ÖĞRETMENLERİN ARGÜMANTASYON TABANLI ARASTIRMA SORGULAMA YÖNTEMİNİ UYGULAMA SEVİYELERİNİ ETKİLEYEN SORU SORMA STRATEJİLERİ
Keywords (Original Language):
|Author Name||University of Author||Faculty of Author|
Bell, P. (2004). Promoting students’ argument construction and collaborative debate in the science classroom. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 115–144). Mahwah, NJ: Lawrence Erlbaum.
Choi, A., Klein, V. & Hershberger, S. (2015). Success, Difficulty, and Instructional Strategy to Enact an Argument-Based Inquiry Approach: Experiences of Elementary Teachers. International Journal of Science and Math Education 13(5), 991-1011.
Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5, 7 and 10 students in science classrooms. Research in Science Education, 40(2), 149-169.
242 Nurcan KELEŞ
International Periodical for the Languages, Literature and History of Turkish or Turkic
Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. In J. Corbin (Ed.), Basics of qualitative research: Technique and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Publications.
Patton, MQ. (2001). Qualitative Evaluation and Research Methods (2nd Edition). Thousand oaks, CA: Sage Publications.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287–312.
Ford, M. (2008). ‘Grasp of practice’ as a reasoning resource for inquiry and nature of science understanding. Science & Education, 17, 147–177.
Hand, B., Wallace, C. W., & Yang, E. M. (2004). Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149.
Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments. Research in Science Education, 43(1), 317-345.
Keys, C. W. & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631–645.
Martin, A. M., & Hand, B. (2009). Factors affecting the implementation of argument in the elementary science classroom. A longitudinal case study. Research in Science Education, 39(1), 17-38.
Miles, M. B., & Huberman, A. M. (1994). Early steps in analysis. In M. B. Miles & A. M. Huberman (Eds.), Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks, CA: SAGE publications.
National Research Council (1996). National science education standards. Washington DC: National Academy Press.
Norton-Meier, L. A., Hand, B., & Ardasheva, Y. Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students.
Nam, J., Choi, A., & Hand, B. (2011). Implementation of the science writing heuristic (SWH) approach in 8th grade science classrooms. International Journal of Science and Mathematics Education, 9(5), 1111-1133.
Newton, P., Driver, R. & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553–576.
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463–466.
Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020.
Sawada, D., Piburn, M., Falconer, K., Turley, J., Benford, R., & Bloom, I. (2000). Reformed teaching observation protocol (RTOP) (Tech. Rep No. IN00-1). Tempe, AZ: Arizona State University, Arizona Collaborative for Excellence in the Preparation of Teachers
Villanueva, M. G., & Hand, B. (2011). Science for all: engaging students with special needs in and about science. Learning Disabilities Research & Practice, 26(4), 233-240.