Abraham, M. R., Grzybowski, E. B., Renner, J. W. & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29
Abraham, M. R., Williamson, V. M. & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31
Ayas, A., Özmen, H. & Çalık, M. (2010). Students’ conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8
Banerjee, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13
Banerjee, A. C. (1995). Teaching chemical equilibrium and thermodynamics in undergraduate general chemistry classes. Journal of Chemical Education, 72
Bassey, M. (1999). Case study research in educational settings. Buckingham, UK: Open University Press.
Boz, Y. (2009). Turkish prospective chemistry teachers’ alternative conceptions about acids and bases. School Science and Mathematics Journal, 109
Bradley, J. D. & Mosimege, M. D. (1998). Misconceptions in acids and bases: A comparative study of student teachers with different chemistry backgrounds. South African Journal of Chemistry, 51, 137–147.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S. & Geban, Ö. (2004). Some common misconceptions in chemistry. Journal of Gazi Faculty of Education, 24(1), 135–146.
Champagne, A. B., Klopher, L. & Anderson, J. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48
Coll, R. K. & Treagust, D. F. (2003). Investigation of secondary school, undergraduate and graduate learners’ mental models of ionic bonding. Journal of Research in Science Teaching, 40
Cros, D., Maurin, M., Amouroux, R., Chastrette, M., Leber, J. & Fayol, M. (1986). Conceptions of first year university students of the constituents of matter and the notions of acids and bases. European Journal of Science Education, 8
Demircioglu, G., Ayas, A. & Demircioglu, H. (2005). Conceptual change achieved through a new teaching programme on acids and bases. Chemistry Education: Research and Practice, 6
Demircioğlu, G., Özmen, H. & Ayas, A. (2001). Kimya öğretmen adaylarının asitler ve bazlarla ilgili yanlış anlamalarının belirlenmesi. Maltepe Üniversitesi Eğitim Fakültesi Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu Bildiri Kitabı. Istanbul: Marmara Eğitim Vakfı Yayınları, pp. 451–457.
Driver, R. & Scott, P. (1996). Curriculum development as research: A constructivist approach to science curriculum development and teaching. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 94–108). New York: Teachers College Press.
Duit, R., Treagust, D. & Mansfield, H. (1996). Investigating student understanding as a prerequisite to improving teaching and learning in science and mathematics. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 17–31). New York: Teachers College Press.
Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students’ conceptions: Animation of the solution process of table salt. Journal of Science Education and Technology, 10
Gamett, P. J. & Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students in electrochemistry: Electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29
Geban, Ö., Ertepınar, H., Topal, T., & Önal, A.M., (1998). Asit–Baz Konusu ve Benzeşme Yöntemi. III. Ulusal Fen Bilimleri Eğitimi Sempozyumu, 23–25 Eylül, Bildiriler Kitabı.s. KTÜ, Trabzon, pp. 176–178.
Griffiths, A. K. & Preston, K. R. (1992). Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29
Gunstone, R. Champagne, A. Klopfer, L. (1981). Instruction for understanding: A case study. Australian Science Teachers’ Journal, 27(3), 27–32.
Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27
Kearney, M., 2002. Classroom use of multimedia-supported predict–observe–explain tasks to elicit and promote discussion about students’ physics concepts. Ph.D. dissertation, Curtin University of Technology, Australia.
Kearney, M. (2004). Classroom use of multimedia-supported predict–observe–explain tasks in a social constructivist learning environment. Research in Science Education, 34
Kearney, M. & Treagust, D. F. (2001). Constructivism as a referent in the design and development of a computer programme which uses interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17(1), 64–79.
Kearney, M., Treagust, D., Shelley, Y. & Zadnik, M. (2001). Student and teacher perception of the use of multimedia supported predict–observe–explain task to probe understanding. Research in Science Teaching, 31, 539–615.
Lin, J. W., Chiu, M. H., & Liang, J. C. (2004). Exploring mental models and causes of students’ misconceptions in acids and bases. In Paper presented at the National Association for Research in Science Teaching, Vancouver, Canada.
Monaghan, J. & Celement, J. (1999). Use of a computer simulation to develop mental simulations for understanding relative motion concepts. International Journal of Science Education, 21
Morgil, İ., Erdem, E. & Yılmaz, A. (2003). Misconceptions in chemistry education. Hacettepe University Journal of Education, 25, 246–255.
Nakhleh, M. B. (1994). Students’ models of matter in the context of acid–base chemistry. Journal of Chemical Education, 71
Nakhleh, M. B. & Krajcik, J. S. (1994). Influence of levels of information as presented by different technologies on students’ understanding of acid, base, and pH concepts. Journal of Research in Science Teaching, 34
Özmen, H., Ayas, A. & Coştu, B. (2002). Determination of the science student teachers’ understanding level and misunderstandings about the particulate nature of the matter. Educational Sciences: Theory & Practice, 2(2), 507–529.
Pınarbaşı, T. (2007). Turkish undergraduate students’ misconceptions on acids and bases. Journal of Baltic Science Education, 6(1), 23–34.
Raviola, A. (2001). Assessing students’ conceptual understanding of solubility equilibrium. Journal of Chemical Education, 78
Ross, B. & Munby, H. (1991). Concept mapping and misconceptions: A study of high school students’ understandings of acids and bases. International Journal of Science Education, 13
Russell, D., Lucas, K., & Mcrobbie, C. (1999). Microprocessor based laboratory activities as catalysts for student construction of understanding in physics. In The annual meeting of the Australian Association For Research in Education, Melbourne, Australia.
Russell, D. W., Lucas, K. B. & McRobbie, C. J. (2003). The role of the microcomputer-based laboratory display in supporting the construction of new understandings in kinematics. Research in Science Education, 33
Russell, D. W., Lucas, K. B. & McRobbie, C. J. (2004). Role of the microcomputer-based laboratory display in supporting the construction of new understandings in thermal physics. Journal of Research in Science Teaching, 41
Schmidt, H. D. (1991). A label as a hidden persuader: Chemists neutralization concept. International Journal of Science Education, 13
Schmidt, H. J. (1995). Applying the concept of conjugation to the Bronsted theory of acid–base reactions by senior high school students from Germany. International Journal of Science Education, 17
Sheppard, K. (1997). A qualitative study of high school students’ pre and post instructional conceptions in acid–base chemistry. Ed. D. thesis, Teachers College, Columbia University, New York.
Sheppard, K. (2006). High school students’ understanding of titrations and related acid–base phenomena. Chemistry Education: Research and Practice, 7
Smith, K. J. & Metz, P. A. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73
Stake, R. E. (1995). The art of case study research. London: Sage.
Tao, P. K. & Gunstone, R. (1999). Conceptual change in science through collaborative learning at the computer. International Journal of Science Education, 21
White, R. & Gunstone, R. (1992). Probing understanding. London: The Falmer Press.
Yıldırım, A. & Şimşek, H. (2006). Qualitative research methods in social sciences (6th ed.). Ankara, Turkey: Seçilen Press.
Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). London: Sage.
Zoller, U. (1990). Student’s misunderstanding and misconceptions in college freshman chemistry (general and organic). Journal of Research in Science Teaching, 27