유아과학교육 프로그램이 유아의 과학적 소양에 미치는 효과에 관한 메타분석 = A Meta-analysis on the Effects of Early Childhood Science Education Programs for Young Children’s Scientific Literacy
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유아과학교육 프로그램이 유아의 과학적 소양에 미치는 효과에 관한 메타분석 = A Meta-analysis on the Effects of Early Childhood Science Education Programs for Young Children’s Scientific Literacy' 의 주제별 논문영향력
논문영향력 요약
주제
과학적 소양
메타분석
유아과학교육 프로그램
효과크기
동일주제 총논문수
논문피인용 총횟수
주제별 논문영향력의 평균
2,347
0
0.0%
주제별 논문영향력
논문영향력
주제
주제별 논문수
주제별 피인용횟수
주제별 논문영향력
주제어
과학적 소양
59
0
0.0%
메타분석
1,963
0
0.0%
유아과학교육 프로그램
3
0
0.0%
효과크기
322
0
0.0%
계
2,347
0
0.0%
* 다른 주제어 보유 논문에서 피인용된 횟수
0
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유아과학교육 프로그램이 유아의 과학적 소양에 미치는 효과에 관한 메타분석 = A Meta-analysis on the Effects of Early Childhood Science Education Programs for Young Children’s Scientific Literacy' 의 참고문헌
창의성을 길러주기 위한 유아과학교육의 이론과 실제 통합적 접근 [원제:Scienceexperiencefortheearly childhood Year:An Integrated Approach 7th Edition.NJ:MerillPrenticeHall].전명남 이해주 정정희 공역
Weinburgh,M.(1995).Gender difference in studentattitudes towardscience:A meta-analysis ofthe literature from 1970 to 1991. JournalofResearchinScienceTeaching,32(4),387-398.
Waite-Stupiansky, S. (1997). Making math meaningful for youngchildren. In S. Waite-Stupiansky(Ed), Building understandingtogether:aconstructivistapproachtoearlychildhood education. Albany,NY:DelmarPublishers.
Starko.A.J.(2000).Finding theproblem finders:Problem findersandtheidentification and developmentoftalent.In R.C.Friedman,& B. M. Shore(Eds.), Talents unfolding: cognition anddevelopment.AmericanPsychologicalAssociation.
Norris,S.P.,& Phillips,L.M.(2003).How literacy in itsfundamentalsense is centralto scientific literacy.Science Education,87(2),224-240.
Norris, S. P. (1984). Defining observational competence. scienceeducation,68(2),129-142.
Nimmo,J.,& Hallett,B.(2008).Childhood in the garden:A place toencounternaturaland socialdiversity.Young Children on theWeb.January2008.http://www.journalnacey.org/about/permisson.
NationalScience Foundation.미국 국립과학재단,국민의 과학에대한 이해 정도조사
과학기술정책(1998)인용[1998]
NationalResearch Council(2000).Inquiry and the national scienceeducation standards: a guide for teaching and learning. Washington,DC:NationalAcademyPress.
Martin,R.,Sexton.C.,Wagner,K.,& Gerlovich,J.(2005).TeachingScience for All Children: Inquiry Methods for ConstructingUnderstanding(3thed.).M.A.:AllynandBacon.
Lee, M. J. (2013). Current content analysis of scientific literacyconceptsresearchesbased on thereferencesofhigh frequenciescitedin relatedarticles.TheJournalofEducation Studies,50(1),1-15.
Leaper,C.(1991).Influence and involvementin children’s discovers:Age, gender, and partner effects. Child Development, 62(4),797-811.
Lawson, A. E. (1995). Science teaching and the development ofthinking.WordsworthPublishingCompany.
Krogh,S.L.(1997).How children develop and why itmatters.In D. H. Hunt, D. C. Burts, & Charlesworty(Eds.) Integratedcurriculum and developmentally appropriate practice(pp.29-48) Albany,NY:StateUniversityofNew YorkPress.
Krajcik,J.& Czemiak,C.(2007).Teaching sciencein elementary andmiddle school classrooms: A Project-based approach,3rd ed. Boston:McGravhill.
Koch,J.(1999).Science stories:Teachers and Children as ScienceLearners.Boston,New York:HoughtonMufflinCompany.
Koch, J. (2010). Science stories. Boston, N.Y: Houghton MufflinCompany.
Enochs,L.G.,& Riggs,I.M.(1990).Further development of anelementary science teaching efficacy belief instrument: apreservice elementary scale.SchoolScience and Mathematics,90(8),694-706.
Duval, S., R. Tweedie. (2000). Trim and fill: A simplefunnel-plot-basedmethodoftestingandadjustingforpublicationbiasinmeta-analysis.Biometrics,56,455-463.
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유아과학교육 프로그램이 유아의 과학적 소양에 미치는 효과에 관한 메타분석 = A Meta-analysis on the Effects of Early Childhood Science Education Programs for Young Children’s Scientific Literacy'
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