Ahlcrona, M. F. (2012). The Puppet’s Communicative Potential as a Mediating Tool in Preschool Education. International Journal of Early Childhood, 44(2), 171–184. https://doi.org/10.1007/s13158-012-0060-3

Bakhit, M., Clem, J., & Garcia-webb, M. (2011). Puppets in Education.

Ball, S., & Bogatz, G. A. (1970). The first year of Sesame Street: An Evaluation. New York.

Balmford, A. (2002). Economic Reasons for Conserving Wild Nature. Science, 297, 950–953. https://doi.org/10.1126/science.1073947

Bandura, A. (2012). Going Global with Social Cognitive Theory: From Prospect to Paydirt. In Applied Psychology (pp. 65–92). Taylor & Francis.

Barnett, W. S. (1998). Long-term cognitive and academic effects of early childhood education on children in poverty. Preventive Medicine, 27(2), 204–207. https://doi.org/10.1006/pmed.1998.0275

Blum, N. (2009). Teaching science or cultivation values? Conservation NGOs and environmental education in Costa Rica. Environmental Education Research, 15(6), 715–729. https://doi.org/10.1080/13504620903420064

Borg, F., Winberg, T. M., & Vinterek, M. (2017). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 4430, 1–16. https://doi.org/10.1080/03004430.2017.1324433

Bransford, J. D., Brown, A., & Cocking, R. (2004). How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council.

Brinums, M., Imuta, K., & Suddendorf, T. (2017). Practicing for the Future: Deliberate Practice in Early Childhood. Child Development, 00(0), 1–8. https://doi.org/10.1111/cdev.12938

Calvo Brenes, G., & Mora Molina, J. (2012). Contaminación fecal en varios ríos de la Gran Área Metropolitana y la Península de Osa. Revista Tecnología En Marcha, 25(4), 33. https://doi.org/10.18845/tm.v25i4.617

Campos Arce, J. J., Camacho Calvo, M., Villalobos Soto, R., Rodríguez, C. M., & Gómez Flores, M. (2007). La tala ilegal en Costa Rica. Un análisis para la discusión. Turrialba: CATIE.

Canet-Desanti, L., Herrera, B., & Finegan, B. (2012). Efectividad de Manejo en Corredores Biológicos: El Caso de Costa Rica. Revista Parques, 2, 1–14.

Carrier, S. (2009). Environmental education in the schoolyard: Learning styles and gender. Journal of Environmental Education, 40(3), 2–12. https://doi.org/10.3200/JOEE.40.3.2-12

Corbett, J. B. (2006). Communicating nature: How we create and understand environmental messages. Washington, D.C.: Island Press.

Cui, G., Lockee, B., & Meng, C. (2013). Building modern online social presence: A review of social presence theory and its instructional design implications for future trends. Education and Information Technologies, 18(4), 661–685. https://doi.org/10.1007/s10639-012-9192-1

Daniel, T., & Tivener, K. (2016). Effects of sharing clickers in an active learning environment. Educational Technology and Society, 19(3), 260–268.

Dantas, O. M. dos S., Santana, A. R. de, & Nakayama, L. (2012). Teatro de fantoches na formação continuada docente em educação ambiental. Educação e Pesquisa, 38(3), 711–726. https://doi.org/10.1590/S1517-97022012000300012

Dunne, I. B. (2006). Bringing the Story Alive. Primary Science Review, 92, 22–24.

Egan, K. (1993). Narrative and learning: A voyage of implications. Linguistics and Education, 5(2), 119–126. https://doi.org/10.1016/0898-5898(93)90028-9

Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735–752. https://doi.org/10.1080/13504622.2013.833596

Franquesa-Soler, M., & Serio-Silva, J. C. (2017). Through the eyes of children: Drawings as an evaluation tool for children’s understanding about endangered Mexican primates. American Journal of Primatology, 79(12), 1–12. https://doi.org/10.1002/ajp.22723

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. Proc Natl Acad Sci USA, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Gallagher, K. M. (2011). In search of a theoretical basis for storytelling in education research: Story as method. International Journal of Research and Method in Education, 34(1), 49–61. https://doi.org/10.1080/1743727X.2011.552308

Gold, A. U., Oonk, D. J., Smith, L., Boykoff, M. T., Osnes, B., & Sullivan, S. B. (2015). Lens on Climate Change: Making Climate Meaningful Through Student-Produced Videos. Journal of Geography, 114(6), 235–246. https://doi.org/10.1080/00221341.2015.1013974

González‐Gaudiano, E. (2007). Schooling and environment in Latin America in the third millennium. Environmental Education Research, 13(2), 155–169. https://doi.org/10.1080/13504620701295684

Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35–52. https://doi.org/10.12973/ijese.2016.288a

Haines, S., & Kilpatrick, C. (2007). Environmental education Saves the day. Science and Children, 44(8), 42–47.

Hicks, L. E., & King, R. J. H. (2007). Confronting Environmental Collapse : Visual Culture, Art Education, and Environmental Responsibility. Studies in Art Education, 48(4), 332–335. https://doi.org/10.1080/00393541.2007.11650111

Kneidel, S. S. (1993). Creepy Crawlies and the Scientific Method: Over 100 Hands-On Science Experiments for Children. Golden: Fulcrum Publishing.

Kos, M., Jerman, J., Anžlovar, U., & Torkar, G. (2016). Preschool children’s understanding of pro-environmental behaviours: Is it too hard for them? International Journal of Environmental and Science Education, 11(12), 5554–5571.

Kruger, M. (2007). Puppets in Education and Development in Africa: the puppet’s dual nature and sign systems in action. South African Theatre Journal, 21(1), 64–74. https://doi.org/10.1080/10137548.2007.9687854

Legare, C. H., Opfer, J., Busch, J. T. A., & Shtulman, A. (2018). A Field Guide for Teaching Evolution in the Social Sciences. Evolution and Human Behavior, 39(3), 257–268. https://doi.org/https://doi.org/10.1016/j.evolhumbehav.2018.01.002

Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood: Ablex Publishing Corp. https://doi.org/citeulike-article-id:748226

Merino, L., & Chacón, K. (2017). Armonía con la naturaleza. In Informe del Estado de la Nación (pp. 177–232). San José: CONARE.

Merlos, M. M. (2015). The Role of Globalization; Science, Technology, Engineering and Math Education; Project-Based Learning and National Science Fair Policy in Creating 21st. Century Ready Students in Costa Rica. University of Southern California.

Morrow, L. M. (1985). Retelling Stories: A Strategy for Improving Young Children’s Comprehension, Concept of Story Structure, and Oral Language Complexity. The Elementary School Journal, 85(5), 646–661. https://doi.org/10.1086/461427

Oades-Sese, G., Cohen, D., Allen, J. W. P., & Lewis, M. (2014). Resilience Interventions for Youth in Diverse Populations. https://doi.org/10.1007/978-1-4939-0542-3

Peleg, R., & Baram-Tsabari, A. (2011). Atom Surprise: Using Theatre in Primary Science Education. Journal of Science Education and Technology, 20(5), 508–524. https://doi.org/10.1007/s10956-011-9299-y

Phillips, L. (2013). Storytelling as pedagogy. Literacy Learning: The Middle Years, 21(2), ii.

Piaget, J. (1968). Quantification, Conservation, and Nativism. Science, 162(3857), 976–979. https://doi.org/10.1126/science.162.3857.976

Pluck, G., & Johnson, H. (2011). Stimulating Curiosity to Enhance Learning. Education Science and Psychology, 2(19), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004

Precious, W., & McGregor, D. (2014). Just imagine: Using drama to support science learning with older primary children. Primary Science, 132, 35–37.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Robertson, J. (1978). Forming Pre-schoolers Environmental Attitude: Lasting Effects of Early Childhood Environmental Education. Royal Roads University.

Ross, S. R., Vreeman, V. M., & Lonsdorf, E. V. (2011). Specific image characteristics influence attitudes about chimpanzee conservation and use as pets. PLoS ONE, 6(7), 1–5. https://doi.org/10.1371/journal.pone.0022050

Sáenz, F., Le Coq, J., Villalobos, C., & Cathelin, C. (2011). Ordenamiento territorial y conservación en Costa Rica. In Congreso SEPIA XIV (pp. 1–16).

Scott, R. H., & Fisher, D. L. (1999). The Impact of an in-Service Course for Primary Science Teachers. Journal of Science and Mathematics Education in S.E. Asia, 25(2), 123–139.

Shulman, L. S., & Tamir, P. (1973). Research on teaching in the natural sciences. Second handbook of research on teaching.

Sutton, C. (1992). Words, science, and learning. Journal of geoscience education (Vol. 53).

Van den Bergh, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology, 83(2), 341–362. https://doi.org/10.1111/j.2044-8279.2012.02073.x

Viteri, F., Clarebout, G., & Crauwels, M. (2014). Children’s recall and motivation for an environmental education video with supporting pedagogical materials. Environmental Education Research, 20(2), 228–247. https://doi.org/10.1080/13504622.2013.771734

Wijnia, L., Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101–113. https://doi.org/10.1016/j.cedpsych.2010.11.003

Zafiropoulos, C. A. (2001). Ethics in Aesop’s fables: the Augustana collection (Vol. 216). Brill. https://doi.org/10.1163/9789004351042

Ajizah, N., Indrawati, & Harijanto, A. (2014). Penerapan Model Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Dan Hasilbelajar Fisika Siswa Kelas Xc Di Man 2 Jember Tahun Ajaran 2013/2014. Jurnal Pendidikan Fisika, 3(3). Retrieved from http://fisika.fkip.unej.ac.id

Ergül, R., Şimşekli, Y., Çaliş, S., Özdilek, Z., Göçmençelebi, Ş., & Şanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science & Education Policy, 5(1). Retrieved from http://bjsep.org

Fatimah, S. (2016). Pengaruh Pembelajaran IPA Menggunakan Project Based Learning (PJBL) Dan Seven Jumps Terhadap Keterampilan Proses Dan Karakter Sains Peserta Didik Pada Materi Peristiwa Alam. Jurnal Pendidikan Universitas Sebelas Maret, Retrieved from http://www.jurnal.fkip.uns.ac.id

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International journal for the scholarship of teaching and learning, 3(2), 16. https://doi.org/10.20429/ijsotl.2009.030216

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science education, 88(1), 28-54. https://doi.org/10.1002/sce.10106

Jagantara, I. M. W. (2014). Pengaruh Model Pembelajaran Berbasis Proyek (Project Based Learning) Terhadap Hasil Belajar Biologi Ditinjau dari Gaya Belajar Siswa SMA. Jurnal penelitian Pascasarjana Undiksha, 4(1). Retrieved from http://pasca.undiksha.ac.id

Kitot, A. K. A., Ahmad, A. R., & Seman, A. A. (2010). The effectiveness of inquiry teaching in enhancing students’ critical thinking. Procedia-Social and Behavioral Sciences, 7, 264-273. https://doi.org/10.1016/j.sbspro.2010.10.037

Maikristina, N. (2013). Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Dan Keterampilan Proses Sains Siswa Kelas XI IPA SMAN 3 Malang Pada Materi Hidrolisis Garam. (Online), 2(2). https://doi.org/10.22611/jpf.v3i1.3277

Marina, B. (2017). Cognitive science: from multidisciplinarity to interdisciplinarity. International Journal of Cognitive Research in Science, Engineering and Education, 5(2). https://doi.org/10.5937/ijcrsee1702145B

Mulyasa. (2014). Pengembangan Dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya.

Nikam, M. P. (2014). Using Questioning Strategy to Enhance Scientific Process Skills. Retrieved from http://researchgate.net

Oktadifani, U. (2016). Pengaruh Model Project Based Learning Terhadap Keterampilan Proses Sains Dan Hasil Belajar Siswa Dalam Pembelajaran Fisika Di SMA. Jurnal Pembelajaran Fisika, (online), 5(2). Retrieved from https://jurnal.unej.ac.id

Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science, 9(8), 47-57. https://doi.org/10.5539/ass.v9n8p47

Roth, W. M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152. https://doi.org/10.1002/tea.3660300203

Santiasih, N. L. (2013). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Sikap Ilmiah Dan Hasil Belajar Ipa Siswa Kelas V SD No. 1 Kerobokan Kecamatan Kuta Utara Kabupaten Badung Tahun Pelajaran 2013/2014. Jurnal penelitian Pascasarjana Undiksha, 3(1). Retrieved from http://pasca.undiksha.ac.id

Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90. Retrieved from https://tccl.arcc.albany.edu

Strom, R. (2012). Using guided inquiry to improve process skills and content knowledge in primary science. Retrieved from https://scholarworks.montana.edu

Sugiyono. (2009). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, Dan Implementasinya Pada Kurikulum Satuan Pendidikan KTSP. Jakarta: Kencana.

Wahyudi, L. E., & Supardi, I. (2013). Penerapan Model Pembelajaran Inkuiri Terbimbing Pada Pokok Bahasan Kalor Untuk Melatihkan Keterampilan Proses Sains Terhadap Hasil Belajar di SMAN 1 Sumenep. Jurnal Inovasi Pendidikan Fisika, (Online), 2(2), 62-65. Retrieved from http://www.e-jurnal.com

Wena, M. (2010). Strategi Pembelajaran Inovatif Kontemporer Suatu Tinjauan Konseptual Operasional. Jakarta: Bumi Aksara.

Yance & Rinta, D. (2013). Pengaruh Penerapan Model Project Based Learning (Pbl) Terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMA Negeri 1 Batipuh Kabupaten Tanah Datar. Pillar of Physics Education. (Online), 1(4), 48-54. Retrieved from http://ejournal.unp.ac.id

Ager, D. (2001). Motivation in Language Planning and Language Policy. Clevedon: Multilingual Matters.

Ball, M. (2010). The Routledge Handbook of Sociolinguistics around the World. New York: Routledge. https://doi.org/10.4324/9780203869659

Bamgbose, A. (1989). Mother Tongue Education: The West African Experience. Paris: UNESCO Press.

Bamgbose, A. (1991). Language and the Nation: The Language Question in Sub-Saharan Africa. Edinburgh: Edinburgh University Press.

Bamgbose, A. (2001). Language and Exclusion: The Consequence of Language Policies in Africa. London: Transaction Publishers.

Bartels, N. (2005). Applied Linguistics and Language Teacher Education. Educational Linguistics:  4/1 Boston: Springer. https://doi.org/10.1007/1-4020-2954-3

Batibo, H. (2005), Language and Death in Africa. Causes, Consequences and Challenges. Multilingual Matters. Toronto: Clarendon. https://doi.org/10.21832/9781853598104

Baye Yimam (2012). Modernity, Language and Identity. In Elizabeth W/Giorgis (Eds). What is “Zemenawinet”? Perspectives on Ethiopian Modernity. Lecture Series. Addia Ababa office: Friedrich-ebert-stiftung. Retrieved from http://ethiopia.fes-international.de

Bekale Seyoum. (2012). Language Diversity and the Challenges of Government Language Planning in Ethiopia (Unpublished PhD Dissertation). Addis Ababa: Addis Ababa University.

Bender, L. (1970). Language Survey of Ethiopia: Towards a Lexicostatistics Classification of Ethiopian Languages (Unpublished Manuscript). Addis Ababa: Institute of Ethiopian Studies.

Bender, L., Cooper, R., & Ferguson, G. (1976). Language in Ethiopia. London: Oxford University Press.

Blommaert, J. (1996a). Language Planning as a Discourse on Language and Society: The Linguistic Ideology of a Scholarly Tradition. Language Problems and Language Planning, 20(3), 181-205. https://doi.org/10.1075/lplp.20.3.01blo

Blommaert, J. (1996b). Discourse: A Critical Introduction. Cambridge: Cambridge University Press.

Bourdieu, P. (2001). Language and Symbolic Power. Cambridge: Harvard University Press.

Chumbow, S. (2009). Linguistic Diversity, Pluralism and National Development in Africa. University of Yaounde: Council for the Development of Social Science Research in Africa. Africa Development, 34(2), 21-45. https://doi.org/10.4314/ad.v34i2.57364

Crass, J., & Meyer, R. (2001). The Qabena and the Wolane: Two peoples of the Gurage Region and Respective Histories according to their own Oral Traditions. Annales d'Ethiopie, 17(1). https://doi.org/10.3406/ethio.2001.997

Fekede Menuta. (2013). Intergroup Communication in Gurage: A Study in Intelligibility, Inter-lingual Comprehension and Accommodation (Unpublished PhD Dissertation). Addis Ababa: Addis Ababa University.

Fishman, J. (ed.) (2000). Can Threatened Languages be Saved? "Reversing Language Shift" Revisited. Clevedon, UK: Multilingual Matters. https://doi.org/10.21832/9781853597060

Gutt, E.-A. (1980). Intelligibility and Inter-lingual Comprehension among Selected Gurage Speech Varieties. Journal of Ethiopian Studies, 14, 57-85.

Heugh, K., Benson, C., Berhanu, B., & Mekonnen, A. (2007). Study on MOI in Primary Schools in Ethiopia. Addis Ababa: Ministry of Education.

Kamwangamalu, N. M. (1997). Multilingualism and Education Policy in Post-Apartheid South Africa. Language Problems & Language Planning, 21(3). https://doi.org/10.1075/lplp.21.3.03kam

Meyer, R., & Renate, R. (2003). Language Use in Ethiopia: From a Network Perspective: Results of a Sociolinguistic Survey. Frankfurt: Peter Lang.

Nisrane, T. G. (2016). Language Planning and Policy in the Silt’e Zone (Unpublished PhD Dissertation). Addis Ababa: Addis Ababa University.

Nisrane, T. G., Wejira, C. Z.  (2018). Maintaining Guragina Language: Status and Attitude. Int. J. Adv. Res., 6(12), 879-893. https://doi.org/10.21474/IJAR01/8212

UNESCO. (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, 8(23).

Zelealem Leyew. (2012). The Ethiopian Language Policy: A Historical and Typological Overview. Ethiopian Journal of Languages and Literature, 12(2), 1-59.

Alexander, J. C. (2006). The civil sphere, New York, NY, Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195162509.001.0001

Andreev, S. (2003). The role of institutions in the consolidation of democracy in post-Communist Eastern Europe, Working Paper No. 13, Centre for the Study of Political Change (CIRCaP).

Belka, M. (2013). How Poland’s EU membership helped transform its economy, Occasional Paper 88, Group of Thirty, Washington.

Boulding, C., & Wampler, B. (2010). Voice, votes, and resources: Evaluating the effect of participatory democracy on well-being. World Development, 38(1), 125-135. https://doi.org/10.1016/j.worlddev.2009.05.002

Brun-Martos, M. I., & Lapsley, I. (2017). Democracy, governmentality and transparency: Participatory budgeting in action. Public Management Review, 19(7), 1006-1021. https://doi.org/10.1080/14719037.2016.1243814

Cabannes, Y. (2004). Participatory budgeting: A significant contribution to participatory democracy. Environment and Urbanization, 16(1), 27-46. https://doi.org/10.1177/095624780401600104

Christensen, T., Lægreid, P., Roness, P., & Røvik, K. (2007). Organization theory and the public sector: Instrument, culture and myth. London: Routledge. https://doi.org/10.4324/9780203929216

Classen, L., Humphries, S., FitzSimons, J., Kaaria, S., Jiménez, J., Sierra, F., & Gallardo, O. (2008). Opening participatory spaces for the most marginal: Learning from collective action in the Honduran hillsides. World Development, 36(11), 2402-2420. https://doi.org/10.1016/j.worlddev.2008.04.007

Conning, J., & Kevane, M. (2002). Community-based targeting mechanisms for social safety nets: A critical review. World Development, 30(3), 375-394. https://doi.org/10.1016/S0305-750X(01)00119-X

Cooke, B., & Kothari, U. (Eds.) (2001). Participation: The new tyranny? , London: Zed Books.

Czarnecki, K. (2014). Udział mieszkańców w ustalaniu wydatków budżetu gminy w ramach tzw. budżetu partycypacyjnego (na przykładzie Torunia w latach 2013–2014). Prawo budżetowe państwa i samorządu, 1(2). https://doi.org/10.12775/PBPS.2014.008

De Sousa Santos, B. (1998). Participatory budgeting in Porto Alegre: Toward a redistributive democracy. Politics and Society, 26, 461–510. https://doi.org/10.1177/0032329298026004003

Dias, N. (Eds.) (2014). Hope for democracy: 25 years of participatory budgeting worldwide, Nelson Dias (org).

Dolewka, Z. (2015). Budżet partycypacyjny w teorii i w praktyce. Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu, 408, Przestrzeń w nowych realiach gospodarczych, Wrocław, Poland. https://doi.org/10.15611/pn.2015.408.04

Drozdowski, E. (2014). Budżet partycypacyjny jako forma uczestnictwa społeczności lokalnej w tworzeniu budżetu gminy. In Z. Ofiarski (Eds.), XXV lat przeobrażeń w prawie finansowym i prawie podatkowym – ocena dokonań i wnioski na przyszłość, Szczecin, Poland.

Ekiert, G. (2001). Demokracje w Europie Środkowej 1989-99. In J. Miklaszewski (Eds.), Prawidłowości transformacji w Europie Wschodniej, Kraków, Poland.

European Commission (2009). European Cohesion Policy 2007-2013 in Poland: Priorities and Impact of Cohesion Policy in the Member States. Retrieved from http://ec.europa.eu/regional_policy/sources/docgener/informat/country2009/pl_en.pdf

Ferenčuhová, S., & Gentile, M. (2016). Introduction: Post-socialist cities and urban theory. Eurasian Geography and Economics, 57(4), 483-496. https://doi.org/10.1080/15387216.2016.1270615

Fontana, L. B., & Grugel, J. (2016). The politics of indigenous participation through “free prior informed consent”: Reflections from the Bolivian Case. World Development, 77, 249-261. https://doi.org/10.1016/j.worlddev.2015.08.023

Fung, A., & Wright, E.O. (2003). Deepening democracy: Institutional innovations in empowered participatory governance, London, Verso.

Ganuza, E., & Baiocchi, G. (2012). The power of ambiguity: How participatory budgeting travels the globe. Journal of Public Deliberation, 8(2), 8.

Gibson, C., & Woolcock, M. (2008). Empowerment, deliberative development, and local-level politics in Indonesia: Participatory projects as a source of countervailing power. Studies in Comparative International Development, 43(2), 151-180. https://doi.org/10.1007/s12116-008-9021-0

Goldfrank, B. (2007). Lessons from Latin American experience in participatory budgeting. In A. Shah (Eds.), Participatory budgeting. Washington, DC: World Bank Institute.

Gomez, J., Rios Insua, D., & Alfaro, C. (2016). A participatory budget model under uncertainty. European Journal of Operational Research, 249(1), 351-358. https://doi.org/10.1016/j.ejor.2015.09.024

Gomez, J., Rios Insua, D., Lavin, J. M., & Alfaro, C. (2013). On deciding how to decide: Designing participatory budget processes. European Journal of Operational Research, 229(3), 743-750. https://doi.org/10.1016/j.ejor.2013.03.035

Gomułka, S. (2016). Poland’s economic and social transformation 1989-2014 and contemporary challenges. Central Bank Review, 16, 19-23. https://doi.org/10.1016/j.cbrev.2016.03.005

Goncalves, S. (2014). The effects of participatory budgeting on municipal expenditures and infant mortality in Brazil. World Development, 53, 94-110. https://doi.org/10.1016/j.worlddev.2013.11.010

Grillos, T. (2017). Economic vs non-material incentives for participation in an in-kind payments for ecosystem services program in Bolivia. Ecological Economics, 131, 178-190. https://doi.org/10.1016/j.ecolecon.2016.08.010

Habermas, J. (1996). Between facts and norms: Contribution to a discourse theory of law and democracy. Cambridge, UK: Polity Press. https://doi.org/10.7551/mitpress/1564.001.0001

Hagelskamp, C., Rinehart, C., Silliman R., & Schleifer, D. (2016). Public spending, by the people: Participatory budgeting in the United States and Canada in 2014–15. Technical report, Public Agenda.

Iversen, V., Chhetry, B., Francis, P., Gurung, M., Kafle, G., Pain, A., & Seeley, J. (2006). High value forests, hidden economies and elite capture: Evidence from forest user groups in Nepal’s Terai. Ecological Economics, 58(1), 93-107. https://doi.org/10.1016/j.ecolecon.2005.05.021

Kaufmann, B. (2017). Global passport to modern direct democracy, Stockholm, Embassy Switzerland in Sweden, Swiss Democracy Foundation.

Kębłowski, W. (2014). Budżet partycypacyjny. Ewaluacja, Instytut Obywatelski, Warsaw, Poland.

Kennedy, R. E. (1997). A tale of two economies: Economic restructuring in post-socialist Poland. World Development, 25(6), 841-865. https://doi.org/10.1016/S0305-750X(97)00004-1

Kolarska-Bobińska, L. (1991). Rola państwa w procesie transformacji. Studia Socjologiczne, 3(4), 51.

Kołodko, G. (2009). A two-thirds of success. Poland’s post-communist transformation 1989-2009. Communist and Post-Communist Studies, 42(3), 325-351. https://doi.org/10.1016/j.postcomstud.2009.07.005

Kołodziejczyk, K. (2016). Poland in the European Union. Ten years of membership. Revista UNISCI/UNISCI Journal, (40), 9-26. https://doi.org/10.5209/rev_RUNI.2016.n40.51803

Kraszewski, D., & Mojkowski, K. (2014). Budżet obywatelski w Polsce, Fundacja im. Stefana Batorego, Warsaw, Poland.

Krenjova, J., & Raudla, R. (2013). Participatory budgeting at the local level: Challenges and opportunities for new democracies. Administrative Culture, 14(1), 18-46.

Lavrinec, J. (2011). Revitalization of public space: From “non-places” to creative playgrounds. Santalka: Filosofija, Komunikacija, 19(2), 70-75. https://doi.org/10.3846/coactivity.2011.16

Lund, J. F., & Saito-Jensen, M. (2013). Revisiting the issue of elite capture of participatory initiatives. World Development, 46, 104-112. https://doi.org/10.1016/j.worlddev.2013.01.028

Matejczyk, M. (2010). Raport końcowy z badania efektywności mechanizmów konsultacji społecznych. ZWP MPiPS Poland, Warsaw, Poland.

Michels, A., & De Graaf, L. (2010). Examining citizen participation: Local participatory policy making and democracy. Local Government Studies, 36(4), 477-491. https://doi.org/10.1080/03003930.2010.494101

Miller, S., Hildreth, R., & Stewart, L. (2017). The modes of participation: A revised frame for identifying and analyzing participatory budgeting practices. Administration & Society. https://doi.org/10.1177/0095399717718325

Petrova, V. P. (2007). Civil society in post-communist Eastern Europe and Eurasia: A cross-national analysis of micro- and macro-factors. World Development, 35, 1277-1305. https://doi.org/10.1016/j.worlddev.2006.09.019

Platteau, J. P., & Abraham, A. (2002). Participatory development in the presence of endogenous community imperfections. Journal of Development Studies, 39(2), 104-136. https://doi.org/10.1080/00220380412331322771

Roy, I. (2008). Civil society and good governance: (Re-) conceptualizing the interface. World Development, 36(4), 677-705. https://doi.org/10.1016/j.worlddev.2007.04.020

Ruus, J. (2011). Local direct democracy in Europe. In T. Schiller (Eds.), Democratic participation at the local level in post-communist states: Estonia, Latvia, Lithuania, City: VS Verlag für Sozialwissenschaften, 268-289. https://doi.org/10.1007/978-3-531-92898-2_17

Rytel-Warzocha, A. (2010). Partycypacja społeczna w sprawach budżetowych. Model Porto Alegre jako pierwowzór rozwiązań europejskich. Przegląd Prawa Konstytucyjnego, 1, 94-95.

Schugurensky, D. (2016). Democratic innovations and local governance: An international perspective. Local Government Reconsidered, 4. Retrieved from http://digitalcommons.chapman.edu/localgovernmentreconsidered/strengtheningdemocracy/papers/4

Scott, J. (1990). A matter of record: Documentary sources in social research. Cambridge, UK: Polity Press.

Shah, A. (2007). Participatory budgeting. Washington, DC: World Bank Institute. https://doi.org/10.1596/978-0-8213-6923-4

Sintomer, Y., Herzberg, C., & Rőcke, A. (2008). Participatory budgeting in Europe: Potentials and challenges. International Journal of Urban and Regional Research, 32(1), 164-178. https://doi.org/10.1111/j.1468-2427.2008.00777.x

Speer, J. (2012). Participatory governance reform: A good strategy for increasing government responsiveness and improving public services. World Development, 40(12), 2379-2398. https://doi.org/10.1016/j.worlddev.2012.05.034

Tsenkova, S. (2014). Planning trajectories in post-socialist cities: Patterns of divergence and change. Urban Research & Practice, 7(3), 278-301. https://doi.org/10.1080/17535069.2014.966513

Tsurkan M.V., Sotskova S.I., Aksinina O.S., Lyubarskaya M.A., & Tkacheva O.N. (2016). Influence of the Participatory Budgeting on the Infrastructural Development of the Territories in the Russian Federation. International Journal of Environmental & Science Education, 11(15), 7684-7702.

Uddin, S. N., Mori, Y., & Adhikari, P. (2017). Participatory budgeting and local government in a vertical society: A Japanese story. International Review of Administrative Science. https://doi.org/10.1177/0020852317721335

Walczak D., & Rutkowska A. (2017). Project rankings for participatory budget based on the fuzzy TOPSIS method. European Journal of Operational Research, 260(2), 706-714. https://doi.org/10.1016/j.ejor.2016.12.044

Wampler, B. (2007). Participatory budgeting. In A. Shah (Eds.), A guide to participatory budgeting. Washington, DC: World Bank Institute.

Wampler, B. (2012). Participatory budgeting: Core principles and key Impacts. Journal of Public Deliberation, 8(2).

Wigell, M. (2017). Political effects of welfare pluralism: comparative evidence from Argentina and Chile. World Development, 95, 27-42. https://doi.org/10.1016/j.worlddev.2017.02.020

World Bank (2015). Participatory budgeting in Brazil: Empowerment case studies. Retrieved from http://siteresources.worldbank.org/INTEMPOWERMENT/Resources/14657_Partic-Budg-Brazil-web.pdf

Afuwape, M. O., & Oriola, B. O. (2017). Skills in Basic Science and Technology for Local Technology and Entrepreneurship in Nigeria. International Journal of Engineering and Advanced Technology Studies, 5(1), 80-89.

Ahmed, A. T., Oyelekan, S. O., & Olorundare, A. S. (2015). Introduction of the Science, Technology and Society in Nigerian Curriculum. Asia Pacific Journal of Education, Arts and Sciences, 2(2), 117-123.

Akindutire, I., & Ekundayo, H. (2012) Teacher Education in a Democratic Nigeria: Challenges and the Way Forward. Educational Research, 3, 429-435.

Akinsolu, A. O. (2010).Teachers and Students’ Academic Performance in Nigerian Secondary Schools: Implications for Planning. Florida Journal of Educational Administration & Policy, 3(2), 86-103.

Bales, B. L. (2015).Restructuring Teacher Education in the United States: Finding the Tipping Point. Athens Journal of Education, 2(4), 297-312. https://doi.org/10.30958/aje.2-4-1

Boakye, C., & Ampiah, J.G. (2017), “Challenges and solutions: the experiences of newly qualified science teachers”, SAGE Open, 7(2), 1-10. https://doi.org/10.1177/2158244017706710

Curtis, E. (2015). The Values Dimension of Quality Teachers: Can we prepare Pre-service Teachers for this? Athens Journal of Education, 2(4), 313-330. https://doi.org/10.30958/aje.2-4-2

Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-289. https://doi.org/10.5539/jel.v6n3p265

Facer, K. (2012). Taking the 21st century seriously: young people, education and socio-technical futures. Oxford Review of Education, 38(1), 97-113. https://doi.org/10.1080/03054985.2011.577951

Federal Republic of Nigeria (2004). National Policy on Education, Nigeria, Yaba Lagos NERDC Press.

Franklin, T. J. (2015). Embracing the future: Empowering the 21st century educator. Procedia - Social and Behavioural Sciences, 176, 1089-1096. https://doi.org/10.1016/j.sbspro.2015.01.584

Holmqvist, M. (2019). Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development. In R. B. Monyai (Ed.), Teacher Education in the 21st Century, 1-13. Rijeka: IntechOpen. https://doi.org/10.5772/intechopen.83417

Hsu, L., & Chen, Y. (2018). Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology, 8(6), 455-458. https://doi.org/10.18178/ijiet.2018.8.6.1081

Iwuanyanwu, P. N. (2019). What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging. Pedagogical Research, 4(2), em0032. https://doi.org/10.29333/pr/5780

Iwuanyanwu, P. N., & Ogunniyi, M. B. (2018). Scientific and Indigenous Worldviews of Pre-service Teachers in an Interactive Learning Environment. In L. M. Semali & A. Singambi-(Ed.), Proceedings of the 4th Annual Conference of the African Association for the Study of Indigenous Knowledge Systems, (pp. 287 - 304). Moshi, Kilimanjaro, Tanzania: AASIKS.

Jegede, O. J. (1988). The development of the science, technology and society curricula in Nigeria. International Journal of Science Education, 10(4), 399-408. https://doi.org/10.1080/0950069880100407

Kang, E. J. S., Bianchini, J. A., & Kelly, G. J. (2013). Crossing the border from science student to science teacher: Pre-service teachers’ views and experiences learning to teach inquiry. Journal of Science Teacher Education, 24(3), 427–447. https://doi.org/10.1007/s10972-012-9317-9

Kola, A. J. (2016). Employment of untrained graduate teachers in schools: The Nigeria case. Journal of Studies in Social Sciences and Humanities, 2, 34-44.

Kola, A. J., Gana, N. N., & Olasumbo, I.O. (2017). The lack of good governance in Nigeria and its impact on functional science education. International Journal of Development and Sustainability, 6(9),1036-1047.

Kwaah, C. Y., & Palojoki, P. (2018). Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana. Cogent Education, 5, 1-19. https://doi.org/10.1080/2331186X.2018.1561144

Marshall, J. C., Smart, J. B., & Alston, D. M. (2017). Inquiry-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education, 15(5), 777–796. https://doi.org/10.1007/s10763-016-9718-x

Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47, 474–496. https://doi.org/10.1002/tea.20347

Mumba, F., Miles, E., & Chabalengula, V. (2019). Elementary Education In-service Teachers’ Familiarity, Interest, Conceptual Knowledge and Performance on Science Process Skills. Journal of STEM Teacher Education, 53(2), 21-42. https://doi.org/10.30707/JSTE53.2Mumba

Nugent, G., Toland, M. D., Levy, R., Kunz, G., Harwood, D., Green, D., & Kitts, K. (2012). The impact of an inquiry-based geoscience field course on pre-service teachers. Journal of Science Teacher Education, 23(5), 503–529. https://doi.org/10.1007/s10972-012-9283-2

Ogunniyi, M. B. (1996). Science, technology and mathematics: The problem of developing critical human capital in Africa. International Journal of Science Education, 18(3), 267-284. https://doi.org/10.1080/0950069960180301

Okemakinde, T., Adewuyi, J. O., & Alabi, C. O. (2013). The place of teacher in national development in Nigeria. European Journal of Humanities and Social Sciences, 19(1), 964-980.

Oluremi, O. F. (2013). Enhancing educational effectiveness in Nigeria through teacher’s professional development. European Scientific Journal, 9(28), 422-431.

Opateye, J. A. (2012). Developing and Assessing Science and Technology process skills in Nigerian universal basic education environment. Journal of Education and Society Research, 2, 34-42.

Özdemir, S. (2017). Teacher Views on Barriers to the Integration of Information and Communication Technologies (ICT) in Turkish Teaching. International Journal of Environmental and Science Education, 12(3) 505-521.

Pedretti, E. (2003). Teaching science, technology, society and environment (STSE) education: Pre-service teachers’ philosophical and pedagogical landscapes. In D. Zeidler (Ed.), The role of moral reasoning on socio-scientific issues and discourse in science education, 219 – 240. Dordrecht, the Netherlands: Kluwer. https://doi.org/10.1007/1-4020-4996-X_12

Petersen, N. (2017). The liminality of new foundation phase teachers: Transitioning from university into the teaching profession. South African Journal of Education, 37(2), 1-9. https://doi.org/10.15700/saje.v37n2a1361

Slough, S., & Chamblee, G. (2017). 21st Century Pedagogical Content Knowledge and Science Teaching and Learning. Journal of Computers in Mathematics and Science Teaching, 36(2), 173-187. https://doi.org/10.12973/eurasia.2017.00806a

Sunde, E., & Ulvik, M. (2014). School leaders’ views on mentoring and newly qualified teachers’ needs. Education Inquiry, 5(2), 285-299. https://doi.org/10.3402/edui.v5.23923

Umoren, G. (2007). A science–technology–society paradigm and Cross River State secondary school students’ scientific literacy: problem solving and decision making. Educational Research and Review, 2(4), 82-91.

UNESCO & UNICEF. (2013a). Envisioning Education in the Post-2015 Development Agenda: Executive Summary. Paris, UNICEF and UNESCO.

UNESCO. (2012). Education and Skills for Inclusive and Sustainable Development beyond 2015: Think Piece for the United Nations Task Team on Post-2015 Development.

UNESCO-IBE. (2013). Statement on Learning in the post-2015 Education and Development Agenda. Geneva, UNESCO International Bureau of Education. Retrieved from http://www.unesco.org/Newfileadmin

Villalba, A., González-Rivera, M., & Díaz-Pulido, B. (2017). Obstacles perceived by physical education teachers to integrating ICT. The Turkish Online Journal of Educational Technology, 16(1), 83-92.

Zeichner, K., & Liston, D.P. (2013). Reflective teaching: An introduction to Reflective Teaching and the Social Conditions of Schooling Series (2nd ed.), Routledge, 1-121. https://doi.org/10.4324/9780203822289

Abell, S. K. (2007). Research on science teachers’ knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum Associates.

Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30, 1405-1416. https://doi.org/10.1080/09500690802187041

Azam, S. (2015). Stories of teaching force and motion: A narrative inquiry into pedagogical content knowledge of science teachers. (Unpublished doctoral thesis). University of Calgary, Alberta, Canada.

Ball, D. L. (1990). The mathematical understandings that preservice teachers bring to teacher education. Elementary School Journal, 90(4), 449–466. https://doi.org/10.1086/461626

Berry, A., Loughran, J., & van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. [Editorial Material]. International Journal of Science Education, 30(10), 1271-1279. https://doi.org/10.1080/09500690801998885

Carlsen, W. S. (1999). Domains of teacher knowledge. In N. G. Lederman & J. Gess-Newsome (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 133-144). Dordrecht, The Netherlands: Kluwer. https://doi.org/10.1007/0-306-47217-1_5

Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers pedagogical content knowledge of students’ problem-solving in elementary arithmetic. Journal for Research in Mathematics Education, 19(5), 385-401. https://doi.org/10.2307/749173

Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston & M. H. J. Sikula (Eds.), Handbook of research on teacher education (pp. 291–310). New York: Macmillan.

Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419-441. https://doi.org/10.1002/tea.3660310409

Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177/0022487193044004004

Davidowitz, B., & Potgieter, M. (2016). Use of the rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38, 1483-1503. https://doi.org/10.1080/09500693.2016.1196843

De Jong, O., Van Driel, J., & Verloop, N. (2005). Pre-service teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42, 947-964. https://doi.org/10.1002/tea.20078

Drechsler, M., & Van Driel, J. (2008) Experienced teachers’ pedagogical content knowledge of teaching acid-base chemistry. Research Science Education, 38, 611-631. https://doi.org/10.1007/s11165-007-9066-5

Geddis, A. N. (1993). Transforming Content Knowledge: Learning to teach about Isotopes. Science Education, 77, 575-591. https://doi.org/10.1002/sce.3730770603

Geddis, A. N., & Wood, E. (1997). Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education, 13, 611–626. https://doi.org/10.1016/S0742-051X(97)80004-2

Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575–591. https://doi.org/10.1002/sce.3730770603

Gess-Newsome, J. (1999). PCK: An introduction and orientation. In J. Gess-Newsome & N. Lederman (Eds.), Examining PCK: The construct and its implications for science education (pp. 3-20). Boston, MA: Kluwer.

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. Friedrichsen & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge.

Grossman, P. (1989). A study of contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40(5), 24-32. https://doi.org/10.1177/002248718904000504

Gudmondsdottir, S. (1990). Story-maker, story-teller: Narrative structures in curriculum. Journal of Curriculum Studies, 23, 207-218. https://doi.org/10.1080/0022027910230301

Gudmundsdottir, S. (1991). Values in pedagogical content knowledge. Journal of Teacher Education, 41(3), 44-52. https://doi.org/10.1177/002248719004100306

Gudmundsdottir, S. (1995). The narrative nature of pedagogical content knowledge. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning and research (pp. 24-38).

Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching & Teacher Education, 3, 109-20. https://doi.org/10.1016/0742-051X(87)90012-6

Hashweh, M. Z. (2005). Teacher pedagogical construction: a reconfirmation of pedagogical content knowledge. Teachers and Teaching, 11, 273-292. https://doi.org/10.1080/13450600500105502

Henze, I., Van Driel, J. H., & Verloop, N. (2008) Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 3(10), 1321- 1342. https://doi.org/10.1080/09500690802187017

Hollon, R. E., & Anderson, C. W. (1985). The curricular significance of students’ conceptions of heat and temperature. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Johnston, J., & Ahtee, M. (2006). Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education, 22, 503-512. https://doi.org/10.1016/j.tate.2005.11.015

Kapyla, M., Heikkinen. J.P., & Asunta, T. (2009). Influence of content knowledge on pedagogical knowledge: the case of teaching photosynthesis and plant growth. International Journal of Science Education. 31(10), 1395-1415. https://doi.org/10.1080/09500690802082168

Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In A. Berry, P. Friedrichsen & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 170-196). London: Routledge.

Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30, 1343-1363. https://doi.org/10.1080/09500690802187058

Loughran, J. J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41, 370-391. https://doi.org/10.1002/tea.20007

Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam, The Netherlands: Sense.

Loughran, J., Milroy, P. Berry, A. Gunstone, R. Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through Pap-eRs, Research in Science Education, 31(2), 289-307https://doi.org/10.1023/A:1013124409567

Magnusson, S., Krajacik, J., & Borko, H. (1999). Nature, sources, and development of PCK for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining PCK: The construct and its implications for science education (pp. 95-120), Boston, MA: Kluwer Academic Press.

Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11. https://doi.org/10.1177/002248719004100302

Mavhunga, M. E., & Rollnick, M. (2011). The development and validation of a tool for measuring topic specific pedagogical content knowledge (PCK) in chemical equilibrium. Paper presented at the annual meeting of the European Science Education Research Association (ESERA), Lyon, France.

Melo-Niño, L.V., Cañada, F., & Mellado, V. (2017). Initial characterization of Colombian high school physics teachers’ pedagogical content knowledge on electric fields. Research in Science Education, 47(1), 25-48. https://doi.org/10.1007/s11165-015-9488-4

Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers´ pedagogical knowledge. In: Gess-Newsome, J.; Lederman, N.G. (Eds.) Examining Pedagogical Content Knowledge, Dordrecht, The Netherlands: Kluwer Academic Publishers, p. 21-50. https://doi.org/10.1007/0-306-47217-1_2

Mthethwa-Kunene, E., Onwu, G. O., & de Villiers, R. (2015) Exploring Biology teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland science classrooms. International Journal of Science Education, 37(7), 1140-1165. https://doi.org/10.1080/09500693.2015.1022624

Nur-Akin, F., & Uzuntiriyaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education and Research Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G

Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Kuram ve Uygulamada Eğitim Bilimleri, 8(2), 611-645.

Park, S., & Chen, Y-C (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49, 922-941. https://doi.org/10.1002/tea.21022

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284. https://doi.org/10.1007/s11165-007-9049-6

Schemelzing, S., Van Driel J. H., Juttner, M.,Brandenbusch, S., Sandmann, A., & Neuhaus, J. B. (2013). Development, evaluation, and validation of a paper-and-pencil test for measuring two components of biology teachers’ pedagogical content knowledge concerning the “cardiovascular system.” International Journal of Science and Mathematics Education, 11(6), 1369-1390. https://doi.org/10.1007/s10763-012-9384-6

Seung, E. (2013). The Process of Physics Teaching Assistants’ Pedagogical Content Knowledge Development. International Journal of Science & Mathematics Education, 11(6), 1303-1326. https://doi.org/10.1007/s10763-012-9378-4

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of new reform. Harvard Educational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. https://doi.org/10.1016/0742-051X(88)90011-X

Uşak, M. (2005). Preservice science and technology teachers’ pedagogical content knowledge on Cell topics Educational Sciences: Theory & Practice, 9(4), 2033-2046.

Uzak, M., Ozden, M., & Eilks, I. (2011). A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education. 34(4), 407-429. https://doi.org/10.1080/02619768.2011.592977

Van der Valk, T., & Broekman, H. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22(1), 11-22. https://doi.org/10.1080/0261976990220102

Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J

Van Driel, J., De Jong, O., & Verloop, N. (2002). The development of pre-service chemistry teachers’ pedagogical content knowledge. Science Education, 86, 572-590. https://doi.org/10.1002/sce.10010

Van Driel, J., De Vos, W., Verloop, N., & Dekkers, H. (1998) Developing secondary students’ conceptions of chemical reactions: the introduction of chemical equilibrium. International Journal of Science Education, 20(4), 379-392. https://doi.org/10.1080/0950069980200401

Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4). Retrieved from http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev3n4.html

Verloop, N., Van Driel, J. H., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461. https://doi.org/10.1016/S0883-0355(02)00003-4

Wilson, S., Shulman, L., & Richert, A. (1987). “150 different ways of knowing”: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-123). Eastbourne, England: Cassell.

Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67. https://doi.org/10.1187/cbe.02-07-0021

Athanassiou, N., McNett, J. M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool. Journal of Management Education, 27(5), 533-555. https://doi.org/10.1177/1052562903252515

Baltas, A. (1991). On some structural aspects of physical problems. Synthese, 89(2), 299-320. https://doi.org/10.1007/BF00413911

Baltas, A. (2007). Background “assumptions” and the grammar of conceptual change: Rescuing Kuhn by means of Wittgenstein, In S. Vosniadou, A. Baltas, & X. Vamvakousi (Eds.), Conceptual change approach in learning and instruction (pp. 63 – 79). Oxford, UK: Elsevier.

Baltas, A. 1986. Ideological ‘Assumptions’ in Physics: Social Determinations of Internal Structures. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association, 130-151. Retrieved from http://www.jstor.org/stable/192796

Barstow W., Paquin, L., Dini, M., J. Zarnetske, J., Lepri, J., Patterson, C., & Desaix. J. (2008). Test Bank for Campbell- Reece Biology (Eight edition). San Francisco, USA: Pearson Education.

Bird, F. L. (2014). Assessment in biology: trends, problems and solutions. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 22(2).

Bissell, A. N., & Lemons, P. P. (2006). A new method for assessing critical thinking in the classroom. AIBS Bulletin, 56(1), 66-72. https://doi.org/10.1641/0006-3568(2006)056[0066:ANMFAC]2.0.CO;2

Bloom, B. S. (1956). Taxonomy of Educational Objectives: Handbook I, Cognitive Domain. New York: Longman.

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: implementing Bloom’s taxonomy to enhance student learning in biology. CBE—Life Sciences Education, 7(4), 368-381. https://doi.org/10.1187/cbe.08-05-0024

Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11(5), 554-565. https://doi.org/10.1080/0950069890110501

Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.

Hoefnagels, M. (2015). Test Bank for Biology Concepts and Investigations. New York: McGraw-Hill Education, (3rd Edition).

Holt, Rinehart, & Winston. (1999). Modern Biology. Study Guide. USA: Holt, Rinehart & Winston.

Hurley, P. (2015). A concise introduction to logic (twelfth edition). USA: Cengage Learning.

Kocakaya, S., & Kotluk, N. (2016). Classifying the Standards via Revised Bloom’s Taxonomy: A Comparison of Pre-Service and In-Service Teachers. International Journal of Environmental and Science Education, 11(18), 11297-11318.

Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of research in science teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034

Mader, S., & Windelspecht, M. (2017). Test Bank for Inquiry into Life (15th Edition). New York: McGraw-Hill Education.

Maskiewicz, A. C., & Lineback, J. E. (2013). Misconceptions are “so yesterday!” CBE—Life Sciences Education, 12(3), 352-356. https://doi.org/10.1187/cbe.13-01-0014

Millar, R., Lubben, F., Gott, R., & S. Duggan, S. (1994). Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance. Research Papers in Education, 9(2), 207-248. https://doi.org/10.1080/0267152940090205

Raven, P., Johnson, G., Mason, K., Losos, J., & Singer, S. (2017). Test Bank for Biology (11th Edition). New York: McGraw-Hill Education.

Reece, J. B., Urry, L. A., Cain, M. L., Wasserman, S. A., & Minorsky, P. V. (2014). Campbell biology (Tenth Edition). USA: Pearson Education.

Sattler, R. (1986). Biophilosophy. Analytic and Holistic Perspectives. Berlin: Springer-Verlab. https://doi.org/10.1007/978-3-642-71141-1

Schizas, D. (2012). Systems Ecology reloaded: a critical assessment focusing on the relations between science and ideology. In Populations, Biocommunities, Ecosystems: A Review of Controversies in Ecological Thinking, edited by G. Stamou, 67-92. Bentham Science Publishers Ltd. https://doi.org/10.2174/978160805280611201010067

Schizas, D., & G. Stamou. G. (2011). Complexity and declarative knowledge in biology education: a methodological approach. In History, Philosophy and Didactics of Sciences, edited by Κ. Skordoulis, Ε. Νikolaidis, Ε. Koleza, & D. Chasapis, pp. 321-324. Αthens: Nisos publications.

Schizas, D., & Psillos, D. (2019). Exploring physics teachers’ NOTSs (Nature of the Sciences) conceptions and discussing their relation to the current domain-general NOS (Nature of Science) agenda. Electronic Journal of Science Education (accepted for publication).

Schizas, D., Katrana, E., & G. Stamou, G. (2013). Introducing Network analysis into Science Education: Μethodological research examining secondary students’ understanding of ‘decomposition’. International Journal of Science and Environmental Education, 8, 175-198.

Schizas, D., Papatheodorou, E., & Stamou, G. (2018). Transforming “ecosystem” from a scientific concept into a teachable topic: philosophy and history of ecology informs science textbook analysis. Research in Science Education, 48(2), 267-300. https://doi.org/10.1007/s11165-016-9568-0

Schizas, D., Psillos, D., & Stamou, G. (2016). Nature of Science or Nature of the Sciences? Science Education, 100(4), 706-733. https://doi.org/10.1002/sce.21216

Smocovitis, V. (1992). Unifying Biology: The Evolutionary Synthesis and Evolutionary Biology. Journal of the History of biology, 25(1), 1-65. https://doi.org/10.1007/BF01947504

Stamou, G. (1998). Modern Darwinian Synthesis: An hypothesis of compromises, In N. Modinos & H. Euthymiopoulos (Eds.), Ecology and environmental sciences (pp. 233 – 258). Athens, Greece: Stohastis (In Greek).

Stamou, G. P. (2012). Critical realism and ecological studies. In G. P. Stamou (Ed.), Populations, biocommunities, ecosystems: A review of controversies in ecological thinking (pp. 3 – 27). Oak Park, I L: Bentham Science. https://doi.org/10.2174/978160805280611201010003

Van der Steen, W. (1993). A practical philosophy for the life sciences. Albany: State University of the New York Press.

Van der Steen, W. (2001). Methods and morals in the life sciences. A guide for analyzing and writing texts. USA: Greenwood publishing group.

Ahmed, K. Z., Parvez, M. Z., Mahfuz, Q. R., & Rahman, M. S. (2010). A theoretical model of GSM network based vehicle tracking System. 6th International Conference on Electrical & Computer Engineering, 27(1), 594–597.

Akpolat, C. (2003). Micro-controller based vehicle tracking system via use of GPS & GSM. Recent Advances in Space Technologies, 605–609.

Athavan, K. (2014). Automatic ambulance rescue system, Advanced Compulsory & Communication Technologies. Proceedings of IEEE International Conference on Electrical Information & Control Engineering, 5(2), 190–195. https://doi.org/10.1109/MIS.2014.4338485S

Bagree, R. (2008). GPS based animal tracking system intelligent sensors. Sensor Networks & Information. WildCENCE Processing, International Journal of American Society of Agricultural & Biological Engineerings, 27(1), 617–622.

Bishop–Hurley, G. J., Guo, Y. G., Paulton, P., & Swain, D. L. (2009). Monitoring animal behavior & environmental interactions using wireless sensor networks, GPS collars & satellite. Remote Sensing Sensors Information Today, 34(2), 36–37.

Brida, P. (2014). Location technologies for GSM (Diss.) University of Zilma Print.

Catarinucci, L. (2010). An Innovative animals tracking system based on passive UHF, RFID technology. International Symposium on RFID Technologies & Internet of Things (SoftCom), pp. 1–7.

Chen, M. Y. (2005). Are GSM phone the solution for localization? Mobile Computing Systems and Applications. American Journal of Scientific & Research, 1(2), 34–42.

Clark, P. E., Johnson, D. E., Kniep, M. A., Jermann, P., Huttash, B., Wood, A., Johnson, M., McGillivan, C., & Titus, K. (2006). An advanced, low – cost, GPS–based animal tracking system. International Journal of Rangeland Ecology & Management, 59(3), 334–340. https://doi.org/10.2111/05-162R.1

Drane, C., & Rizos, C. (1998). Positioning systems in intelligent transportation systems. Norwood, Massachusetts: Artech house.

El-Medany, W., Al- Omary, A., Al-Hakim, R., Al-Irhayim, S., & Nusaif, M. (2010). A cost effective real time tracking system prototype using integrated GPS/GPRS modules. Wireless & Mobile Communications 6th International Conference on, 3, 522-525. https://doi.org/10.1109/ICWMC.2010.104

Faithpraise, F. O., Obeisung, E. O., Asiya, A. E., Ilori, O. A., & Chatwin, C. R. (2018). An Automated Fraud Elimination Via Electrical Signal Monitoring And Recording Device (AFEESMR). Journal of Emerging Trends in Engineering and Applied Sciences (JETEAS), 9(3), 99- 104. https://hdl.handle.net/10520/EJC-1197a40dea

Fleisher, P. B., Nelson, A. Y., Sowah, R. A., & Bremang, A. (2012). Design and development of GPS/GSM based vehicle tracking & alert system for commercial inter-city buses. Adaptive Science & Technology4th International Conference on, 2, 16-25. https://doi.org/10.1109/ICASTech.2012.6381056

Gibb, D. J., McAllister, T. A., Huisma, C., & Wiedmeier, R. (1998). Bunk attendance of feed lot cattle monitored with radio frequency technology. Can. J. Anim. Sci., 78(4), 701–710. https://doi.org/10.4141/A98-032

Hadian Jazi, S., Farahani, S., & Karimpour, H. (2019). Map-merging in multi-robot simultaneous localization and mapping process using two heterogeneous ground robots. International Journal of Engineering TRANSACTIONS A: Basics, 32(4), 608-616.

Hoffman-Wellenhof, B., Lichtenegger, H., & Wasle, E. (2008). GNSS & Global navigational satellite systems. Wien: Springer-Verlag.

Joshi, A. (2008). GPS-Less animal tracking system, wireless communication & sensor networks. WCSN. Fourth International Conference, 9(3), 120–125. https://doi.org/10.1109/WCSN.2008.4772694

Karlsson, J., Li, H., & Ren, K. (2010). Tracking and Identification of animals for a digital zoo. IEEE/ACM International Conference on Cyber, Physical & Social Computing, 8(5), 510–515. https://doi.org/10.1086/629749

Khalvati, F., & Omidvar, A. (2019). Prediction of Noise Transmission Loss and Acoustic Comfort Assessment of a Ventilated Window using Statistical Energy Analysis. International Journal of Engineering TRANSACTIONS C: Aspects, 32(3), 451-459. https://doi.org/10.5829/ije.2019.32.03c.14

Kim, D. H., Kim, S. H., & Park, H. D. (2010). Animal situation tracking service using RFID, GPS & Sensors. Second International Conference on Computer & Network Technology, 4(03), 153–156. https://doi.org/10.1109/ICCNT.2010.40

Le-Bodic, G. (2005). Mobile messaging, technologies and services: SMS, EMS and MMS (2nd ed.). England: John Wiley & son Ltd. https://doi.org/10.1002/0470014520

Le-Tien, T., & Phung-The, V. (2010). Routing and tracking system for mobile vehicles in large area”, Electronics design, test and application. 10th International symposium. IEEE, Intelligent-System, 22(5), 2-3. https://doi.org/10.1109/DELTA.2010.38

Li G.-H. (2012). Automobile anti-theft system based on GSM and GPS module. Intelligent Networks & Intelligent System (ICINIS), 5th international conference on, 2, 199-20. https://doi.org/10.1190/nis.2012.654337

Mach, L. D. (1965). A collar for attaching radio transmitters on rabbits, hares and raccoons. Journal of wildlife management, 7(3), 214- 224. https://doi.org/10.2307/3798575

Mattson, O. (2001). Positioning of a Cellular Phone using the SIM: Diss, Royal Institute of Technology. In Print, Royal Society Journal.

Moen, R. A., Pastor, J., Cohen, Y., & Schwartz, C. C. (1996). Effects of moose movement and habitat use on GPS collar performance. Journal of Wildlife Management, 60, 659–668. https://doi.org/10.2307/3802085

Nagaraja, B. G., Rayappa, R., Mahesh, M., Patil, C. M., & Manjunath, T. C. (2009). Design & development of a GSM based vehicle theft control system. Advanced Computer Control, International Conference on, 8(5), 148–152. https://doi.org/10.1109/ICACC.2009.154

Noorossana, R., & Alemzad, H. (2003). Quality improvement through Multiple response optimization. International Journal of Engineering TRANSACTIONS B: Applications, 16(1), 148-153.

Obeisung, E. O. and Faithpraise, F. O. (2019). Investigation and Analysis of Major Causes of Sensorineural Hearing Loss in Some part of Nigeria. International Journal of Advanced Biotechnology and Research (IJABR), 10(3), 96-104.

Rodgers, A. R., Rempel, R. S., & Abraham, K. F. (1996). A GPS based telemetry system. Journal of Wildl. Soc. Bul., 24, 559–566. https://doi.org/10.3439/jws.201045

Sinnott, R. W. (1984). Virtues of the Haverside, Sky & Telescope. Edward Elgar Publishing, 156-159.

Weiss, E. (2012). Frequency of lost dogs and cats in the United States and methods used to locate them. Journal of Animals, 2(2), 301–315. https://doi.org/10.3390/ani2020301

Wilson, R. P., & Mc-Mahon, C. R. (2006). Measuring devices on wild animals; what constitutes acceptable practice. International Journal of Frontiers in Ecology & the Environment, 27(1), 143-150. https://doi.org/10.1890/1540-9295(2006)004[0147:MDOWAW]2.0.CO;2

Yoo, S., & Melde, K. L. (2011). VHF Collar integrated antenna for ground link of GPS location system, antenna and propagation. IEEE Transactions, 61(1), 26–32. https://doi.org/10.1109/TAP.2012.2214019