International Journal of Science and Mathematics Education,
8
(4)
,
611
−
632.
Juuti, K. & Lavonen, J. (2006). Design-based research in science education: One step towards
methodology.
NorDiNa, 4,
54
−
68.
Järvikoski, T. (2001). Ympäristötietoisuuden käsitteestä ja ilmiöstä.
[
About the concept and
phenomenon of environmental literacy.
]
In E. Jeronen, & M. Kaikkonen (Eds.)
Ympäristötietoisuus – näkökulmia eri tieteenaloilta
[
Environmental literacy
–
interdisciplinary perspectives.
]
pp. 7
−
21. University of Oulu.
Kahn, R. (2008). From education for sustainable development to ecopedagogy: Sustaining
capitalism or sustaining life? Green theory & praxis:
The Journal of Ecopedagogy, 4
(1),
1
−
14.
Kaiser, F., Wölfing, S. & Fuhrer, U. (1999). Environmental attitude and ecological behaviour.
Journal of Environmental Psychology, 19,
1
−
19.
Kaivola, T. (2007). Sustainable development in teacher education. In T. Kaivola, & L.
Rohweder (Eds.)
Towards Sustainable Development in Higher Education – Reflections.
Opetusministeriön julkaisuja 2007:6, 66
−
73.
Karpudewan, M, Ismail, Z. & Mohamed, N. (2011). Greening a chemistry teaching methods
course at the school of educational studies, University Sains Malaysia.
Journal of Education
for Sustainable Development, 5
(2)
,
197
−
214.
Karpudewan, M., Ismail, Z. & Roth, W. (2012). Ensuring sustainability of tomorrow through
green chemistry integrated with sustainable development concepts (SDCs),
Chemistry
Education Research and Practice, 13,
120
−
127.
Keinonen, T. & Hartikainen, A. (2011). Tiede yhteiskunnassa – Profiles-hanke tukee
luonnontieteiden opetuksen kehittämistä.
[
Science in society – Profiles-initiative supports
development of science education.
]
Dimensio, 1
, 17
−
19.
Keys, C. & Bryan, L. (2001). Co-constructing inquiry-based science with teachers: Essential
research for lasting reform.
Journal of Research in Science Teaching, 38
(6)
,
631
−
645.
Kipnis, M. & Hofstein, A. (2008). The inquiry laboratory as a source for development of
metacognitive skills.
International Journal of Science and Mathematics Education
, 6,
601
−
627.
Klosterman, M. & Sadler, T. (2010). Multi-level assessment of scientific content knowledge
gains associated with socioscientific issues-based instruction.
International Journal of Science
Education, 32
(8)
,
1017
−
1043.
Kolstø, S. (2000). Consensus projects: teaching science for citizenship.
International Journal
of Science Education
,
22
(6), 645
−
664.
Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science
dimension of controversial sosioscientific issues.
Science Education
,
85
(3), 291
−
310.
67
Koskela, S., Sokka, L., Korhonen, M-R., Mattila, T. & Soimakallio, S. (2010).
Elinkaarimetodiikkojen nykytila, hyvät käytännöt ja kehitystarpeet.
[
Presence, good practices
and developmental needs of life-cycle methodologies.
]
Antikainen, R. (Ed.). Reports of
Finnish Environmental Center, 7, 1
−
83.
Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview.
Do'stlaringiz bilan baham: |