Aladejana, F., & Aderibigbe, O. (2007). Science Laboratory Environment and Academic
Performance. Journal of Science Education and Technology, 16(6), 500–506.
doi:10.1007/s10956-007-9072-4
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated Learning and Education. (S.
Livingstone, Ed.)Educational Researcher, 25(4), 5. doi:10.2307/1176775
Asimov, I., (2006). Bilim ve Buluşlar Tarihi. İstanbul: İmge Kitapevi.
Bülbül, M. Ş. (2007). Kaos ve Eğitim (p. 160). Ankara: Beyaz Kalem. Retrieved from
http://books.google.com/books/about/Kaos_ve_Eğitim.html?hl=tr&id=0mos0i1T0p8C
Bülbül, M. Ş. (2012). Blindfold experiments: Seven principles for inclusive classes.
Humanity & Social Sciences Journal, in press. Retrieved from
http://www.idosi.org/hssj/online.htm
Bülbül, M. Ş., & Eryılmaz, A. (2010). Human as a Context in Learning Physics: A Guide
for Textbook Authors. GIREP-ICPE-MPTL Conference Proceedings (pp. 57–58). Reims:
Groupe International de Recherche sur l’Enseignement de la Physique. Retrieved from
www.univ-reims.fr/site/evenement/girep-icpe.../23075.pdf
Bülbül, M. Ş., & Matthews, K. (2012). Bağlam temelli eği ti mi n olasi geleceği . X. Ulusal Fen
Bilimleri ve Matematik Eğitimi Kongresi (p. 548). Niğde. Retrieved from
http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2487-30_05_2012-
22_56_57.pdf
Cakir, M. (2011). Validity and Reliability of the Turkish Form of Technology-Rich
Outcome-Focused Learning Environment Inventory. Kuram Ve Uygulamada Egitim
Bilimleri, 11(4), 1959–1963.
Elmas, R., Bülbül, M. Ş., & Eryılmaz, A. (2011). Thematic classification of eligible contexts
for a holistic perspective in curriculum development. Science Learning & Citizenship,
9th International Conference of ESERA (p. 60). Lyon.
Fraser, B. J., & Tobin, K. G. (1998). International Handbook of Science Education. (B. J.
Fraser & K. G. Tobin, Eds.)Science Education, 2, 1271. Retrieved from
http://books.google.com/books?hl=en&lr=&id=i-TdvU6ET0EC&pgis=1
Holbrook, J., & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International
Journal of Environmental Science Education, 4(3), 275–288. Retrieved from
http://books.google.com/books?id=88AqJ0PUpJcC&pgis=1
Jonassen, D., & Grabowski, B. L. (1993). Handbook of Individual Differences, Learning,
and Instruction. Journal of School Psychology (Vol. 33, p. 512). Lawrence Erlbaum
Associates. doi:10.1016/0022-4405(95)00013-C
Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of Epistemic Beliefs and
Scientific Argumentation in Science Learning. International Journal of Science
Education, 30(15), 1977–1999. doi:10.1080/09500690701545919
Otte, R. (1990). Scientific Realism, Perceptual Beliefs, and Justification. Proceedings of the
Biennial Meetings of the Philosophy of Science Association, 1(1990), 393–404.
Ratcliffe, M. (2006). Nature of science. Dilemmas of Science Teaching Perspectives on
Problems of Practice, 21(1), 1–26. Retrieved from http://arxiv.org/abs/physics/0607241
Reiss, M. (2010). The nature of science. In J. Wallace & W. Louden (Eds.), Die
Naturwissenschaften (Vol. 96, pp. 421–422). Routledge. Retrieved from
http://www.routledge.com/books/details/9780415550208/
Shamos, M. H. (1995). The myth of scientific literacy. (I. Urbana, Ed.)Liberal Education
(Vol. 1, p. 192). Rutgers University Press. Retrieved from
http://books.google.com.ezproxy1.lib.asu.edu/books?hl=en&lr=&id=1Wu6chnU...
&oi=fnd&pg=PR9&dq=The+myth+of+scientific+literacy&ots=VRn0qkT7S_&sig=U6XC
Q8XUs0viE4E4_xkmdWOHlh4
Thank you for copying data from http://www.arastirmax.com
