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Delhi: Pearson Education (Singapore) Pvt. Ltd., Indian Branch.

Armitage, A., et al (2007).Mutual research design : redefining mixed methods research design. Paper presented at the British Educational Research Association Annual Conference, Institute Education, University of London.

Atila, M.E., Gunel, M., & Buyukkasap, E. (2010). The effect of using multimodal

representation within writing to learn activities on learning force and motion unit at the midle school setting. Journal of Turkish Science Education. 7(4).113-127

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Beran, T., Violato, C., & Kline, D. (2007). What‟s the „use‟ of student ratings of instruction for administrators? One university‟s experience. Canadian Journal of Higher Education, 17(1), 27-43.

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Beichner, R.J.(1994). Testing student interpretation of kinematics graphs. American Journal of Physics., 62(8), 750-762

Bereiter, Carl; Scardamalia, Marlene (1987) The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum.

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Bosse,M.J., Gyamfi,K.A., & Cheetham, M (2011) Translations Among Mathematical Representations: Teacher Beliefs and Practices, Department of Mathematics, Science, and Instruction Technology Education, College of Education, East Carolina University, Greenville, NC 28590

Brewster,C & Klump, J. (2004) Writing To Learn, Learning To write: Revisiting Writing Across the Curriculum in Northwest Secondary Schools. Northwest Regional ,Educational Laboratory Portland Oregon

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Coe, R (2000). What is an Effect Size ?.A Guide for User. Draft version.

Cohen, J. (1969) Statistical Power Analysis for the Behavioral Sciences. NY: Academic Press in Coe, Robert (2000). What is an Effect Size ?.A Guide for User. Draft version.

Coppola, B. P. (1995). Progress in practice: Using concepts from motivational and self-regulated learning research to improve chemistry instruction. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning (pp. 87-96). San Francisco, CA:Jossey-Bass.

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Danielson, S (2013). The Framework for Teaching, Evaluation Instrument. The Danielson Group,All Righ Reserved, Princeton,NJ,USA

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DeLeone, C. & Gire,E.,(2005). edited by Heron, P., McCullough, L and Marx, J. 2005 Physics Education Research Conference Proceedings, Salt Lake City, UT,2005, 45-48.

diSessa, A.(2004). Meta representation: Native competence and target for instruction. Cognitive and Instruction,22 (3), 293-331.

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Ecles, J. S.,& Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.

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A Study of Ways of Working With Writing in the 9th Grade. Stockholm Institute of Education Department of Curiculum Studies and Communication

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Garcia, T.(1995).The role of motivational strategies in self regulated learning, in Pintrich,P.R.,(ed).Understanding Self Regulated Learning, an Francisco ,Jossey Bass.

Gonzales,F., Prain, V.,and Waldrip,B. (2007). Using multi modal representations of concepts in learning science,. ESSERA Conference on Research and The Quality of Science Education.

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Hand, B., Gunel, M., & Ulu, C. (2009). Sequencing embedded multimodal representation in writing to learn approach to the teaching of electricity. Journal of Research in Science Teaching, 46 (3),225-247

Hale, S. (2003). Concept mapping handout: Handout from Georgia Parimeter College.

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Hake, R.R (1998). Interactive–engagement vs traditional methods: A six- thousand student survey of mechanics test data for introductory physics course, American Journal of Physics,66 ,64-74

Hayes, J. & Flower,L. (1980). Identifying the organization of writing processes. In:Gregg, L. and Steinberg, E. (Eds.) .Cognitive Processes in Writing, 3-30. Hillsdale, NJ:

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Hayes, J.R.,& Nash,J.G. (1996).On the nature of planning in writing. In .Levy, C.M & Ransdell, S.(1966). The Science of Writing: Theories,Methods, Individual Differencies, and Application, Mahwah, NJ; Lawrence Erlbaum.

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Johnson, R.B., and Turner,R.A.(2003). Data collection strategies in mixed research. In A. Tashakkori, and C. Teddle (Eds), Handbook of Mixed Method in Social and

Behavioral Research. 2003.Thousand Oaks, CA.

Klein, P.D. (2006). The challenges of science literacy: From the viewpoint of second

generation cognitive science. International Journal of Science Education, 28,(2/3) 143-178

Kohl.P.B. et al (2007). Strongly and weakly directed approach to teaching multiple representation use in physics. Physical Review Special Topics. Physics Education Research, 3, 010128

Kohl.P.B.et al (2008). Paterns of multiple representation use by experts and novices during physics problem solving, Physical Review Special Topics, Physics Educational Research,4, 010111

Kozma, R.B.(2003). The material features of multiple representations and their and social cognitive affordances for science understanding. Learning and Instruction, 13 (2), 205-226

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Kress, G. (2005). Gains and losses: New forms of texts, knowledge and learning. Computers and Composition, 22, 5-22.

Kress, G., Jewitt, C., Ogborn, J.,& Tsatsarelis, C. (2001). Multimodal Teaching and Learning: The Rhetorics of the Science classroom, London:Continum.

Kozminsky & Gurion. (2012). Concep maps theory, mathology, technologi. Proc.of the Fifth Int. Conference on Concep Mapping, Canas, A.J.; Novac, J.D.; Vanhear,J. Eds. Valenta Malta 2012.

Kellog, R.T. (2008). Training writing skills: a cognitive developmental perspective.Journal of Writing Research, 1(1) 1-26.

Lemke, J.L.(1998).Multiplying meaning:Visual and verbal semiotics in scientific text. In Martin, J and Veel, R.,. Reading science, London Routledge.

Lemke, J.L. (2004). The literacies in science. In Saul, E.W., (Ed.), Crossing Borders in Literacy and Science Instruction: Perspectives in Theory and Practice, 13-32.Newark, DE: International Reading Association/National Science Teachers Association.

Mayer, R.E. (2003). The promise of mulitmedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2),125-139..

Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.

McCombs, B. L. (1989). Self-regulated learning and academic achievement: A

phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Selfregulated Learning and Academic Achievement: Theory, Research, and Practice.. 51-82. 1989, New York: Springer-Verlag.

Meltzer, D.E.(2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics., 70, 1259.

Milkova,S (2012). Strategies for effectivenes lesson planning. Center for Research on learning and Teaching. Tersedia di (http://www.crlt.umich.edu)

National Writing Project & Nagin, C. (2003). Because Writing Matters: Improving Student Writing in Our Schools.San Francisco, CA: Jossey-Bass.

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Onwuegbuzie, A.J., & Leech, N.L (2004.b). Enhancing the interpretation of significant finding; The role of mixed method research. Paper presented at the Annual Meeting of The Eastern Educational Research Association, Clearwater,FL.

Permendiknas no 16 tahun 2007

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Pintrich, P. R. (1995). Understanding self-regulated learning. In Pintrich, P.R., (Ed.), Understanding Self Regulated Learning, 3-12. 1995. San Francisco, CA: Jossey-Bass.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation inlearning and teaching contexts. Journal of Educational Psychology, 95, 667-686.

Prain, V., & Waldrip, B. (2006). An exploratory study of teachers‟ and students‟ use of multi -modal representations of concepts in primary science. International Journal of

Science Education, 28(15),1843-1866

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Prain, V (2006). Learning from writing in secondary science: some theoretical and practical implications. International Journal of Science Education, 28, 170-201

Preece, J. (1993). Graphs are not straight forward. In Green,T.R.G. , Payne, S.J., &van der Veer, G.C., (Eds.), The Psychology of Computer Use, 41-56. London:Academic Press.

Rosengrant. D, Van Heuvelen. A, & Etkina. E, (2005) edited by Heron. P, . McCullough. L and Marx. J, (2005). Physics Education Research Conference Proceedings, Salt Lake City, UT, 49-52.

Rosengrant.D, Etkina. E, & Van Heuvelen. A,(2006). National Association for Research in Science Teaching Proceedings, San Francisco, CA (2006).

Ruohotie, P (2000a). Conative Constructs in Learning, in Pintrich, P. and Ruohotie, P.(eds).Conative Constructs and Self Regulated learning, 2000, Hameenlinna , Research Centre for Vocational Education.

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Sturm, J. M.,& Rankin, E, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 117(2), 124-139.

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Wellington, J., & Osborne, J.( 2001). Language and Literacy in Science Education. Buckingham: Open University Press.

Wolters,C. (1999).Self Regulated Learning and college Students Regulation of motivation, Journal of Education Psychology, .90 (2)

Wright, R.E. (2006). Student evaluations of faculty: Concerns raised in the literature, and possible solutions. College Student Journal, 40(2), 417-422.

Yore, L.D. & Treagust, D.F. (2006). Current realities and future possibilities: Language and science literacy empowering research and informing instruction.International Journal of Science Education, 28, 291-314

Zimmerman, B.J.,& Risenberg, R.(1997). Becoming a self regulated writer: a social cognitive perspective contemporary. Educational Psychology, 22(1),73-101.

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In Zimmerman,B.J., & Schunk,D.H., (Eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, 1-25. 1989. New York: Springer-Verlag.

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Zimmerman, B. J., & Paulsen, A. S. (1995). Self monitoring during collegiate studying: An invaluable tool for academic self-regulation. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning, 13- 27. 1995.San Francisco, CA: Jossey-Bass.

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