Abraham, M. R., Williamson, V. M. and Westbrook, S. L. (1994). A cross-age study of the understanding of five
chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165.
Adadan, E. (2006). Promoting high school students’ conceptual understandings of the particulate nature of
matter through multiple representations. Doctoral dissertation, The Ohio State University, USA.
Adadan, E., Irving, K. E. and Trundle, K. C. (2009). Impacts of multi-representational ınstruction on high school
students’ conceptual understandings of the particulate nature of matter. International Journal of Science
Education, 31(13), 1743-1775.
Adadan, E., Trundle, K. C. and Irving, K. E. (2010). Exploring grade 11 students’ conceptual pathways of the
particulate nature of matter in the context of multirepresentational ınstruction. Journal of Research in Science
Teaching, 47(8), 1004-1035.
Adadan, E. (2013). Using multiple representations to promote grade 11 students’ scientific understanding of
the particle theory of matter. Research in Science Education, 43(3), 1079-1105.
Ayas, A. (1995). Lise I kimya öğrencilerinin maddenin tanecikli yapısı kavramını anlama seviyelerine ilişkin bir
çalışma. II. Ulusal Fen Bilimleri Eğitimi Sempozyumu, ODTÜ Eğitim Fakültesi, Ankara.
Ayas, A. ve Özmen, H. (2002). Lise öğrencilerinin maddenin tanecikli yapısı kavramını anlama seviyelerine ilişkin
bir çalışma. Boğaziçi Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 45-60.
Ayas, A., Özmen, H. and Çalık, M. (2010). Students’ conceptions of the particulate nature of matter at
secondary and tertiary level. International Journal of Science Education, 8, 165-184.
Bar, V. and Travis, A. S. (1991). Children’s views concerning phase changes. Journal of Research in Science
Teaching, 28, 363-382.
Benson, D. L., Wittrock, M. C. and Baur, M. E. (1993). Students’ preconceptions on the nature of gases. Journal
of Research in Science Teaching, 30, 587-597.
Bodner, G. M. (1990). Why good teaching fails and hard-working students don’t always succeed. Spectrum, 28
(1), 27-32.
Boz, Y. (2006). Turkish pupils’ conception of the particulate nature of matter. Journal of Science Education and
Technology, 15, 203-213.
Boz, N. and Boz, Y. (2008). A qualitative case study of prospective chemistry teachers’ knowledge about
instructional strategies: ıntroducing particulate theory. Journal of Science Teacher Education, 19, 135-156.
Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Ağustos 2014 Cilt: 3 Sayı: 3 Makale No: 15 ISSN: 2146-9199
178
Demircioğlu, H., Akdeniz, A. R. ve Demircioğlu, G. (2004). Maddenin tanecikli yapısına ilişkin kavram
yanılgılarının giderilmesinde çalışma yapraklarının etkisi. XII. Eğitim Bilimleri Kongresi içinde (s. 2137-2160),
Ankara: Gazi Üniversitesi.
Duit, R. and Treagust, F. D. (2003). Conceptual change: a powerful framework for ımproving science teaching
and learning. International Journal of Science Education, 25(6), 671- 688.
Durmuş, J. and Bayraktar, Ş. (2010). Effect of conceptual change texts and laboratory experiments on fourth
grade students’ understanding of matter and change concepts. Journal of Science Education and Technology,
19(5), 498-504.
Flores-Camacho, F., Gallegos-Cazares, L., Garritz, A. and Garcia-Franco, A. (2007). Incommensurability and
multiple models: Representations of the structure of matter in undergraduate chemistry students. Science
Education, 16, 775-800.
Gabel, D.L. (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of
Chemical Education , 70(3), 193-194.
Griffiths, A.K. and Preston, K. R. (1992). Grade-12 students’ misconceptions relating to fundamental
characteristics of atoms and molecules. Journal of Reseach in Science Teaching, 29(6), 611-628.
Hatzinikita, V., Koulaidis, V. and Hatzinikitas, A. (2005). Modeling pupils’ understanding and explanations
concerning changes in matter. Research in Science Education, 35, 471-495.
Johnson, P. (1998b). Children’s understanding of changes of state involving the gas state, part 1: Boiling water
and the particle theory. International Journal of Science Education, 20(5), 567-583.
Johnson, P. (1998c). Children’s understanding of changes of state involving the gas state, part 2: evaporation
and condensation below boiling point. International Journal of Science Education, 20(6), 695-709.
Johnson, P. and Papageorgiou, G. (2010). Rethinking the introductory of particle theory: A substance-based
framework. Journal of Research in Science Teaching, 47(2), 130-150.
Jimenez Gomez, E. J., Benarroch, A. and Marin, N. (2006). Evaluation of the degree of coherence found in
students’ conceptions concerning the particulate nature of matter. Journal of Research in Science Teaching,
43(6), 577-598.
Johnson, P. (1998a). Progression in children’s understanding of a basic particle theory: A longitudinal study.
International Journal of Science Education, 20(4), 393-412.
Kenan, O. (2005). İlköğretimin farklı seviyelerindeki öğrencilerin maddenin tanecikli yapısı kavramını anlama
seviyelerinin ve yanlış anlamalarının belirlenmesi. Yayınlanmamış yüksek lisans tezi, KTÜ, Trabzon.
Kenan, O. (2014). “Maddenin Tanecikli Yapısı” Ünitesine Yönelik Zenginleştirilmiş Bilgisayar Destekli Öğretim
Materyalinin Geliştirilmesi ve Etkililiğinin Araştırılması. Yayınlanmamış doktora tezi, KTÜ, Trabzon.
Krnel, D., Glazar, S. A. and Watson, R. (2003). The development of the concept of “matter”: A cross age study
how children classify materials. Science Education, 87(5), 621-639.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D. and Blakeslee, T. D. (1993). Changing middle school
students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249–270.
Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Ağustos 2014 Cilt: 3 Sayı: 3 Makale No: 15 ISSN: 2146-9199
179
Liu, X. and Lesniak, K. M. (2005). Students’ progression of understanding the matter concept from elementary
to high school. Science Education, 89, 433-450.
Margel, H., Eylon, B. S. and Scherz, Z. (2008). A longitudinal study of junior high school students’ conceptions of
the structure of materials. Journal of Research in Science Teaching, 45(1), 132-152.
Nakhleh, M. B. and Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of
Research in Science Teaching, 36(7), 777–805.
Nakhleh, M. B., Samarapungavan, A. and Saglam, Y. (2005). Middle school students’ beliefs about matter.
Journal of Research in Science Teaching, 42(5), 581-612.
Novick, S. and Nussbaum, J. (1978). Junior high school students’ understanding of particulate nature of matter:
an interview study. Science Education, 62(3), 273–281.
Novick, S. and Nussbaum. J. (1981). Pupils' understanding of the particulate nature of matter: A cross-age
study. Science Education 65(2), 187–196.
Osborne, R. J. and Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of
Research in Science Teaching, 20(9), 825-838.
Othman, J., Treagust, D. F. and Chandrasegaran, A. L. (2008). An investigation into the relationship between
students’ conceptions of the particulate nature of matter and their understanding of chemical bonding.
International Journal of Science Education, 30(11), 1531-1550.
Özmen, H., Ayas, A. ve Coştu, B. (2002). Determination of the science student teachers’ understanding level
and misunderstandings about the particulate nature of the matter. Educational Sciences: Theory and Practice,
2(2), 507-529.
Özmen, H. and Kenan, O. (2007). Determination of the turkish primary students’ views about the particulate
nature of matter. Asia-Pacific Forum on Science Learning and Teaching, 8(1), 1-15.
Özmen, H. (2011a). Effect of animation enhanced conceptual change texts on 6th grade students’
understanding of the particulate nature of matter and transformation during phase changes. Computers &
Education, 57(1), 1114-1126.
Özmen, H. (2011b). Turkish primary students’ conceptions about the particulate nature of matter. International
Journal of Environmental and Science Education, 6(1), 99-121.
Papageorgiou, G., Johnson, P. and Fotiades, F. (2008). Explaining melting and evaporation below boiling point.
Can software help with particle ideas? Research in Science and Technology Education, 26(2), 165-183.
Pereira, M. P. and Pestana, M. E. (1991). Pupils’ representations of water. International Journal of Science
Education, 13, 313-319.
Pierri, E., Karatrantou, A. and Panagiotakopoulos, C. (2008). Exploring the phenomenon of “change of phase” of
pure substances using the microcomputer-based-laboratory (MBL) system. Chemistry Education Research and
Practice, 9, 234-239.
Shepherd, D. L. and Renner, J. W. (1982). Student understandings and misunderstandings of states of matter
and density changes. School Science and Mathematics, 82(8), 650-665.
Snir, J., Smith, C. L. and Raz, G. (2003). Linking phenomena with competing underlying models: a software tool
for introducing students to the particulate model of matter. Science Education, 87(6), 794–830.
Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Ağustos 2014 Cilt: 3 Sayı: 3 Makale No: 15 ISSN: 2146-9199
180
Stavy, R. (1990). Children’s conception of changes in the state of matter: from liquid (or solid) to gas. Journal of
Research in Science Teaching, 27(3), 247-266.
Thorley, N. R., 1990. The Role of the Conceptual Change Model in the Interpretation of Classroom Interactions,
Submitted to the Graduate School of the University of Wisconsin- Madison in Partial Fulfillment of the
Requirements for the degree of Doctor of Philosophy, August.
Treagust, D. F., Chandrasegaran, A. L., Crowley, J., Yung, B. H. W., Cheong, I. P. and Othman, J. (2010).
Evaluating students’ understanding of kinetic particle theory concepts relating to the states of matter, changes
of state and diffusion: A cross-national study. International Journal of Science and Mathematics Education, 8,
141-164.
Tsai, C.-C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase
change: A study of an analogy activity. Journal of Science Education and Technology, 8(1), 83–91.
Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its
transformations during dissolving. Chemistry Education Research and Practice in Europe, 1(2), 249-262.
Yaman, F. (2012). Bilgisayara dayalı tahmin-gözlem-açıklama (TGA) etkinliklerinin öğrencilerin asit-baz
kimyasına yönelik kavramsal anlamalarına etkisi: Türkiye ve ABD örneği. Yayınlanmamış doktora tezi, KTÜ,
Trabzon.
Yezierski, E. J. (2003). The particulate nature of matter and conceptual change: A cross-age study. Doctoral
dissertation, Arizona State University.
Thank you for copying data from http://www.arastirmax.com
