Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari

Judul : Professional development model for science teachers based on scientific literacy

Abstrak :

Tahun : 2007 Media Publikasi : Jurnal Nasional Blm Akreditasi

Kategori : Jurnal No/Vol/Tahun : 1 / 166 / 2007

ISSN/ISBN : 1757-899

PTN/S : universitas pakuan Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM

Bibliography :
References
[1] Bell, G., Warwick, J., Galbraith, P., “Higher Education Manajement and Operational
Research”, Sense Publischers, Rotterdam/Boston/Taipei, 2012.
[2] Acikalin, F. S. (2013). Middle school students’ conceptions of environmental issues.
International Journal of New Trends in Art, Sports & Science Education. 2(4): 23-27.
[3] Department of National education. (2006). Integrated Science Learning Development Guide.
[online]. Available: http:// www.puskur.net/inc/mdl/ 050_Model_IPA_Trpd.pdf. [21 Juni 2007].
[4] Department of National education (2013). Permendikbud No. 68 of 2013 on Curriculum 2013.
Jakarta: Ministry of Education.
[5] Groves, F.H dan Pugh, A.F. (1999). Elementary Pre-Service Teacher Perceptions of the
Greenhouse Effect. Journal of Science Education & Technology. 9: 75-81.
[6] Kahlid, T. (2011). Pre-service Teacher’s Misconceptoins Regarding Three Environmental Issues. Canadian Journal of Environmental Educations. 6: 1
02-120
[7] Koulaidis, V & Christidou, V. (1999). Model of Students’ Thinking Concerning the
Greenhouse Effect and Teaching Implementations. Science Education. 83(5): 559-576.
[8] National Research Council. (1996). National Science Education Standard. Wahington, DC:
National Academy Press.
[9] OECD. (2013). PISA 2012 Assessment and Analytical Framework. Paris: Organization for
Economic Cooperation and Development (OECD).
[10] Organization for Economic Cooperation and Development. 2009. Framework for Mathematics
Assessment. Paris: Organization for Economic Cooperation and Development (OECD).
[11] Prayekti. (2006). Science, Technology and Society and Science learning. [Online]. Available:
http:// www.duniaguru.com [9 Januari 2008].
[12] Swaak, J., Jong, T,D., & Joolingen, W.R. (2004). The Effect of Discovery Learning and
Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge.
Netherlands: Journal of Computer Assisted Learning. 20: 225-234.
[13] Spiropolou, D., Antonakaki, T., Kontaxaki, S & Bouras, S. (2007). Primary Teachers’ Literacy
and Attitudes on Education for Sustainable Development. Journal of Science Education
Technology. 16: 443-450.
[14] Rebich, S dan Gautier, C. (2005). Concept Mapping to Reveal Prior Knowledge and
Conceptual Change in a Mock Summit Course on Global Climate Change. Journal of
Geoscience Education. 53(4): 355-365.
[15] Rubini, B. dan Ardianto, D. (2014). Analisis Literasi Sains Sisiwa di Kota Bogor. Research
Report. Bogor: Pascasarjana Universitas Pakuan.
[16] Toharudin, U., Hendrawati, S. & Rustaman, A. (2011). Building Science literacy for student.
Bandung: Humaniora.

URL : http://iopscience.iop.org/article/10.1088/1757-899X/166/1/012037/pdf

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Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari

Judul	:	Professional development model for science teachers based on scientific literacy
Abstrak	:
Tahun	:	2007	Media Publikasi	:	Jurnal Nasional Blm Akreditasi
Kategori	:	Jurnal	No/Vol/Tahun	:	1 / 166 / 2007
ISSN/ISBN	:	1757-899
PTN/S	:	universitas pakuan	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	References [1] Bell, G., Warwick, J., Galbraith, P., “Higher Education Manajement and Operational Research”, Sense Publischers, Rotterdam/Boston/Taipei, 2012. [2] Acikalin, F. S. (2013). Middle school students’ conceptions of environmental issues. International Journal of New Trends in Art, Sports & Science Education. 2(4): 23-27. [3] Department of National education. (2006). Integrated Science Learning Development Guide. [online]. Available: http:// www.puskur.net/inc/mdl/ 050_Model_IPA_Trpd.pdf. [21 Juni 2007]. [4] Department of National education (2013). Permendikbud No. 68 of 2013 on Curriculum 2013. Jakarta: Ministry of Education. [5] Groves, F.H dan Pugh, A.F. (1999). Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect. Journal of Science Education & Technology. 9: 75-81. [6] Kahlid, T. (2011). Pre-service Teacher’s Misconceptoins Regarding Three Environmental Issues. Canadian Journal of Environmental Educations. 6: 1 02-120 [7] Koulaidis, V & Christidou, V. (1999). Model of Students’ Thinking Concerning the Greenhouse Effect and Teaching Implementations. Science Education. 83(5): 559-576. [8] National Research Council. (1996). National Science Education Standard. Wahington, DC: National Academy Press. [9] OECD. (2013). PISA 2012 Assessment and Analytical Framework. Paris: Organization for Economic Cooperation and Development (OECD). [10] Organization for Economic Cooperation and Development. 2009. Framework for Mathematics Assessment. Paris: Organization for Economic Cooperation and Development (OECD). [11] Prayekti. (2006). Science, Technology and Society and Science learning. [Online]. Available: http:// www.duniaguru.com [9 Januari 2008]. [12] Swaak, J., Jong, T,D., & Joolingen, W.R. (2004). The Effect of Discovery Learning and Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge. Netherlands: Journal of Computer Assisted Learning. 20: 225-234. [13] Spiropolou, D., Antonakaki, T., Kontaxaki, S & Bouras, S. (2007). Primary Teachers’ Literacy and Attitudes on Education for Sustainable Development. Journal of Science Education Technology. 16: 443-450. [14] Rebich, S dan Gautier, C. (2005). Concept Mapping to Reveal Prior Knowledge and Conceptual Change in a Mock Summit Course on Global Climate Change. Journal of Geoscience Education. 53(4): 355-365. [15] Rubini, B. dan Ardianto, D. (2014). Analisis Literasi Sains Sisiwa di Kota Bogor. Research Report. Bogor: Pascasarjana Universitas Pakuan. [16] Toharudin, U., Hendrawati, S. & Rustaman, A. (2011). Building Science literacy for student. Bandung: Humaniora.
URL	:	http://iopscience.iop.org/article/10.1088/1757-899X/166/1/012037/pdf