Asia-Pacific Forum on Science Learning and Teaching, Volume 14, Issue 1, Article 2 (Jun., 2013)
Miraç AYDIN, Hasan BAKIRCI, Hüseyin ARTUN and Salih ÇEPNİ
Effectiveness of technological design on elementary student teachers' understanding of air resistance, gravity, terminal velocity and acceleration: Model parachute race activity

Previous Contents


References

Barak, M., & Zadok, Y. (2009). Robotics projects and learning concepts in science, technology and problem solving. International Journal of Technology and Design Education 19, 289– 307.

Barker, P., van Schaik, P., Hundson, S. & Tan, C. M. (1998). Mental Models and Their Role in Teaching and Learning, Proceedings of Ed-MEDIA/ED-TELECOM' 98 (World Conference on Educational Multimedia and Hypermedia and World Conference on Educational Telecommunications), Freiburg, GERMANY

Bencze, J. L. (2010). Promoting student-led science and technology projects in elementary teacher education: Entry into core pedagogical practices through technological design. International Journal of Technology and Design Education, 20, 43–62.

Bierga, H., & Rasmussen, L. R. (2008). Enacting subjectivities in educational history: methodological reflections on the use of qualitative interviews for history writing. Paedagogica Historica 44(6), 721–731.

Brandt, R. (1998). Powerful learning. Association for Supervision and Curriculum, Alexandria, USA.

Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International 45(4), 375–387.

Çepni, S. (2010). Araştırma ve Proje Çalışmalarına Giriş (Genişletilmiş dördüncü baskı), Celepler Matbaacılık, Trabzon

Frazier, W., M. & Sterling, D., R. (2008). Motor Mania: Revving Up for Technological Design, The Technology Teacher, February, 5-12.

Hakkarainen, P.S., Viilo, M. & Hakkarainen, K. (2010). Learning by collaborative designing: technology-enhanced knowledge practices. International Journal of Technology and Design Education, 20, 109–136.

Hay, D., Kinchin, I., & Baker, S. L. (2008). Making learning visible: the role of concept mapping in higher education. Studies in Higher Education 33(3), 295–311.

Howard-Jonesa, P.A., Winfield, M. & Crimmins, G. (2008). Co-constructing an understanding of creativity in drama education that draws on neuropsychological concepts. Educational Research, 50(2), 187–201.

ITEA, International Technology Education Association. (2003). Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards. Reston, Virginia: ITEA.

ITEA, International Technology Education Association. (2007). Standards for Technological Literacy: Content for the Study of Technology. Third Edition, Reston, Virginia: ITEA.

Kinchin, I.M., Streatfield, D. & Hay, D.B. (2010). Using Concept Mapping to Enhance the Research Interview. International Journal of Qualitative Methods, 9(1), 52-68.

Liu, M. C. & Wang, J. Y. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. Educational Technology & Society, 13(2), 25–39.

Mettas, A., C. & Constantinou, C. C. (2007). The Technology Fair: A Project-Based Learning Approach For Enhancing Problem Solving Skills and Interest in Design and Technology Education, International Journal of Technology and Design Education, 18, 79-100.

Miles, M. B. & Huberman, A.M. (1994). Qualitative Data Analysis (Second Edition), London: Sage.

Mioduser, D. & Dagan, O. (2007). The effect of the alternative approaches to design instruction (structural or functional) on students' mental models of technological design process, International Journal Technological Design Education, 17,135-148.

Moore, V., J., Chessin, D., A. & Theobald, B. (2010). Insect Keepers A Unit For First-and Second-Grade Students Integrates Life Science and Technological Design, Science and Children, March, 28-32.

Nugent, G., Barker, B., Grandgenett, N. & Adamchuk, V., I. (2010). Impact of Robotics and Geospatial Technology Interventions on Youth STEM Learning and Attitudes, Journal of Research on Technology in Education. 42(4), 391-408.

Oliver, K. & Hannafin, M. (2001). Developing and refining mental models in open-ended learning environments: A case study, 49(4), 5-32.

Roth, W. M. (2001). Learning science through technological design, Journal of Research in Science Teaching, 38(7), 768-790.

Safayeni, F., Derbentseva, N. & Canas, A. J. (2005). A theoretical note on concepts and the need for cyclic concept maps. Journal of Research in Science Teaching 42 (7),741–766.

Sidawi, M. (2009) Teaching science through designing technology. International Journal of Technology & Design Education. 19(3), 269-287.

Silk, E.M., Higashi, R., Shoop, R. & Schunn, C. D. (2010). Designing Technology Activities that Teach Mathematics, The Technology Teacher, December/January, 21-27.

Trigueros, M., & Martínez-Planell, R. (2010). Geometrical representations in the learning of two-variable functions. Educational Studies in Mathematics, 73, 3–19.

Tsaparlis, G., & Papaphotis, G. (2009). High-School Students’ Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts, International Journal of Science Education 31(7), 895–930.

White, R., & Gunstone, R. (1992). Probing Understanding, Falmer Press, USA.

Wu, H. & Hsieh, C. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry‐based learning environments. International Journal of Science Education, 28(11), 1289-1313.

Yıldırım, A & Şimşek, H., (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık


Copyright (C) 2013 HKIEd APFSLT. Volume 14, Issue 1, Article 2 (Jun., 2013). All Rights Reserved.