KAVRAMSAL DEĞİŞİM METODU KULLANARAK ASİT-BAZ KONUSUNUN ANLAŞILMASI
___
- 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.