Student teachers' levels of understanding and model of understanding about Newton's laws of motion
暂无分享,去创建一个
[1] A. Eryılmaz,et al. ODTÜ öğrencilerinin mekanik konusundaki kavram yanılgıları , 2000 .
[2] D. M. Watts,et al. A survey of some children's ideas about force , 1981 .
[3] H Helm,et al. Misconceptions in physics amongst South African students , 1980 .
[4] Ame Rican. I Don't Understand , 2007 .
[5] Jonathan Osborne,et al. Teaching Physics: A Guide for the Non-Specialist , 1989 .
[6] Ricardo Trumper,et al. A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers , 1996 .
[7] Ricardo Trumper,et al. The need for change in elementary school teacher training—a cross-college age study of future teachers’ conceptions of basic astronomy concepts , 2003 .
[8] I. Solano,et al. Characteristics of the methodology used to describe students' conceptions , 2001 .
[9] S. Bayraktar,et al. Misconceptions of Turkish Pre-Service Teachers about Force and Motion , 2009 .
[10] M.-F. LEGENDRE,et al. Task analysis and validation for a qualitative, exploratory curriculum in force and motion , 1997 .
[11] İlhami Kuru,et al. Lise 2. Sınıf Öğrencilerinin Kuvvet Konusundaki Kavram Yanılgıları , 2005 .
[12] John W. Renner,et al. Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks , 1992 .
[13] Ángel Luis Pérez,et al. A survey of students' understanding of colliding bodies , 1995 .
[14] Beverley Bell,et al. Students' Thinking and the Learning of Science: A Constructivist View. , 1986 .
[15] David E. Brown. Students' concept of force: the importance of understanding Newton's third law , 1989 .
[16] William Miller,et al. Newton's Law: Not so Simple after All. , 2004 .
[17] D. Hestenes,et al. Force concept inventory , 1992 .
[18] Athanassios Jimoyiannis,et al. Investigating Greek Students' Ideas about Forces and Motion , 2003 .
[19] Aydin Yüzbaşioğlu,et al. Öğrencilerin günlük yaşamla ilgili biyoloji konularını öğrenme düzeylerinin belirlenmesi , 2004 .
[20] Eve Kikas,et al. Teachers' Conceptions and Misconceptions Concerning Three Natural Phenomena. , 2004 .
[21] John K. Gilbert,et al. Students' conceptions of ideas in mechanics , 1982 .
[22] Ali Rıza Akdeniz,et al. Newton’un Hareket Kanunları konusunda kavram yanılgılarını belirlemeye yönelik bir testin geliştirilmesi ve uygulanması , 2007 .
[23] J. Clement. Students’ preconceptions in introductory mechanics , 1982 .
[24] Gerard D. Thijs,et al. Making productive use of students' initial conceptions in developing the concept of force , 1998 .
[25] Beno B Boeha. Aristotle, alive and well in Papua New Guinea science classrooms , 1990 .
[26] Deborah McCarthy,et al. Newton's First Law: A Learning Cycle Approach. , 2005 .
[27] Rahmi Yağbasan,et al. FEN ÖĞRETİMİNDE KAVRAM YANILGILARININ KARAKTERİSTİKLERİNİN TANIMLANMASI , 2003 .
[28] Aysegul Saglam-Arslan. Les Équations Différentielles en Mathématiques et en Physique: Étude des conditions de leur enseignement et caractérisation des rapports personnels des étudiants de première année d'université à cet objet de savoir , 2004 .
[29] David P. Maloney,et al. Rule-governed approaches to physics - Newton's third law , 1984 .
[30] R. Osborne,et al. Learning science: A generative process , 1983 .
[31] John K. Gilbert,et al. Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education , 1983 .
[32] Igal Galili,et al. Newton's First Law: Text, Translations, Interpretations and Physics Education , 2003 .
[33] Ali Eryilmaz,et al. Effects of Conceptual Assignments and Conceptual Change Discussions on Students' Misconceptions and Achievement Regarding Force and Motion , 2002 .
[34] Michael C. Wittmann,et al. Comparing three methods for teaching Newton's third law , 2007 .