___

Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross‐age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165. Aydın, A. (2008). Ortaöğretim kimya dersi öğretim programında periyodik sistem ile ilgili kavramların veriliş sırasının incelenmesi (ABD ve Türkiye örneği). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 10(1), 76-84. Azizoğlu, N., Aslan, S., & Pekcan, S. (2015). The periodic system and teaching with analogies model: The effects of teaching method, gender and motivation on students’ achievement. Elementary Education Online, 14(2), 472-488. Bahar, M., & Özatlı, N. S. (2003). Kelime iletişim test yöntemi ile lise 1. sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2), 75-85. Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64. Bahar, M., Johnstone, A.H. & Sutcliffe, R.G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141. Balbağ, M. Z. (2018). Fen bilgisi öğretmen adaylarının hız ve sürat kavramlarına ilişkin bilişsel yapıları: Kelime İlişkilendirme Testi (KİT) uygulaması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 33, 38-47. Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students' chemistry understanding through project‐based learning in an IT environment. Science Education, 89(1), 117-139. Bayir, E. (2014). Developing and playing chemistry games to learn about elements, compounds, and the periodic table: Elemental Periodica, Compoundica, and Groupica. Journal of Chemical Education, 91(4), 531-535. Ben‐Zvi, N., & Genut, S. (1998). Uses and limitations of scientific models: the Periodic Table as an inductive tool. International Journal of Science Education, 20(3), 351-360. Bilgin, İ., Aktaş, İ., Tatar, E., & Tüysüz, C. (2016). Rehberli araştırma yönteminin üniversite öğrencilerinin kimya konularındaki bazı kavramları anlamalarına etkisinin incelenmesi. Türkiye Kimya Derneği Dergisi, Kısım C: Kimya Eğitimi, 1(1), 129-146. Bradley, J. D., & Mosimege, M. D. (1998). Misconceptions in acids and bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry, 51, 137-145. Burrows, N. L., & Mooring, S. R. (2015). Using concept mapping to uncover students' knowledge structures of chemical bonding concepts. Chemistry Education Research and Practice, 16(1), 53-66. Cachapuz, A. F. C. & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory. International Journal of Science Education, 9(4), 491-504. Carson, E. M., & Watson, J. R. (2002). Undergraduate students’ understandings of entropy and Gibbs free energy. University Chemistry Education, 6(1), 4-12. Çelikkaya, T., & Kürümlüoğlu, M. (2019). Sosyal bilgiler dersi “Demokrasinin Serüveni” ünitesi ile öğrencilerin bilişsel yapılarının ve kavramsal gelişim süreçlerinin incelenmesi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 9(1), 56-86. Demircioğlu, H., Demircioğlu, G., & Çalik, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach: the case for the Periodic Table. Chemistry Education Research and Practice, 10(3), 241-249. Ercan, F., Taşdere, A., & Ercan, N. (2010). Observation of cognitive structure and conceptual changes through word associations tests. Journal of Turkish Science Education, 7(2), 136-154. Franco-Mariscal, A. J., Oliva-Martínez, J. M., & Almoraima Gil, M. L. (2014). Students’ perceptions about the use of educational games as a tool for teaching the periodic table of elements at the high school level. Journal of Chemical Education, 92(2), 278-285. Geçgel, G., & Şekerci, A. R. (2018). Bazı kimya konularındaki alternatif kavramların tanılayıcı dallanmış ağaç tekniği kullanarak belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 1-18. Gunstone, R. F. (1980). Word association and the description of cognitive structure. Research in Science Education, 10(1), 45-53. Hastürk, H. G. (2017). Fen öğretiminde alternatif ölçme-değerlendirme teknikleri. H. Gamze Hastürk (Ed.), Teoriden pratiğe fen bilimleri öğretimi içinde (s. 522-524). Ankara: Pegem Akademi. Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16(5), 416-432. Işıklı, M., Taşdere, A., & Göz, N. L. (2011). Kelime ilişkilendirme testi aracılığıyla öğretmen adaylarının Atatürk ilkelerine yönelik bilişsel yapılarının incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(1), 50-72. Jenkins, J. L., & Shoopman, B. T. (2019). Identifying misconceptions that limit student understanding of molecular orbital diagrams. Science Education International, 30(3), 152-157. Johnstone, A. H., & Moynihan, T. F. (1985). The relationship between performances in word association tests and achievement in chemistry. The European Journal of Science Education, 7(1), 57-66. Jonassen, D. H. (1987). Assessing cognitive structure: Verifying a method using pattern notes. Journal of Research & Development in Education, 20(3), 1-14. Karamustafaoğlu, S., & Ayas, A. (2002). Farklı öğrenim seviyelerindeki öğrencilerin “metal, ametal, yarımetal ve alaşım” kavramlarını anlama düzeyleri ve kavram yanılgıları. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15,151-162. Karslı, F., & Ayas, A. (2017). Fen bilimleri öğretmen adaylarının kavramsal değişimlerine zenginleştirilmiş laboratuvar rehber materyalinin etkisi: buharlaşma ve kaynama. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 529-561. Nakhleh, M. B. (1992). Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191-196. Nakiboglu, C. (2008). Using word associations for assessing non-major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure. Chemistry Education Research and Practice, 9(4), 309-322. Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23(7), 707-730. Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159. Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc. Pikoli, M. (2020). Using Guided Inquiry Learning with Multiple Representations to Reduce Misconceptions of Chemistry Teacher Candidates on Acid-Base Concept. International Journal of Active Learning, 5(1), 1-10. Sadoglu, G. P., & Durukan, U. G. (2018). Determination of elementary prospective teachers’ perceptions of some basic physics concepts by word association test. European Journal of Physics Education, 8(2), 44-57. Sarıtaş, D., & Tufan, Y. (2019). Periyodik yasa-sistem ilişkisi nasıl kurulmalıdır? Kimya öğretimine bilim tarihi ve felsefesinden çıkarımlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 27-53. doi: 10.16986/HUJE.2018043649 Schmidt, H. J., Baumgärtner, T., & Eybe, H. (2003). Changing ideas about the periodic table of elements and students' alternative concepts of isotopes and allotropes. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(3), 257-277. Shavelson, R. J. (1972). Some aspects of the correspondence between content structure and cognitive structure in physics instruction. Journal of Educational Psychology, 63(3), 225-234. Shavelson, R. J. (1973). What is the basic teaching skill?. Journal of Teacher Education, 24(2), 144-151. Shavelson, R. J. (1974). Methods for examining representations of a subject‐matter structure in a student's memory. Journal of Research in Science Teaching, 11(3), 231-249. Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28(4), 305-313. Şen, Ş., Varoğlu, L., & Yılmaz, A. (2019a). Examination of undergraduates’ cognitive structures on reaction rates and chemical equilibrium. Pamukkale University Journal of Education, 45(45), 335-352. Şen, Ş., Varoğlu, L., & Yılmaz, A. (2019b). Cognitive structures and misconceptions with a thematic framework: The case of chemical bonding. Journal of Education and Future, 16, 65-78. Tsai, C. C., & Huang, C. M. (2002). Exploring students' cognitive structures in learning science: a review of relevant methods. Journal of Biological Education, 36(4), 163-169. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık. Yücel, E. Ö., & Özkan, M. (2015). Determination of secondary school students' cognitive structure, and misconception in ecological concepts through word association test. Educational Research and Reviews, 10(5), 660-674.