T BIO 1302727 Bibliography

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Ardi Kurniadi, 2016

PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

DAFTAR PUSTAKA

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Cho, K-L., and Jonassen, D. H. (2002). The Effects of Argumentation Scaffolds on Argumentation and Problem Solving. ETR&D, 50 (3), 5-22.

Cimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’

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Driver, R., et al. (1998). Establishing The Norms of Scientific Argumentation in Classrooms. 287-312.

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Erduran, S, et al. (2006). Learning to Teach Argumentation: Case Studies of Pre-Sevice Secondary Science Teachers. Eurasia Journal Mathematics, Science, and Technology Education, 2 (2), 2006.

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Henno, I. and Reiska, P. (2008). Using Concept Mapping as Assessment Tool in School Biology. Concept Mapping: Connecting Educators, Proc. Of the 3rd International Conference on Concept Mapping). Tallinn, Estonia & Helsinki.

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Kuhn, D. (2010). Teaching and Learning Science as Argument. Science Education, 94, 810-824.

Kuhn, D. and Felton, M. (2001). The Development of Argumentive Discourse Skill. Discourse Processes, 32 (2&3), 135-153.

Kuhn, D., and Udell, W. (2003). The Development of Argument Skills. Child Development, 74 (5), 1245-1260.

Lang, H.R., and Evans, D.N. (2006). Models, Strategies, and Methods for Effective Teaching. Boston: Pearson Eucation.

Lee, C-Q., and She, H-C. (2010). Facilitating Students’ Conceptual Change and Scientific Reasoning Involving the Unit of Combustion. Res Science Education, 40, 479-504.

Loughran, J., Berry, A., and Mulhall. (2012). Understanding and Developing Science

Teachers’ Pedagogical Content Knowledge. (2nd Ed.). Rotterdam: Sense

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Macneil, A. J., et al. (2009). The Effects of School Culture and Climate on Student Achievement. International Journal Leadership in Education. 12 (1), 73-84.

Marttunen, M., et al. (2005). Argumentation Skills as Prerequisites for Collaborative Learning among Finish, French, and English Secondary School Students. Educational Reasearch and Evaluation, 11 (4), 365-384.

Marzano, R.J. et al. (1997). Dimensions of Learning Teacher’s Manual. (2nd Ed.). Colorado: Mid-continent Regional Educational Laboratory.

Mathai, S., and Ramadas, J. (2009). Visuals and Visualisation of Human Body Systems. International Journal of Science Education, 31 (3), 1-20.

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Mitchell, M. M., et al. (2010). Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy. Journal of School Health. 80 (6), 271-278.

Modell, H. I. (1996). Preparing Students to Participate in an Active Learning Environment. Advan Physiol Education. 27, 69-77.

Montgomery, S. M., and Groat, L. N. (1998). Student Learning Styles and Their Implications for Teaching. (Paper). CRLT Occasional Papers, The Center for Research on Learning and Teaching, University of Michigan, Michigan.

Muhundan, V. N. (2011). Matching Learning Styles and Teaching Styles in Biology Teaching: an Alternative Approach to Mainstream Science Education in Singapore. (Thesis). Department of Science National University of Singapore, Singapore.

Okoronka, U. A., and Wada, B. Z. (2014). Effects of Analogy Instructional Strategy, Cognitive Style and Gender on Senior Secondary School Students Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria. American Journal of Educational Research, 2 (9), 788-792.

Ormanci, U. and Oren, F. S. (2011). An Analysis of Pre-Service Teachers’ Drawings about the Digestive System in terms of Their Gender, Grade Levels, and Opinions about the Method and Subject. International Journal of Biology Education, 1, 1-22.

Ozgur, S. (2013). The Persistence of Misconceptions about the Human Blood Circulatory System among Students in Different Grade Levels. International Journal of Environmental & Science Education, 8 (2), 255-268.

Podolefsky, N. (2006). The Use of Analogy in Physics Learning and Instruction. (Comprehensive Exam II). University of Colorado, Colorado.

Prokop, P., et al. (2007). Is Biology Boring? Student Attitudes Toward Biology. Educational Reasearch, 42 (1), 36-39.

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Reece, J. B., et al. (2011). Campbell Biology. (9th Ed.). Pearson: San Fransisco.

Robson, S. and Moseley, D. (2005). “An Integrated Framework for Thinking About Learning”. Gifted Education International, 20 (1), 36-50.

Rodriguez, V. (2013). The Human Nervous System: a Framework for Teaching and the Teaching Brain. Journal Compilation International Mind, Brain, and Education, 7 (1), 2-12.

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Schwarz, B. B., and Asterhan, C. S. C. (2008). Argumentation and Reasoning. Elsevier Press: Jerussalem.

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Thapa, A., et al. (2013). A Review of School Climate Research. Review of Educational Research.

Thoron, A. C., and Myers, B. E. (2012). Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning, 53 (4), 156-170.

Udell, W. (2007). Enhancing Adolescent Girls’ Argument Skills in Reasoning About Personal and Non-Personal Decisions. Cognitive Development, 22 (1), 343-352.

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