BibTex RIS Kaynak Göster

Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı

Yıl 2011, Cilt: 10 Sayı: 3, 1037 - 1055, 01.09.2011

Gülşen Leblebicioğlu Duygu Metin Esra Yardımcı İsmail Berkyürek

Anahtar Kelimeler

-

Kaynakça

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
  • Akerson, V.L. & Abd-El-Khalick,F. (2005) “How should I know what scientists do?- I am just a kid” : fourth- grade students’ conceptions of nature of science, Journal of Elementary Science Education, 17(1), 1-11.
  • Akerson, V.L. & Volrich, M.L. (2006) Teaching nature of science explicitly in a first-grade internship settings, Journal of Research in Science Teaching, 43(4), 377-394.
  • Anderson, D., Lucas, K. B. & Ginns, I. S. (2003) Theoretical perspectives on learning in an informal setting, Journal of Research in Science Teaching, 40, 2, 177-199.
  • Arons, A. B. (1988) Historical and philosophical perspectives attainable in introductory physics courses, Educational Philosophy and Theory, 20, 13-23.
  • Ballantyne, R. & Packer, J. (2002) Nature-based excursions: School students’ perceptions of learning in natural environments, International Research in Geographical and Environmental Education, 11, 3, 218-236.
  • Bell, R., Blair, M., Crawford, B. & Lederman, N. (2003) Just do it? Impact of a science apprenticeship program on high school students’ understanding of nature of science and scientific inquiry, Journal of Research in Science Teaching, 40, 487-509.
  • Bentley, M. L. & Garrison, J. W. (1991) The role of philosophy of science in science teacher education, Journal of Science Teacher Education, 2, 67-71.
  • Bybee, R.W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Dawkins, K. & Glatthorn, A. (1998) Using historical case studies in biology to explore the nature of science: A professional development program for high school teachers, In McComas, W. F. (Ed.), The nature of science in science education: Rationales and strategies (pp. 163-176). The Netherlands, Kluwer Academic Publishers.
  • Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003) Policiy statement of the informal science education, ad hoc committee, Journal of Research in Science Teaching, 40, 2, 108-111.
  • Fraenkel, J.R., Wallen, N.E. (1996) How to desing and evaluate research in education (3th Ed.). McGraw-Hıll, U.S.
  • Khishfe, R. & Abd-El-Khalick, F. (2002). The influence of explicit and reflective versus implicit inquiry- oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • Khishfe, R. (2008) The development of seventh graders’ views of nature of science. Journal of Research in Science Teaching, 45, 470-496.
  • Kipnis, N. (1998) History of science approach to nature of science: Learning science by rediscovering it. In McComas, W. F. (Ed.), The nature of science in science education: Rationales and strategies (pp. 177- 196). The Netherlands, Kluwer Academic Publishers.
  • Lampiselka, J., Savinainen, A., Viiri, J. (2007) Teaching Methods in Science. In Pehkonen, E., Ahtee, M., Lavonen, J. (Eds.), How Fins Learn Mathematics and Science (pp. 194-201). The Netherlands, Sense Publishers.
  • Leblebicioğlu, G., Metin, D. Yardımcı, E. (2011) Effect of Science Workshop on Science and Mathematics Teachers’ Views of the Nature of Science (Bilim Danışmanlığı Eğitiminin Fen Alanları Öğretmenlerinin Bilimin Doğasını Tanımalarına Etkisi), Education and Science (Eğitim ve Bilim), in print.
  • Lederman, N.G. (2007) Nature of science: past, present, and future. In Abell, S. K., Lederman, N. G. (Eds), Handbook of research on science education (pp. 831-879). London, Lawrence Erlbaum Associates.
  • Lederman, N.G., Abd-El-Khalick,F., Bell, R.L. ve Schwartz, R.S. (2002) Views of nature of science questionnaire: Toward valid and meaningful assesment of learners’ conceptions of nature of science, Journal of Research in Science Teaching,39(6), 497-521.
  • Lederman, N. G. & O’Malley, M. (1990) Students’ perceptions of tentativeness in science: development, use, and sources of change, Science Education, 74, 2, 225-239.
  • Liu, S. Y. & Lederman, N. G. (2002) Taiwanese students’ views of nature of science, School Science and Mathematics, 102, 3, 114-122.
  • Markowitz, D. G. (2004) Evaluation of the long-term impact of a university high school summer science program on students’ interest and perceived abilities in science, Journal of Science Education and Technology, 13, 3, 395-407.
  • McComas, W. F. (Ed.). (1998) The nature of science in science education: Rationales and strategies, Kluwer Academic Publishers, Netherlands.
  • Meichtry, Y.J. (1993). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of Research in Science Teaching,29,389-407.
  • Moss, M. D.; Abrams, E. D.; Robb, J. (2001). Examining student conceptions of the nature of science, International Journal of Science Education, 23, 8, 771-790.
  • Roberts, N. S. & Sayyed, A. (2007) Project WISE: Watersheds Inspiring Student Education, Final Technical Report. Available at http://online.sfsu.edu/~nroberts/ documents/research/ProjectWISE_FinalRpt_2007.pdf. 04.04.2008.
  • Saari, H. & Sormunen, K. (2007) Implementation of teaching methods in school science, In Pehkonen, E., Ahtee, M., Lavonen, J. (Eds.) (pp. 215-228), How Fins Learn Mathematics and Science. The Netherlands, Sense Publishers.
  • Scharmann, L. C., Smith, M. U., James, M. C. & Jensen, M. (2005) Explicit reflective nature of science instruction: Evolution, intelligent design, umbrellaology. Journal of Science Teacher Education, 16, 27- 41.
  • Schibeci, R. A. (1989) Home, school and peer group influences on student attitudes and achievement in science. Science Education, 73, 13-8.
  • Sladek, M. (1998) A report on the evaluation of the national science foundation’s informal science education program, (NSF, 98-65), National Science Foundation, Washington, DC.
  • Turkish Ministy of Education (2004) Elementary Science and Technology Curriculum (4th and 5th grade). Ministy of Turkish Education Publications, Ankara, 2004.
  • Turkish Ministy of Education (2008) Elementary Science and Technology Curriculum (6th - 8th grade). Ministy of Turkish Education Publications, Ankara, 2008.
  • Wandersee, J. H. (1985) Can history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23, 581-597.
  • Wellington, J. (1990) Formal and informal learning in science: The role of the interactive science centers, Physics Education, 25, 247-252.
  • Zion, M. & Stav, O. (2005) The living museum-developing appreciation of a nature site and promoting environmental awareness, School Science Review, 86, 77-84.
  • Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı

Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı

Yıl 2011, Cilt: 10 Sayı: 3, 1037 - 1055, 01.09.2011

Gülşen Leblebicioğlu Duygu Metin Esra Yardımcı İsmail Berkyürek

Kaynakça

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
  • Akerson, V.L. & Abd-El-Khalick,F. (2005) “How should I know what scientists do?- I am just a kid” : fourth- grade students’ conceptions of nature of science, Journal of Elementary Science Education, 17(1), 1-11.
  • Akerson, V.L. & Volrich, M.L. (2006) Teaching nature of science explicitly in a first-grade internship settings, Journal of Research in Science Teaching, 43(4), 377-394.
  • Anderson, D., Lucas, K. B. & Ginns, I. S. (2003) Theoretical perspectives on learning in an informal setting, Journal of Research in Science Teaching, 40, 2, 177-199.
  • Arons, A. B. (1988) Historical and philosophical perspectives attainable in introductory physics courses, Educational Philosophy and Theory, 20, 13-23.
  • Ballantyne, R. & Packer, J. (2002) Nature-based excursions: School students’ perceptions of learning in natural environments, International Research in Geographical and Environmental Education, 11, 3, 218-236.
  • Bell, R., Blair, M., Crawford, B. & Lederman, N. (2003) Just do it? Impact of a science apprenticeship program on high school students’ understanding of nature of science and scientific inquiry, Journal of Research in Science Teaching, 40, 487-509.
  • Bentley, M. L. & Garrison, J. W. (1991) The role of philosophy of science in science teacher education, Journal of Science Teacher Education, 2, 67-71.
  • Bybee, R.W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Dawkins, K. & Glatthorn, A. (1998) Using historical case studies in biology to explore the nature of science: A professional development program for high school teachers, In McComas, W. F. (Ed.), The nature of science in science education: Rationales and strategies (pp. 163-176). The Netherlands, Kluwer Academic Publishers.
  • Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003) Policiy statement of the informal science education, ad hoc committee, Journal of Research in Science Teaching, 40, 2, 108-111.
  • Fraenkel, J.R., Wallen, N.E. (1996) How to desing and evaluate research in education (3th Ed.). McGraw-Hıll, U.S.
  • Khishfe, R. & Abd-El-Khalick, F. (2002). The influence of explicit and reflective versus implicit inquiry- oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • Khishfe, R. (2008) The development of seventh graders’ views of nature of science. Journal of Research in Science Teaching, 45, 470-496.
  • Kipnis, N. (1998) History of science approach to nature of science: Learning science by rediscovering it. In McComas, W. F. (Ed.), The nature of science in science education: Rationales and strategies (pp. 177- 196). The Netherlands, Kluwer Academic Publishers.
  • Lampiselka, J., Savinainen, A., Viiri, J. (2007) Teaching Methods in Science. In Pehkonen, E., Ahtee, M., Lavonen, J. (Eds.), How Fins Learn Mathematics and Science (pp. 194-201). The Netherlands, Sense Publishers.
  • Leblebicioğlu, G., Metin, D. Yardımcı, E. (2011) Effect of Science Workshop on Science and Mathematics Teachers’ Views of the Nature of Science (Bilim Danışmanlığı Eğitiminin Fen Alanları Öğretmenlerinin Bilimin Doğasını Tanımalarına Etkisi), Education and Science (Eğitim ve Bilim), in print.
  • Lederman, N.G. (2007) Nature of science: past, present, and future. In Abell, S. K., Lederman, N. G. (Eds), Handbook of research on science education (pp. 831-879). London, Lawrence Erlbaum Associates.
  • Lederman, N.G., Abd-El-Khalick,F., Bell, R.L. ve Schwartz, R.S. (2002) Views of nature of science questionnaire: Toward valid and meaningful assesment of learners’ conceptions of nature of science, Journal of Research in Science Teaching,39(6), 497-521.
  • Lederman, N. G. & O’Malley, M. (1990) Students’ perceptions of tentativeness in science: development, use, and sources of change, Science Education, 74, 2, 225-239.
  • Liu, S. Y. & Lederman, N. G. (2002) Taiwanese students’ views of nature of science, School Science and Mathematics, 102, 3, 114-122.
  • Markowitz, D. G. (2004) Evaluation of the long-term impact of a university high school summer science program on students’ interest and perceived abilities in science, Journal of Science Education and Technology, 13, 3, 395-407.
  • McComas, W. F. (Ed.). (1998) The nature of science in science education: Rationales and strategies, Kluwer Academic Publishers, Netherlands.
  • Meichtry, Y.J. (1993). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of Research in Science Teaching,29,389-407.
  • Moss, M. D.; Abrams, E. D.; Robb, J. (2001). Examining student conceptions of the nature of science, International Journal of Science Education, 23, 8, 771-790.
  • Roberts, N. S. & Sayyed, A. (2007) Project WISE: Watersheds Inspiring Student Education, Final Technical Report. Available at http://online.sfsu.edu/~nroberts/ documents/research/ProjectWISE_FinalRpt_2007.pdf. 04.04.2008.
  • Saari, H. & Sormunen, K. (2007) Implementation of teaching methods in school science, In Pehkonen, E., Ahtee, M., Lavonen, J. (Eds.) (pp. 215-228), How Fins Learn Mathematics and Science. The Netherlands, Sense Publishers.
  • Scharmann, L. C., Smith, M. U., James, M. C. & Jensen, M. (2005) Explicit reflective nature of science instruction: Evolution, intelligent design, umbrellaology. Journal of Science Teacher Education, 16, 27- 41.
  • Schibeci, R. A. (1989) Home, school and peer group influences on student attitudes and achievement in science. Science Education, 73, 13-8.
  • Sladek, M. (1998) A report on the evaluation of the national science foundation’s informal science education program, (NSF, 98-65), National Science Foundation, Washington, DC.
  • Turkish Ministy of Education (2004) Elementary Science and Technology Curriculum (4th and 5th grade). Ministy of Turkish Education Publications, Ankara, 2004.
  • Turkish Ministy of Education (2008) Elementary Science and Technology Curriculum (6th - 8th grade). Ministy of Turkish Education Publications, Ankara, 2008.
  • Wandersee, J. H. (1985) Can history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23, 581-597.
  • Wellington, J. (1990) Formal and informal learning in science: The role of the interactive science centers, Physics Education, 25, 247-252.
  • Zion, M. & Stav, O. (2005) The living museum-developing appreciation of a nature site and promoting environmental awareness, School Science Review, 86, 77-84.
  • Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülşen Leblebicioğlu

Duygu Metin Bu kişi benim

Esra Yardımcı Bu kişi benim

İsmail Berkyürek Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 10 Sayı: 3

Kaynak Göster

APA Leblebicioğlu, G., Metin, D., Yardımcı, E., Berkyürek, İ. (2011). Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı. İlköğretim Online, 10(3), 1037-1055.
AMA Leblebicioğlu G, Metin D, Yardımcı E, Berkyürek İ. Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı. İOO. Eylül 2011;10(3):1037-1055.
Chicago Leblebicioğlu, Gülşen, Duygu Metin, Esra Yardımcı, ve İsmail Berkyürek. “Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı”. İlköğretim Online 10, sy. 3 (Eylül 2011): 1037-55.
EndNote Leblebicioğlu G, Metin D, Yardımcı E, Berkyürek İ (01 Eylül 2011) Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı. İlköğretim Online 10 3 1037–1055.
IEEE G. Leblebicioğlu, D. Metin, E. Yardımcı, ve İ. Berkyürek, “Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı”, İOO, c. 10, sy. 3, ss. 1037–1055, 2011.
ISNAD Leblebicioğlu, Gülşen vd. “Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı”. İlköğretim Online 10/3 (Eylül 2011), 1037-1055.
JAMA Leblebicioğlu G, Metin D, Yardımcı E, Berkyürek İ. Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı. İOO. 2011;10:1037–1055.
MLA Leblebicioğlu, Gülşen vd. “Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı”. İlköğretim Online, c. 10, sy. 3, 2011, ss. 1037-55.
Vancouver Leblebicioğlu G, Metin D, Yardımcı E, Berkyürek İ. Doğada Bilimin Doğasını Öğretmeye Bir Örnek: Yaz Bilim Kampı. İOO. 2011;10(3):1037-55.