S BIO 1100234 Bibliography

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Irsalina Hidayati Apriliani, 2016

PERBAND INGAN PAND ANGAN SISWA TENTANG HAKIKAT SAINS D AN ARGUMENTASI SISWA MENGGUNAKAN PEMBELAJARAN EKSPLISIT-REFLEKTIF D AN IMPLISIT BERBASIS ARGUMENTASI

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

DAFTAR PUSTAKA

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–436.

Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Education, 88,785–810.

Abd-El-khalick, F., Khishfe, R. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science.Journal of Research in Science Teaching, 39(7), 551-578.

Adisendjaja, Y.H. (2014). Modul Pelatihan Pengembangan Pengetahuan Tentang Hakikat Sains dan Inkuiri Serta Implikasinya dalam kurikulum 2013. Bandung.

American Association for the Advancement of Science (AAAS). (1989). Project 2061: Science for all Americans. New York: Oxford University Press.

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.

Berland, L. K., & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5),765–793.

Cavagnetto, A. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336–371.

Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623–654.

Hoolbrok, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275-288.

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Khishfe, R. (2012b). Nature of science and decision- making. International Journal of Science Education, 34(1), 67-100

Khishfe, R. (2013). Explicit nature of science and argumentation instruction in the context of sosiosaintifik issues: an effect on student learning and transfer. Journal of Research in Science Teaching, 36(6), 1-45.

Lave, J. and Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge University Press: Cambridge.

Lawson, A.E. (1982). The nature of adva nced reasoning and science instruction. Journal of Research in Science Teaching, 19, 743–760.

Leach, J., Hind, A., & Ryder, J. (2003). Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms. Science Education, 87(6), 831–848.

Lederman, N. G., Abd-El-khalick, F., Bell, R.L., dan Schwartz, R. S. (2002). Views of nature of science questionnaire: toward va lid and meaningful

assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.

Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.

Liu, S., & Lederman, N. G. (2002). Taiwanese gifted students’ views of nature of science. School Science and Mathematics, 102(3), 114–123.

McDonald, C. V. (2010). The influence of explicit nature of science and

argumentation instruction on preservice primary teacher’s views of nature

of science. International Journal of Science Education, 47(9), 1137-1164.

Nuangchalerm, P. (2010). Engaging students to perceive nature of science through socioscientific isseus-based instruction. European Journal of Social Sciences, 13(1), 34-37.

Oh, S., & Jonassent, D. H. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23, 95–110.

Rowe, M.B. (1974). A humanistic intent: The program of preservice elementary education at the University of Florida. Science Education, 58, 369–376.

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Sadler, T. D., Chambers, W. F., Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a sosioscientific issues. International Journal of Science Education, 26(4), 387- 409

Sandoval, W. A., & Milwood, K. A. (2008). What can argumentation tell us about epistemology? In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 71–88). Dordrecht: Springer.