Page 87 - Innovative Professional Development Methods and Strategies for STEM Education
P. 87

A Paradigm Shift for Teachers’ Professional Development Structure in Turkey




               Fullan, M. (2001). The meaning of educational change. In M. Fullan (Ed.), The New Meaning of Edu-
               cational Change. London: Routledge.
               Garet, M., Birman, B., Porter, A., Desimone, L., Herman, R., & Suk Yoon, K. (1999). Designing effective
               professional development: Lessons from the Eisenhower program. Washington, DC: U.S. Department
               of Education.
               Gokdere, M., & Cepni, S. (2004). A study on the assessment of the in-service needs of the science
               teachers of gifted students: A case for science art center. Gazi University Journal of Gazi Educational
               Faculty, 24(2), 1–14.

               Gokdere, M., & Kuçuk, M. (2003). Science education of gifted students at intellectual area; a case for
               science art centers. Educational Sciences: Theory and Practice, 3(1), 101–124.

               Gonen, S., & Kocakaya, S. (2006). An evaluation of high school physics teachers’ oppinions about in-
               service education. Pamukkale University Journal of Educational Faculty, 19(1), 37–44.

               Grimberg, I. B., Mohammed, E., & Hand, B. (2004). A grade six case study of cognitive involvement
               and attitudes towards scientific inquiry using the SWH. Paper presented at the International Conference
               of the Association for Educators of Teachers of Science, Nashville, TN.

               Gultekin, M., Cubukcu, Z., & Dal, S. (2010). In-service training needs of the primary school teachers
               regarding education-teaching. Selcuk University Journal of Ahmet Kelesoglu Educational Faculty, 29,
               131–152.

               Gunel, M. (2013). The relationship between science teaching and critical thinking skills: Where does the
               teacher stand for? Paper presented at the First African Conferences on Research in Chemistry Educa-
               tion, Addis Ababa, Ethiopia.

               Gunel, M. (2013a). Problems faced and strategies developed by teachers implementing inquiry based
               science teaching approaches. Paper presented at the 1st International Conference on Immersion Ap-
               proaches to Argument-based Inquiry (ABI) for Science Classrooms, Busan, Korea.

               Gunel, M. (2013b). Structuring, organizing and implementing longitudinal professional development
               project focusing on argumentation based science inquiry; a case of Turkish research setting. Paper pre-
               sented at the 1st International Conference on Immersion Approaches to Argument-based Inquiry (ABI)
               for Science Classrooms, Busan, Korea.

               Gunel, M., Akkus, R., & Ozer-Keskin, M. (2011). Implementing the argumentation based science
               learning approach in middle school setting through professional development programs and investigat-
               ing the impact of the approach on teachers’ pedagogy and students’ academic achievements, skills and
               perceptions toward science. Paper presented at the annual meeting of the European Science Education
               Research Association (ESERA), Lyon, France.

               Gunel, M., Akkus, R., Ozer-Keskin, M., & Keskin-Samanci, N. (2012). The effect of the SWH imple-
               mentation in Turkish school system: results from a scale up research project. Paper presented at the An-
               nual Meeting of the National Association for Research in Science Teaching (NARST), Indianapolis, IN.







               68
   82   83   84   85   86   87   88   89   90   91   92