Dergiler / Abant Sosyal Bilimler Dergisi / 2005 / Cilt: 1 - Sayı: 10

The Effect of Logical Thinking Skills and Attitude Toward Chemstry on Elementary Teachers's Performance on Conceptual and Algorithmic Problems in Chemistry

Sayfa
41–58
Yayın Tarihi
2005-05-01
DOI
—
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🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Kavramsal ve algoritmik problem. · Bilimsel düşünme yeteneği · Kimya dersine karşı tutum

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Bu Makaleye Atıf Yap

BİLGİN, İ., UZUNTİRYAKİ, E. (2005). The Effect of Logical Thinking Skills and Attitude Toward Chemstry on Elementary Teachers's Performance on Conceptual and Algorithmic Problems in Chemistry. Abant Sosyal Bilimler Dergisi, Cilt: 1 - Sayı: 10, 41–58. https://ajindex.com/articles/714172

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Kaynakça (4)

  1. Ausubel, DP. (l968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston. Blake, A. J. & Norland, F. H. (l978). Science instruction and cognitive growth in college students. Journal of Research in Science Teaching, l5(5), l 3 » 419. Boulaoude, S. B. & Giuliano, F. i. (1994). Relationship between achievement and selective variables in a chemistry course for nonrnajors. School Science cmd Mathematics, 94(6) 296-302.
  2. Chandran, S, Treagust, D. & Tobin, K. (l985). The role of cognitive factors in Chemistry achievement. (Report). Perth, Australia; Western Australian institute of Technology. (ED: 27350l) Chiu, MH. (2001). Algorithmic Problem Solving and Conceptual Eylül University, lzmir, Turkey. Haider, A & Abraham, MR. {l99l}. A comparison of appiied and theeretical knowledge of concepts based err the particulate nature of matter. Journal of Research in Science Teaching, 28 (10), gig—938. Harty, H., Beall, D. & Scharmanrr, L. (1985). Relationship between elementary school students" science achievement and their attitudes toward science, interest in science, reactive curiosity and scholastic aptitude. Schcai Science and Mathematics, 85(6), 472479. Hill, G. B. & Atwater, M. M. (1995). Attitudes toward science of urban seventh grade life science students over time, and the relationship to future plans, family, teacher, curriculum, and school. Urban Education, 30(1), 7lu94. lîngle, R., B. & Shayer, M. (1971). Conceptual demands in nuffieid—O level chemistry. Ediicarien in Chemistry, 8, 182-183.
  3. Koballa, Jr. '1'. R., Crawley, F. E. & Shrigley, R. L. (1990). A. summary of research in science education—1988. Science Edi/zemine, 74(3), 369— Lawson, A.B. (1985). A review of research on formal reasoning and science teaching. Journal of Research iii Science Teaching, 22, 569—617. Lee, V. E. & Berkem, D. 1. (1996). Gender differences in middle grade science achievement: Subject domain, ability and course emphasis. Science Education, 80, 613—650. Lewicki, D (1993). inquiry and concept formation in the general chemistry laboratory: The effects of a constructivist method of instruction on college.(D0cr0mi dissertation, State University of New York at Albany, 1993),
  4. Mason, D. S., Shell, D. F & Crawley, F. E. (1997). Differences in problem solving by nonscience majors in introductory chemistry on paired algeritlrmic—conceptual problems. Journal of Research in Science Teaching, 34(9), 905—923. ~34: Alum ‘ İzzet Baysal Üniversitesi Sosyal Biiiiıiler E