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DAFTAR PUSTAKA

Adisendjaja, Y. H. (2014). Pelatihan Pengembangan Pengetahuan tentang Hakikat Sains dan Inkuiri serta Implikasinya dalam Kurikulum 2013. Bandung: Jurusan Pendidikan Biologi Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam Universitas Pendidikan Indonesia.

American Association for the Advancement of Science. (1989). Science for all Americans: A project 2061 report on literacy goals in science, mathematics and technology, Washington, DC: AAAS.

Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817.

Bell, R. L. (2009). Teaching the nature of science: Three critical questions. [Online]. Tersedia: http:www.ngsp.com/Teaching the nature of science [2 Desember 2013]

Berland, L. K. & McNeill, K. J. (2009). Using a learing progression to inform scientific argumentation in talk and writing. Paper presented at the Learning Progression in Science (LeaPS) Conference, Iowa City, IA.

DeBoer, G. E. (2000). Scientific Literacy: Another look at its historical and contemporary meanings. Journal of Research in Science Teaching, 37(6), 582-601.

Evolution & the Nature of Science Institutes (ENSI Lessons for Argumentation. (2013). Scientific argumentation. The Science Teacher, 80(5).

Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation: Developments in the application of Toulmin’s argument. Pattern for studying science discourse. Science Education, 88, 915–933.

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Gray, R. & Kang, N.H. (2012). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46-65.

Henderson, J. B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for student argumentation in scientific contexts. California: Stanford University.

Jimenez Aleixandre, M. P., & Erduran, S. (2007). Argumentation in Science Education. Springer

Jimenez Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or doing science”: argument in high school genetics. Science Education, 84, 757-792.

Kementerian Pendidikan dan Kebudayaan. (2013). Rasional Kurikulum 2013. Jakarta: Depdikbud

Kenyon, L. & Reiser, B. J. (2006). A functional approach to nature of science: Using epistemological understandings to construct and evaluate explanations. Paper presented at the American Educational Research Association, San Fransisco, CA.

Khishfe, R. (2012). Relationship between nature of science understandings and argumentation skills: A role for counterargument and contextual factors. Journal of Research in Science teaching. 49(4), 489-514.

Khishfe, R. (2013). Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect of student learning and transfer. International Journal of Science Education. 36(6), 974-1016.

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Khishfe, R & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching. 43(4), 395-418.

Kuhn, L. & Reiser, B.J. (2006). Structuring activities to foster argumentative discourse. Paper presented at the American Educational Research Association. San Fransisco.

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., dan Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learnrs’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.

Lederman, N. G., Antink, A., Bartos, S. (2012). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education.

Lederman, N.G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexs for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.

McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137–1164.

McBurney, S., & Parsons, S. (2000). Modelling scientific discourse. In Pearce, D., ed., Proceedings of the Work-shop on Scientific Reasoning in Al and Philosophy of Science, 14th European Conference on Artificial Intellegence (ECAI-2000). Berlin, Germany: ECAI.

McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. in W. F. McComas (ed.) The Nature of Science in Science Education, 53-70. Kluwer Academic Publishers.

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science in science education: Rationales and strategies (pp. 41–52). Dordrecht: Kluwer (Springer) Academic Publishers.

McNeill, K. L., Lizotte, D. J., & Krajcik, J. (in press). Supporting Student’s Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials. The Journal of the Learning Sciences.

Oh, S. & Jonasset, D. H. (2006). Scaffolding Online Argumentation During Problem Solving. Journal of Computer Assisted Learning, 23, 95-110.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Education, 41(10), 994–1020.

Pezaro, C., Wright, T., Gillies, R. (2014). Pre-service primary teachers’

argumentation in socioscientific issues. Proceedings of the Frontiers in Mathematics and Science Eduaction Research Conference, Famagusta, North Cyprus: FMSERC.

Suryabrata, S. (2012). Metodologi Penelitian. Jakarta: Grafindo Persada.

Toulmin, S. (1958). The Uses of Argument. Cambridge, UK: Cambridge University Press.

Yacoubian, H. A. & Khishfe, R. (2015). Argumentation, critical thinking, nature of science and socioscientific issues: A dialogue between two researchers. Report of IHPST Thirteenth Biennial International Conference, Rio de Janeiro: IHPST.

Yerrick, R. K. (2000). Lower Track Science Students’ Argumentation and Open Inquiry Instruction. Journal of Research in Science Teaching, 37(8),807-838.

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RIWAYAT HIDUP

Penulis bernama Taurusina Indargani, yang lahir di Bandung tanggal 10 Mei

1993. Penulis adalah anak kedua dari dua bersaudara, dari pasangan Bapak Suryono

dan Ibu Iswati. Penulis telah menamatkan pendidikan di Sekolah Dasar Negeri

Antapani I (1999-2005), Sekolah Menengah Pertama Negeri 14 Bandung

(2005-2008) dan Sekolah Menengah Atas Negeri 10 Bandung (2008-2011). Pendidikan

terakhir penulis adalah pendidikan S1 Program Studi Pendidikan Biologi,

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Selama duduk di bangku perkuliahan, penulis aktif dalam berorganisasi terutama

di BEM HMBF FPMIPA UPI dan aktif dalam acara tahunan Bakti Formica untuk

Bangsa

(BFUB) XV dan XVI. Selain itu, penulis senang mengikuti beberapa perlombaan

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