پویش در آموزش علوم پایه/ دوره چهارم، شماره اول/ بهار۱۳۹۷ تأثیر کاربرد مفاهیم فیزیک در آموزش مفاهیم مشتق و انتیگرال بر انگیزش تحصیلی ریاضی دانش آموزان
پذیرفته شده در فصلنامه تعلیم و تربیت : تأثیر یادگیری مبتنی بر پروژه برعملکرد تحصیلی دانشجومعلمان فیزیک در درس مبانی الکتریسیته و مغناطیس-ناصر کریمی، رحیم بدری و حسین عبادی
Baran, M., & Maskan, A. (2011). The effect of project-based learning on pre-service physics teachers electrostatic achievements. Cypriot Journal of Educational Sciences, 5, 243-257.
DeGone, B. (2021). The impact of project-based learning on students in high school chemistry in rural maine. Fulfillment of the Requirements for the Degree of Master of Science. The Graduate School, The University of Maine.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2, 29-35.
Karimi N, Vahedi H. (2020). The effect of mathematical skills training in teaching physics on promoting task value and minimizing educational burnout among high school grade twelve students. Tech. Edu. J. 14(3): 681-688
Layton, D., Davey, A., & Jenkins, E. (1986). Science for special social purposes: Perspectives on adult scientific literacy. Studies in Science Education, 13, 27-52
National Research Council. (2000). Inquiry and the national science education standards: Aguide for teaching and learning. The National Academies Press.
Osborne, J.F., & Collins, S. (2000). Pupilsí and Parentsí Views of the School Science Curriculum. London: Kingís College London. Oxford University Department of Educational Studies. (1989). Enquiry into the Attitudes of Sixthformers towards Choice of Science and Technology Courses in Higher Education. Oxford, UK: Department of Educational Studies.
Tsybulsky, D. & Muchnik-Rozanov, Y. (2019). The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education: An International Journal of Research and Studies, 79(1), 48-59.
Van Brakel, J. (1997). Chemistry as the science of the transformation of substances. Synthese, 111(3), 253–282.
Weisberg, M., Needham, P., & Hendry, R. (2019). Philosophy of chemistry. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2019 Edition).
Ziman, J. (1994). The rationale of STS education is in the approach. In J. Solomon & G.S. Aikenhead (Eds.). STS Education: International perspectives on reform. New York: Teachers College Press, pp: 21-31.
)