Author:
UÇAK Esra,SAVRAN GENCER Ayşe,SEVİŞ Arife,USTA Sibel
Reference52 articles.
1. Akış, A. (2012). Otoriter ve diyalojik öğretmenlerin öğretmen-öğrenci rollerine dair beklenti ve inançları. Yayınlanmamış yüksek lisans tezi. Gaziantep Üniversitesi, Gaziantep.
2. Aleaxander, R. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.
3. Almahrouqi, A. & Scott, P. (2012). Classroom discourse and science learning. In D. Jorde & J. Dillon (Eds.), Science education research & practice in Europe: Retrospective and prospective (pp. 291-307). Rotterdam, Netherlands: Sense publishers.
4. Billings, L. & Fitzgerald, J. (2002). Dialogic discussion and the Paideia Seminar. American Educational Research Journal, 39(4), 907–941. https://doi.org/10.3102/00028312039004905
5. Bryce, T. & Gray, D. (2004). Tough acts to follow: The challenges to science teachers presented by biotechnological Progress. International Journal of Science Education, 26(6), 717–733. https://doi. org/10.1080/0950069032000138833
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献