بررسی میزان تأثیر استفاده از تکنیک استاپ موشن در بهبود کیفیت استدلال ورزی علمی دانش آموزان دوره متوسطه

Abate, T., Michael, K., & Angell, C. (2020). Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1927. https://doi.org/10.29333/ejmste/9353

Abate, T., Michael, K., & Angell, C. (2021). Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1958. https://doi.org/10.29333/ejmste/10834

Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. https://doi.org/10.1080/09500690050044044

Adams, W. K., & Wieman, C. E. (2015). Analyzing the many skills involved in solving complex physics problems. American Journal of Physics, 83(5), 459–467. https://doi.org/10.1119/1.4913923

Adey, P., & Csapo, B. (2012). Developing and assessing scientific   reasoning. In B. Csapo & G. Csapo (Eds.), Framework for diagnostic assessment of science (pp. 17–49). Nemzeti Tankonyvkiado.

Adey, P., & Shayer, M. (1994). Really raising standards–improving learning through cognitive intervention. London: Routledge.

Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2–3), 131–152.

Akaygun, S. (2016). Is the oxygen atom static or dynamic? The effect of generating animations on students’ mental models of atomic structure. Chemistry Education Research and Practice, 17(4), 788–807.

Akaygun, S., & Jones, L. L. (2013). Based design and development of a simulation of liquid–vapor equilibrium. Chemistry Education Research and Practice, 14(3), 324–344.

Al Balushi, K. A., Al-Shibli, S., & Al-Zakwani, I. (2013). Drug utilization patterns in the emergency department: A retrospective study. Journal of Basic and Clinical Pharmacy, 5(1), 1–6. https://doi.org/10.4103/0976-0105.128226

Bao, L., Cai, T., Koenig, K., & Fang, K. (2009). Learning and scientific reasoning. Washington, DC: AAAS.

Bao, L., Xiao, Y., Koenig, K., & Han, J. (2018). Validity evaluation of the Lawson classroom test of scientific reasoning. Physical Review Physics Education Research, 14(2), 020106. https://doi.org/10.1103/PhysRevPhysEducRes.14.020106

Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839–846. https://doi.org/10.1016/j.compedu.2010.10.025

Bicak, B. E., Borchert, C. E., & Höner, K. (2021). Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency. Education Sciences, 11(9), 496. https://doi.org/10.3390/educsci11090496

Brown, J., Murcia, K., & Hackling, M. (2013). Slowmation: A multimodal strategy for engaging children with primary science. Teaching Science, 59(4), 14–20.

Brown, J., MurGJa, K., & HaGkling, M. (2013). Slawmation: A nnultinnodal strategy far engaging children with primary science. 59(4).

Chen, Z., & Klahr, D. (1999). All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy. Child Development, 70(5), 1098–1120. https://doi.org/10.1111/1467-8624.00081

Chi, M. T. H. (2009). Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics in Cognitive Science, 1(1), 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x

Coletta, V. P., & Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182. https://doi.org/10.1119/1.2117109

Danish, J. A., & Enyedy, N. (2007). Negotiated representational mediators: How young children decide what to include in their science representations. Science Education, 91(1), 1–35. https://doi.org/10.1002/sce.20166

Dawes, L. (2004). RESEARCH REPORT: Talk and learning in classroom science. International Journal of Science Education, 26(6), 677–695. https://doi.org/10.1080/0950069032000097424

Ding, L., Wei, X., & Liu, X. (2016). Variations in University Students’ Scientific Reasoning Skills Across Majors, Years, and Types of Institutions. Research in Science Education, 46(5), 613–632. https://doi.org/10.1007/s11165-015-9473-y

Dole, S. F., Bloom, L. A., & Doss, K. K. (2016). Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning. Global Education Review, 3(4), Article 4. https://ger.mercy.edu/index.php/ger/article/view/266

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23(7), 5–12. https://doi.org/10.3102/0013189X023007005

Evagorou, M., & Osborne, J. (2010). The role of language in the learning and teaching of science. Good Practice in Science Teaching: What Research Has to Say, 135–157.

Farrokhnia, M., Meulenbroeks, R. F. G., & Van Joolingen, W. R. (2020). Student-Generated Stop-Motion Animation in Science Classes: A Systematic Literature Review. Journal of Science Education and Technology, 29(6), 797–812. https://doi.org/10.1007/s10956-020-09857-1

Ford, M. J., & Wargo, B. M. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96(3), 369–391. https://doi.org/10.1002/sce.20482

Großschedl, J., Harms, U., Kleickmann, T., & Glowinski, I. (2015). Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities. Journal of Science Teacher Education, 26(3), 291–318. https://doi.org/10.1007/s10972-015-9423-6

Hambleton, R. K., Sireci, S. G., & Smith, Z. R. (2009). How Do Other Countries Measure Up to the Mathematics Achievement Levels on the National Assessment of Educational Progress? Applied Measurement in Education, 22(4), 376–393. https://doi.org/10.1080/08957340903221675

Han, J. (2013). Scientific reasoning: Research, development, and assessment [PhD Thesis, The Ohio State University]. https://rave.ohiolink.edu/etdc/view?acc_num=osu1366204433

Hanson, S. (2016). The Assessment Of Scientific Reasoning Skills Of High School Science Students: A Standardized Assessment Instrument [MS, Illinois State University]. https://doi.org/10.30707/ETD2016.Hanson.S

Hartmann, S., Upmeier Zu Belzen, A., Krüger, D., & Pant, H. A. (2015). Scientific Reasoning in Higher Education: Constructing and Evaluating the Criterion-Related Validity of an Assessment of Preservice Science Teachers’ Competencies. Zeitschrift Für Psychologie, 223(1), 47–53. https://doi.org/10.1027/2151-2604/a000199

Hawkins, J., & Pea, R. D. (1987). Tools for bridging the cultures of everyday and scientific thinking. Journal of Research in Science Teaching, 24(4), 291–307. https://doi.org/10.1002/tea.3660240404

Heijnes, D., van Joolingen, W., & Leenaars, F. (2018). Stimulating Scientific Reasoning with Drawing-Based Modeling. Journal of Science Education and Technology, 27(1), 45–56. https://doi.org/10.1007/s10956-017-9707-z

Hilfert-Rüppell, Dagmar, Looß, Maike, Klingenberg, Konstantin, Eghtessad, Axel, Höner, Kerstin, Müller, Rainer, Strahl, Alexander, & Pietzner, Verena. (2018). Scientific reasoning of prospective science teachers in designing a biological experiment. https://doi.org/10.25656/01:14743

Hoban, G. (2010). “Data dumping, after the test you forget it all”: Seeking Deep Approaches to Science Learning with Slowmation (Student-generated Animations). Proceedings of The Australian Conference on Science and Mathematics Education. https://openjournals.library.sydney.edu.au/IISME/article/view/4716

Hoban, G. F. (2005). From claymation to slowmation: A teaching procedure to develop students’ science understandings. Teaching Science, 51(2), 26–30.

Hoban, G. F. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 75–91.

Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985–1009. https://doi.org/10.1002/tea.20436

Hoban, G., & Nielsen, W. (2012). Using “Slowmation” to enable preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42, 1101–1119.

Hoban, G., & Nielsen, W. (2013). Learning Science through Creating a ‘Slowmation’: A case study of preservice primary teachers. International Journal of Science Education, 35(1), 119–146. https://doi.org/10.1080/09500693.2012.670286

Hoban, G., Nielsen, W., Macdonald, D., & Ferry, B. (2009). Validating the Slowmation learning design: Comparing a learning design with students’ experiences of learning. https://ro.uow.edu.au/edupapers/1047/

Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions. Cognition and Instruction, 17(4), 379–432. https://doi.org/10.1207/S1532690XCI1704_2

Ilhan, G. O., Kaba, G., & Sin, M. (2021). Usage of Digital Comics in Distance Learning during COVID-19. International Journal on Social and Education Sciences, 3(1), 161–179.

Johnson, M. A., & Lawson, A. E. (1998). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35(1), 89–103. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<89::AID-TEA6>3.0.CO;2-J

Joshi, R., & Verspoor, A. (2012). Secondary education in Ethiopia: Supporting growth and transformation. World Bank Publications. https://books.google.com/books?hl=en&lr=&id=RsshvHaijDwC&oi=fnd&pg=PR5&dq=Joshi,+R.+D.,+%26+Verspoor,+A.+(2013).+Secondary+Education+in+Ethiopia:+Supporting+Growth+and+Transformation.+World+Bank.+https://doi.org/10.1596/978-0-8213-9727-5&ots=G4e_UWGZqo&sig=Z8bM587-BpO2nPFYOGOGcNWNmFk

Justi, R., & Van Driel, J. (2005). A Case Study of the Development of a Beginning Chemistry Teacher’s Knowledge about Models and Modelling. Research in Science Education, 35(2–3), 197–219. https://doi.org/10.1007/s11165-004-7583-z

Kambach, M. (2018). Experimentierprozesse von Lehramtsstudierenden der Biologie. Eine Videostudie. Logos Verlag Berlin. https://doi.org/10.30819/4669

Kelly, D. (2012). Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context: First Look at PISA 2012.

Kelly, R. M., & Jones, L. L. (2007). Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations. Journal of Science Education and Technology, 16(5), 413–429. https://doi.org/10.1007/s10956-007-9065-3

Khan, S., & Krell, M. (2019). Scientific Reasoning Competencies: A Case of Preservice Teacher Education. Canadian Journal of Science, Mathematics and Technology Education, 19(4), 446–464. https://doi.org/10.1007/s42330-019-00063-9

Khan, S., & Krell, M. (2021). Patterns of Scientific Reasoning Skills among Pre-Service Science Teachers: A Latent Class Analysis. Education Sciences, 11(10), 647. https://doi.org/10.3390/educsci11100647

Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. Assessment of Competencies in Educational Contexts, 3, 22.

Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory. Child Development, 86(1), 327–336. https://doi.org/10.1111/cdev.12298

Krell, M., Koska, J., Penning, F., & Krüger, D. (2015). Fostering pre-service teachers’ views about nature of science: Evaluation of a new STEM curriculum. Research in Science & Technological Education, 33(3), 344–365. https://doi.org/10.1080/02635143.2015.1060411

Krell, M., Redman, C., Mathesius, S., Krüger, D., & Van Driel, J. (2020). Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies. Research in Science Education, 50(6), 2305–2329. https://doi.org/10.1007/s11165-018-9780-1

Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.). (2013). Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project. Springer US. https://doi.org/10.1007/978-1-4614-5149-5

Lawson, A. E. (n.d.). Science Teaching and Development of Thinking.

Lawson, A. E. (1978). The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching, 15(1), 11–24. https://doi.org/10.1002/tea.3660150103

Lawson, A. E. (2004). The Nature and Development of Scientific Reasoning: A Synthetic View. International Journal of Science and Mathematics Education, 2(3), 307–338. https://doi.org/10.1007/s10763-004-3224-2

Lawson, A. E., Clark, B., Cramer-Meldrum, E., Falconer, K. A., Sequist, J. M., & Kwon, Y.-J. (2000). Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist? Journal of Research in Science Teaching, 37(1), 81–101. https://doi.org/10.1002/(SICI)1098-2736(200001)37:1<81::AID-TEA6>3.0.CO;2-I

Martí-Vilar, M., Escrig-Espuig, J. M., & Merino-Soto, C. (2023). A systematic review of moral reasoning measures. Current Psychology, 42(2), 1284–1298. https://doi.org/10.1007/s12144-021-01519-8

Mathesius, S., Hartmann, S., Upmeier zu Belzen, A., & Krüger, D. (2016). Scientific reasoning as an aspect of pre-service biology teacher education: Assessing competencies using a paper-pencil test. The Future of Biology Education Research; Tal, T., Yarden, A., Eds, 93–110.

Mayer, D., Sodian, B., Koerber, S., & Schwippert, K. (2014). Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities. Learning and Instruction, 29, 43–55. https://doi.org/10.1016/j.learninstruc.2013.07.005

Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. In Current topics in children’s learning and cognition. IntechOpen. https://books.google.com/books?hl=en&lr=&id=joefDwAAQBAJ&oi=fnd&pg=PA61&dq=Morris,+

Mueller, M., Yankelewitz, D., & Maher, C. (2010). Rules without reason: Allowing students to rethink previous conceptions. The Mathematics Enthusiast, 7(2), 307–320.

Muslu Kaygisiz, G., Gürkan, B., & Akbas, U. (2018). Adaptation of Scientific Reasoning Scale into Turkish and Examination of Its Psychometric Properties. Educational Sciences: Theory and Practice, 18(3), 737–757.

National Research Council (U.S.) (Ed.). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.

Nielsen, W., & Hoban, G. (2015). Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation. Journal of Research in Science Teaching, 52(9), 1207–1233. https://doi.org/10.1002/tea.21242

Nielsen, W., Turney, A., Georgiou, H., & Jones, P. (2022). Meaning Making with Multiple Representations: A Case Study of a Preservice Teacher Creating a Digital Explanation. Research in Science Education, 52(3), 871–890. https://doi.org/10.1007/s11165-021-10038-2

Opitz, A. (2017). Advancing the assessment of scientific reasoning skills: A review of tests and a detailed analysis of a common test.

Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning – a review of test instruments. Educational Research and Evaluation, 23(3–4), 78–101. https://doi.org/10.1080/13803611.2017.1338586

Organization, W. H. (2016). Organisation for Economic Co-Operation and Development (OECD). World Health Organization: Geneva, Switzerland.

Orraryd, D. (2021). Making science come alive: Student-generated stop-motion animations in science education. https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173038

Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. https://doi.org/10.1007/s11165-009-9163-8

Piaget, J. (1965). The stages of the intellectual development of the child. Educational Psychology in Context: Readings for Future Teachers, 63(4), 98–106.

Reinisch, B., & Krell, M. (2023). Assessing Pre-service Teachers’ Views of Scientists, Their Activities, and Locations: The VoSAL Instrument. Research in Science Education, 53(1), 139–153. https://doi.org/10.1007/s11165-022-10046-w

Roadrangka, V., Yeany, R. H., & Padilla, M. J. (1982). Group test of logical thinking. University of Georgia, Athens, GA.

Stieff, M., Bateman, R. C., & Uttal, D. H. (2005). Teaching and Learning with Three-dimensional Representations. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 93–120). Springer Netherlands. https://doi.org/10.1007/1-4020-3613-2_7

Stiller, J., Hartmann, S., Mathesius, S., Straube, P., Tiemann, R., Nordmeier, V., Krüger, D., & Upmeier Zu Belzen, A. (2016). Assessing scientific reasoning: A comprehensive evaluation of item features that affect item difficulty. Assessment & Evaluation in Higher Education, 41(5), 721–732. https://doi.org/10.1080/02602938.2016.1164830

Tobin, K. G., & Capie, W. (1981). The Development and Validation of a Group Test of Logical Thinking. Educational and Psychological Measurement, 41(2), 413–423. https://doi.org/10.1177/001316448104100220

Tsui, C., & Treagust, D. (2010). Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument. International Journal of Science Education, 32(8), 1073–1098. https://doi.org/10.1080/09500690902951429

Van Borkulo, S. P., Van Joolingen, W. R., Savelsbergh, E. R., & De Jong, T. (2012). What Can Be Learned from Computer Modeling? Comparing Expository and Modeling Approaches to Teaching Dynamic Systems Behavior. Journal of Science Education and Technology, 21(2), 267–275. https://doi.org/10.1007/s10956-011-9314-3

Van Der Graaf, J., Van De Sande, E., Gijsel, M., & Segers, E. (2019). A combined approach to strengthen children’s scientific thinking: Direct instruction on scientific reasoning and training of teacher’s verbal support. International Journal of Science Education, 41(9), 1119–1138. https://doi.org/10.1080/09500693.2019.1594442

Voss, J. F., Perkins, D. N., & Segal, J. W. (2012). Informal reasoning and education. Routledge. https://books.google.com/books

Voss, J. F., Wiley, J., & Carretero, M. (1995). Acquiring Intellectual Skills. Annual Review of Psychology, 46(1), 155–181. https://doi.org/10.1146/annurev.ps.46.020195.001103

Waldrip, B., Prain, V., & Carolan, J. (2010). Using Multi-Modal Representations to Improve Learning in Junior Secondary Science. Research in Science Education, 40(1), 65–80. https://doi.org/10.1007/s11165-009-9157-6

Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In Defining and selecting key competencies (pp. 45–65). Hogrefe & Huber Publishers.

Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967. https://doi.org/10.1002/sce.20259

Yaseen, Z., & Aubusson, P. (2020). Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry. Research in Science Education, 50(2), 529–548. https://doi.org/10.1007/s11165-018-9700-4

Yonyubon, S., Khamsong, J., & Worapun, W. (2022). The Effects of 5E Inquiring-Based Learning Management on Grade 7 Students’ Science Learning Achievement. Journal of Educational Issues, 8(2), 193–201.

Zhou, B., Khosla, A., Lapedriza, A., Oliva, A., & Torralba, A. (2016). Learning Deep Features for Discriminative Localization. 2921–2929. https://openaccess.thecvf.com/content_cvpr_2016/html/Zhou_Learning_Deep_Features_CVPR_2016_paper.html