Açıkgöz K. Ü., Aktif Öğrenme, Eğitim Dünyası Yayınları, İzmir, 2004. Hake R. R., "Promoting student crossover to the Newtonian world," Am. J.
Phys. 55, 878-884 (1987). Hake R. R., "Socratic pedagogy in the intoductory physics laboratory," The
Phys. Teach., 30, 546-552 (1992). Hake R. R., "Interactive-engagement vs traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses," Am.
J. Phys. 66, 64-74 (1998). Hartley J. ve Davies I. K., "Note-taking: A critical review," Prog. Learning and
Educational Tech. 15, 207-224 (1978). Heller P., Keith R. ve Anderson S., "Teaching problem solving through cooperative grouping. Part I: Group vs. individual problem solving," Am. J.
Phys. 60, 627-636 (1992). Heller P. ve Hollabaugh M., "Teaching problem solving through cooperative
grouping. Part II: Designing problems and structuring groups," Am.
J. Phys. 60, 637-644 (1992). Hestenes D., Wells M. ve Swackhamer G., "Force Concept Inventory," The.
Phys. Teach., 30, 141-158 (1992). Knight R. D., Physics for Scientists and Engineers : A Strategic Approach
with Modern Physics (chs. 1-42) with Mastering Physics(TM), Addison
Wesley (December 18, 2003). Laws P., "Calculus based physics without lectures," Physics Today 44 (12) 23¬31 (December 1991). Laws P., "Promoting active learning based on physics education research in
introductory physics courses," Am. J. Phys. 65, 13-21 (1997a). Laws P., Workshop Physics Activity Guide, John Wiley & Sons, New York,
1997b. Mace F. C. ve Kratochwill T. R., "Theories of reactivity in self-monitoring: A
comparison of cognitive-behavioral and operant models," Behaviour Modification 9, 323-343 (1985). Mazur E., Peer Instruction: A User's
Manual, Prentice-Hall, Upper Saddle
River,NJ, 1997. McDermott L. C. Schaffer P. S. ve Somers M. D.,
"Research as a guide to
teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62,46-55 (1994). O'Kuma T.,
Maloney D. P. ve Hieggelke C. J., Ranking Task Exercises in Physics,
Prentice-Hall, Upper Saddle River, NJ, 2000. Sokoloff D. R. ve
Thornton R. K., "Using interactive lecture demonstrations
to create an active learning environment," The. Phys. Teach., 35, 340¬347 (1997). Sokoloff D. R., Thornton R. K. ve Laws P. W., RealTime
Physics, John Wiley
& Sons, New York, 1999. Thornton R. K. ve Sokoloff D. R., "Learning
motion concepts using real-time
microcomputer-based tools," Am. J. Phys. 58, 858-867 (1990).
Thornton R. K. ve Sokoloff D. R., "Assessing student learning of Newton's
laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula," Am. J. Phys. 66, 338-346 (1998). Van Heuvelen A., "Learning to think like a
physicist: A review of research-based instructional strategies," Am. J. Phys. 59, 891-897 (1991a). Van Heuvelen A., "Overview, Case Study Physics," ,4m. J. Phys. 59, 898-907
(1991b). Van Heuvelen A., ALPS: Mechanics (Vol. 1) and Electricity and Magnetism
(Vol. 2), Hayden-McNeil Publishing, Plymouth, MI, 1994. Van Heuvelen A. ve Maloney D. P, "Playing physics jeopardy," Am. J. Phys.
67, 252-256 (1999). '
Wilson J., "The CUPLE Physics Studio," The Phys. Teach. 32, 518 (1994). Zimmerman B. J., "A social cognitive view of self-regulated academic learning,"
J. Edu. Physhology 81, 329-339 (1989).
Thank you for copying data from http://www.arastirmax.com
