemisıry Education. 81(4), 587-597.
  • Yip. D. (2004). Questioning skills for conceptual change in science instruction. Journal ofBio/ogy Education, 38(2). 76—83.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İpek Püren Çetingül Bu kişi benim

Püren İpek Çetingül Bu kişi benim

Ömer Geban Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2005
Yayımlandığı Sayı Yıl 2005 Cilt: 29 Sayı: 29

Kaynak Göster

APA Çetingül, İ. P., Çetingül, P. İ., & Geban, Ö. (2005). KAVRAMSAL DEĞİŞİM METODU KULLANARAK ASİT-BAZ KONUSUNUN ANLAŞILMASI. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 69-74.