|
  Koulaids, V. and Ogborn, J.,
Philosophy of science: an empirical study ofteachers' views,
Interenational Journal of Science Education, 11(2), 173-184,
1989.
Schoenfeld,A.L. (1983) Beyond
the purely cognitive: Belief systems, social cognitions, and
meta cognitions as driving focuses in intellectual performance.(October/December
1983). Cognitive Science, 7.
Schoenfeld,A.L. (19XX) What's
all the fuss about metacognition? (1987). In A. Schoenfeld (Ed.),Cognitive
science and mathematics education. Hillsdale, NJ: Erlbaum.
Schoenfeld,A.L. (1988) When good
teaching leads to bad results: The disasters of well taught mathematics
classes. Educational Psychologist, 23 (2), 145-166.
Explorations of students' mathematical
beliefs and behavior. (July 1989). Journal for Research in Mathematics
Education, 20 (4), 338-355.
Learning to think mathematically:
Problem solving, metacognition, and sense-making in mathematics.
(1992). In D. Grouws (Ed.), Handbook for Research on Mathematics
Teaching and Learning, pp. 334-370. New York:
Leederman, N. G. and O'Malley,
M., Students' Perceptions of Tentativeness in Science: Development,
Use, and Sources of Change, Science Education, 74(4),225-239,
1990.
Rubba, P. A. and Anderson, H.
O., Development of an Instrument of Assess Secondary School Students'
Understanding of Nature of Scientific Knowledge,Science Education,
62(4), 449-458, 1978.
koulaids, V. and Ogborn, J., Use
of systemic networks of the development of a questionnaire, Interenational
Journal of Science Education, 10(5),497-509, 1988. |
