ARGUMENTATION AND STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROPERTIES AND BEHAVIORS OF GASES

Author:

Aydeniz Mehmet,Pabuccu Aybuke,Cetin Pinar Seda,Kaya Ebru

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference48 articles.

1. Aldridge, J. M., Fraser, B. J., Taylor, P. C. & Chen, C. C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22, 37–55.

2. Anderson, C. (2007). Perspectives on science learning. In S. K. Abell & N. Lederman (Eds.), Handbook of research in science education (pp. 3–30). Mahwah, NJ: Lawrence Erlbaum Associates.

3. Baker, M. J. (1999). Argumentation and constructive interactions. In P. Coirer & J. Andriessen (Eds.), Foundations of argumentative text processing (pp. 179–202). Amsterdam, the Netherlands: University of Amsterdam Press.

4. Beall, H. (1994). Probing student misconceptions in thermodynamics with in-class writing. Journal of Chemical Education, 71(12), 1056–1057.

5. Beeth, M. E. (1998). Teaching for conceptual change: Using status as a metacognitive tool. Science Education, 82, 343–356.

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