Uppeldi og menntun - 01.07.2006, Page 65

Uppeldi og menntun - 01.07.2006, Page 65
6 Christidou, V. og Hatzinikita, V. (2006). Preschool children’s ex­planations of plant growth and rain formation: a comparative analysis. Research in Science Education, 36, 187–210. de Bóo, M. (2006). Science in the early years. í W. Harlen (Ritstj.), ASE guide to primary science educations (bls. 124–132). Herts: The association for Science Education. Dewey, J. (2000). Reynsla og menntun (Gunnar Ragnarsson, þýð.). Reykjavík: Rannsókn- arstofnun kennaraháskóla íslands. (Upphaflega kom verkið út 1938). Driver, R. (1983). The pupil as scientist? Stony Stratford: The Open University Press. Driver, R., Guesne, E. og Tiberghien, a. (Ritstj.). (1985). Children´s ideas in science. Milton keynes: Open University Press. Driver, R., Squires, a., Rushworth, P. og Wood-Robinson, V. (1994). Making sense of secondary science. London: Routledge. Duit, R. (2006). Bibliography – STCSE students’ and teachers’ conceptions and science education. Sótt í júlí 2006, af http://www.ipn.uni-kiel.de/aktuell/stcse/ Fleer, M. (1996). Early learning about light: Mapping preschool children´s thinking about light before, during and after involvement in a two week teaching program. International Journal of Science Education, 18(7), 819–836. Fleer, M. og Robbins, J. (2003). Understanding our youngest scientific and technolog- ical thinkers: International developments in early childhood science education. Research in Science Education, 33, 399–404. Gall, M. D., Borg, W. R. og Gall, J. P. (1996). Educational research: An introduction (6. út- gáfa). White Plains, N.y.: Longman Publishers. Gardner, H. (2001). Jerome S. Bruner 1915-. í J. a. Palmer (Ritstj.), Fifty modern thinkers on education (bls. 90–96). London: Routledge. Glauert, E. (2005). Making sense of science in the reception class. International Journal of Early Years Education, 13(3), 215–233. Glauert, E., Heal, C. og Cook, J. (2003). knowledge and understanding of the world. í J. Riley (Ritstj.), Learning in the early years (bls. 125–155). London: Paul Chapman Publishing. Hafþór Guðjónsson (1991). Raungreinar – til hvers? Ný menntamál, 9(2), 14–22. Harlen, W. (2001). Research in primary science education. Journal of Biological Education, 35(2), 61–65. Haukur arason og kristín Norðdahl (2005). Vísindaleikir – þróunarverkefni um eðlisfræði­ kennslu í leikskólum. Reykjavík: Rannsóknarstofnun kennaraháskóla íslands. Howe, a. C. (1993). Science in early childhood education. í B. Spodek (Ritstj.), Hand­ book of research on the education of young children (bls. 225–234). New york: Macmillan Publishing Company. Jóhanna Einarsdóttir (2005). Nýjar áherslur í leikskólastarfi – kalla þær á breytingar á leikskólakennaramenntuninni? í Gretar L. Marinósson, o.fl. (Ritstj.), Nám í nýju samhengi (bls. 11–25). Reykjavík: Rannsóknarstofnun kHí. Jón Torfi Jónasson (2006). Frá gæslu til skóla: Um þróun leikskóla á Íslandi. Reykjavík: Rannsóknarstofa um menntakerfi, Félagsvísindastofnun Háskóla íslands. kamii, C. og DeVries, R. (1993). Physical knowledge in preschool education, implications HaUkUr aras­on, kris­tín norð­daHl
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