___

Abraham, M.R., Grzybowski, E.B., Renner, .W Marek, E.A. (1992). Understandings and misunderstandings of eighth graders of fıve chemistry concepts found in textbooks, Journal ofResearch in Science Teaching, 29, 105-120.

Akpınar, E. Ergin, Ö., (2007). İkili Yerleşik öğrenme modeli ve fen öğretimi. İlköğretim Online, 6(3), 390- 396.

Akpınar, E. (2007). The effect of dual situated learning model on students’ understanding of photosynthesis and respiration concepts. Journal of Baltic Science Education, 6(3), 16— 26.

Aydın, G. Balım, A. G. (2005). Yapılandırmacı yaklaşıma göre modellendirilmiş disiplinler arası uygulama: enerji konularının öğretimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(2), 145-166.

Aydoğmuş, E. (2008). Lise Fizik Dersi İş-Enerji Konusunun Öğretiminde 5E Modelinin Öğrenci Başarısına Etkisi. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi Fen Bilimleri Enstitüsü, Konya.

Ayvacı, H. Ş. Devecioğlu, Y. (2009, Mayıs). İlköğretim Öğrencilerinin İş- Gu'ç- Enerji konusunda Sahip Oldukları Yanlış Anlamalar. First International Congress of Educational Research, Çanakkale.

Bahar, M., Öztürk, E. Ateş, S. (2002, Eylül). Yapılandırılmış Grid Metodu ile Lise Öğrencilerinin Newton ’un Hareket Yasası, İş, Güç ve Enerji Konusundaki Anlama Düzeyleri ve Hatalı Kavramlarının Tespiti. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. ODTÜ, Ankara.

Berg, K. E. Latin, R. W. (2008). Research Methods in Health, Physics Education, Exercise Science and Recreation.(Third Edition), Lippincott Williams Wilkins, Wolters Kluwer business, Philadelphia,.

Büynl'ıköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.

Cerit Berber, N. Sarı, M. (2009). İş—güç-enerji konusunun öğretiminde kavramsal değişimin gerçekleşmesine pedagojik- analojik modellerin etkisi. Gazi Eğitim Fakültesi Dergisi, 29(1), 257-277.

Cerit Berber, N. (2008). İş-Gu'ç-Enerji Konusunun Öğretiminde Pedagojik— Analojik Modellerin Kavramsal Değişimin Gerçekleşmesine Etkisi.“ Konya İli Örneği.

Yayınlanmamış Doktora Tezi, Selçuk Üniversitesi Fen Bilimleri Enstitüsü, Konya.

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 ofResearch in Science Teaching, 34(2), 107—123.

Coştu B., Ayas A., Niaz M., Ünal S., Çalık M., (2007). Facilitating conceptual change in students’ understanding of boiling concept. Journal of Science Education and Technology, l6(6), 524—536.

Coştu, B., Ayas, A. Niaz, M. (2012). Investigating the effectiveness of POE—based teaching activity on students’ understanding of condensation. Instructional Science, 40, 47-67.

Coştu, B., Ünal, S. Ayas, A. (2007). Hands—on activity to promote conceptual change about mixtures and chemical compounds. Journal ofBaltic Science Education, 6(1), 35- 46.

Cottrell, R. McKenzie, J. F. (201 ). Health Promotion Educational Research Methods Using the ive-Chapter hesis/ Disertation Model, Chapter 9: Quantitative Research Methods: Experimental (Writing Chapter [11 (Second Edition) Jones and Bartlett Publishers International, London.

Çalık, M., (2006). Bütünleştirici Öğrenme Kuramına Göre Lise Çözeltiler Konusunda Materyal Geliştirilmesi ve Uygulanması, Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.

Çalık, M., Ayas, A. Ebenezer, J. (2009). Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations. Research in Science Technological Education, 27(3), 283-308.

Çalik, M., Okur, M. Taylor, N. (2011). comparison of different conceptual change pedagogies employed Within the topic of “sound propagation”. Journal of Science education and Technology, 20, 729—742.

Çepni, S., Şahin, Ç. İpek, H. (2010). Teaching floating and sinking concepts With different methods and techniques based on the SE instructional model. AsiaPacific Forum on Science Learning and Teaching, ll(2), Article 5.

Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş (Genişletilmiş Üçüncü Baskı). Trabzon: Celepler Matbaacılık.

Diakidoy, I.A.N. Kendeou, P. loannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28(3), 335—356.

Driver, R. Easley, J. (1978). Pupils and paradigms: review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.

Erduran Avcı, D., Kara, l. Karaca, D. (2012). Fen bilgisi öğretmen adaylarının iş konusundaki kavram yanılgıları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 27-39.

Ergin, S. (2011). Fizik Eğitiminde 4MAT Öğretim Yönteminin Farklı Öğrenme Stillerine Sahip Lise Öğrencilerinin İş, Güç ve Enerji Konusundaki Başarısına Etkisi.

Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Erginer, E. (2006). Yeni ilköğretim programları gerçekten yapılandırmacı mı? Bir fikir taraması. İlk Öğretmen Eğitimci Dergisi, 4, 46—47.

Forde,T. (2003). “When am watching television am not using any energy” an empirical study of junior science students’ intuitive concepts of energy. Irish Educational Studies, 22(3), 71-89.

Gunstone, RF. (1987). Student understanding in mechanics: large population survey. American Journal of Physics, 55, 691—696.

Güngör, B, (2008). Longitudinal Study With Seventh Class Students To Identify the Origins Misconceptions About Human Digestive System, PhD Thesis, Balıkesir University, Institute of Sciences, Balıkesir. happen in the classroom. Educational Leadership, 39(1), 36- 43.

Havu- Nuutinen, S. (2005). Examining young childrens’ conceptual change process in floating and sinking from social constructivist perspective. International Journal ofScience Education, 27(3), 259-279.

Hırca, N. (2008). 5E modeline göre ”iş, güç ve enerji” ünitesiyle İlgili geliştirilen materyallerin kavramsal değişime etkisinin incelenmesi. Yayınlanmamış Doktora Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.

İpek Akbulut, H., Şahin, Ç. Çepni, S. (2012). Effect of using different teaching methods and techniques embedded within the 5E instructional model on removing students’ alternative conceptions: Fluid pressure. Energy Education Science and Technology Part B: Social and Educational Studies, 4(4), 2403-2414.

Kabaplnar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constmctivist approach. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 5(1), 135-146.

Karsh, Çalık, M., (2012). Can freshman science student teachers’ alternative conceptions of ‘electrochemical cells’ be fully diminished? Asian Journal of Chemistry, 24(2), 485-491.

Keogh, B., Naylor, S. ve Downing, B., (2003). Children’s Interactions in the Classroom: Argumentation in Primary Science. WWWl.phys.uu.nl/esera2003/programme7pdf%5C179S.pdf, 10 Aralık 2005.

Kurnaz, M. A. (2011). Enerji Konusunun Öğretiminde Model Tabanlı Öğrenme Yaklaşımına Uygun Öğrenme Ortamlarının Tasarlanması, Uygulanması Ve Öğrencilerin Zihinsel Model Gelişimine Etkisinin İncelenmesi. Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.

Lee, C. Q. She, H. C. (2009). Facilitating students’ conceptual change and scientific reasoning involving the unit of combustion, Res Sci Educ, 40(4), 479—504.

Liao, Y.-W., She, H.-C. (2009). Enhancing eight grade students' scientific conceptual change and scientific reasoning through web—based learning program. Educational Technology Society, l2(4), 228—240.

Naylor, McMurdo, A. (1990). Supporting science in schools. Breakthrough Educational Publications, Timperley.

Özmen, H., Demircioğlu, H. Demircioğlu, G., (2009). The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding, Computers Education, 52, 681—695.

Özsevgeç, T., Çepni, S. Bayri, N. (2007). Kalıcı kavramsal değişimde 5e modelinin etkililiği, Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 2(2), l—l2.

Pınarbaşı, T., Canpolat, N., Bayrakçeken, S. Geban, Ö., (2006). An investigation of effectiveness of conceptual change text-oriented 1nstruction on students’ understanding of solution concepts. Research in Science Education, 36, 313-335.

Posner, G., Strike, K., Hewson, D., Gertzog, W. (1982). Accommodation of scientific conception: toward theory of conceptual change. Science Education, 66(2), 211-227.

Sadler, P. M., Coyle, H., Miller, J. L., Cook-SMith, N., Dussault, M. Gould, R. R. (2010). The astronomy and space science concept inventory: development and validation of assessment instruments aligned With the k—l2 national science standards. Astronomy Education Review, 8(l).

Seiger— Ehrenberg, S. (1981). Concept development. concept learning: How to make it Sevim, S., (2007). Çözeltiler ve Kimyasal Bağlanma Konularına Yönelik Kavramsal Değişim Metinleri Geliştirilmesi ve Uygulanması. Doktora Tezi, K.T.Ü., Fen Bilimleri Enstitüsü, Trabzon.

She, H. C. Lee, C. Q. (2008). SCCR digital learning system for scientific conceptual change and scientific reasoning. Computers Education, 51, 724-742.

She, H. C. (2003). DSLM instructional approach to conceptual change involving thermal expansion. Research in Science and Technological Education, 2l(l), 43—54.

She, H. C. (2004a). Facilitating changes in ninth grade students’ understanding of dissolution and diffiision through DSLM instruction. Research in Science Education, 34(4), 503— 526.

She, H. C. (2004b). Fostering “radical” conceptual change through dual situated learning model. Journal ofResearch in Science Teaching, 41(2), 142-164.

She, H.C. (2002) Concepts of higher hierarchical level require more dual situated learning events for conceptual change: study of air pressure and buoyancy, International Journal ofScience Education, 24(9), 981—996.

Solomon, J. (1982). How children learn about energy or does the first law come first?. School Science Review, 63(224), 415-422.

Solomon, J. (1983). Messy, contradictory and obstinately persistent: study of children's out of school ideas about energy. School Science Review, 65(231), 225—229.

Stepans, J. (1996). Targeting students’ science misconceptions: Physical science concepts using the conceptual change model. Riverview, Fla. Idea Factory.

Stephenson, P. ve Warwick, P., (2005). Using Concept Cartoons to Support Progression in Students’ Understanding of Light, http://bscw.spme.monash.edu.au/pub/nı' bscw.cgi/d1500/Stephenson2002-thsEduc37— M, 22 Aralık 2005.

Şahin, Ç. Çepni, S. (2012a). Effect of different teaching methods and techniques embedded in the 5E instructional model on students” learning about buoyancy force. Eurasian J. Phys. Chem. Educ, 4(2), 97—127.

Sahin, Ç. Çepni, S. (2012b). Effectiveness of instruction based on the 5e teaching model on students’ conceptual understanding about gas pressure, Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED),6(1), 220-264.

Tang, H. Y., She, H. C., Lee, Y. M. (2005, April). The impact of DSLM instruction on middle school students’ conceptual change involving mitosis and Meiosis. Paper Presented at the National Association for Research in Science Teaching 2005 World Conference, Dallas, Texas.

Torosluoglu Çekiç, S. (2011). Yaşam Temelli Öğrenme Yaklaşımı İle Desteklenen 7e Öğrenme Modelinin Öğrencilerin Enerji Konusundaki Başarı, Kavram Yanılgısı Ve Bilimsel Süreç Becerilerine Etkisi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Doktora tezi, Ankara.

Tseng, C.- H., Tuan, H. L. Chin, C.-C., (2009). lnvestigating the influence of motivational factors on conceptual change in digital learning context using the dual-situated learning model. International Journal of Science Education, 32(14), 1853-1875. Tural, G., Akdeniz, A.R. Alev, N. (2010). Effect of 5E teaching model on student teachers’ understanding of weightlessness. Journal of Science Education and Technology, 19(5), 470-488.

URL—l: Tseng, C. H., Tuan, H. L.,Chin, C. C. Chang, J. C. (2008). Investigating the relation between students’ motivation and concept learning in digital learning context. Annual International Conference. Impact of Science Education Research on Public Policy. http://rnd2.ncue.edu.tW/ezcatfıles/b004/img/img/3 16/97-1-1 1paper.doc adresinden 15 Ekim 2009 tarihinde alındı.

Uzunkavak, M. (2009). Öğrencilerin iş kavramında pozitiflik-negatiflik ayrımı becerilerinin yazı ve çizim metoduyla ortaya çıkarılması. International Journal of Technologic Sciences, 1(2), 10-20.

Ünal, S. Coştu, B. (2005). Problematic issue for students: Does it sink or float? Asia-Pasific Forum on Science Learning and Teaching, 6(1), 1.

Vosniadou, S. Brewer, W. F. (1989). The Concept of The Earth's Shape: Study of Conceptual Change in Childhood. University of Illinois at Urbana-Champaign LibraryLarge-scale Digitization Project.

Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18, 213—217.