연구동향 분석
박사

과학교육에서의 지식 개념에 대한 비판적 검토 : Giere의 모형 기반 과학철학을 중심으로

이종봉 2018년

논문상세정보
인용/피인용
' 과학교육에서의 지식 개념에 대한 비판적 검토 : Giere의 모형 기반 과학철학을 중심으로' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 교육,연구,관련주제
  • Giere
  • aims of science education
  • philosophy of science
  • philosophy of science education
  • science education
  • scientificknowledge
  • 과학교육
  • 과학교육 목표
  • 과학교육 철학
  • 과학지식
  • 과학철학
  • 기어리
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
490 0

0.0%

' 과학교육에서의 지식 개념에 대한 비판적 검토 : Giere의 모형 기반 과학철학을 중심으로' 의 참고문헌

  • 실험교육의 현상학적 이해: 밀리컨 기름방울 실 험과 홀 효과 실험을 중심으로
    이경호 이종봉 New Physics: Sae Mulli, 66(7), 864-876 [2014]
  • 미술과 교육과정
    교육부 제6차 교육과정 과학과 해설 [1992]
  • 교육과학기술부
    2009 개정 교육과정 [2009]
  • 교육과학기술부
    2007 개정 교육과정 고등학교 교육과정 해설 [2007]
  • 과학교육의 이론과 실제
    김희경 윤희숙 이기영 조희형 파주: 교육과학사 [2011]
  • 고등학교 물리2
  • 「미술과 교육과정」
    교육부 2015 개정 교육과정 [2015]
  • van Fraassen, B. (1980). Scientific Image. Oxford: Oxford University Press.
  • Woolnough, B. (1983). Excercise, Investigations and Experiences. Physics Education, 18(2), 60-63.
  • Wellington, J. & Osborne, J. (2001). Language and Literacy in Science Education. PA: Open University Press.
  • Treagust, D. & Duit, R. (2008). Conceptual Change: A Discussion of Theoretical, Methodological and Practical Challenges for Science Education. Cultural Studies of Science Education, 3(2), 297-328.
  • Tamir, P. (1976). The Role of the Laboratory in Science Teaching. Iowa City: Science Education Center in the University of Iowa.
  • Suppes, P. (1961). A Comparison of the Meaning and Use of Models in the Mathematical and Empirical Sciences, in H. Freudenthal (ed.), The Concept and Role of the Model in Mathematics and Natural and Social Sciences. Dordrecht: Reidel.
  • Sinnott-Armstrong, W. (1988). Moral Dilemmas. Oxford: Basil Blackwell.
  • Siegel, H. (1998). Knowledge, Truth and Education. in Carr, D.(ed.), Education, Knowledge and Truth: Beyond the Postmodern Impasse, 19-36, London: Routledge.
  • Siegel, H. (1989). Philosophy of Science Natrualized? Some Problems with Giere’s Naturalism. Studies in History and Philsophy of Science, 20(3), 365-375.
  • Schwab, J. & Brandwein, P. (1962). The Teaching of Science. Cambridge: Havard University Press.
  • Putnam, H. (2010). Meaning and the Moral Sciences. NY: Routledge.
  • Pring, R. (2004). Philosophy of Educational Research. London: Continnum.
  • Portner, P. (2005). What Is Meaning? : Fundamentals of Formal Semantics. MA: Blackwell Publishing.
  • Passmore, C., Gouvea, J. & Giere, R.(2014). Models in Science and in Learning Science: Focusing Scientific Practice on Sense-making. in M. Matthews(ed.), International Handbook of Research in History, Philosophy and Science Teaching, 1171-1202, NY: Springer.
  • Nadeau, R. & Desautels, J. (1984). Epistemology and the Teaching of Science. Science Council of Canada.
  • Morgan, M. & Morrison, M. (1999). Introduction. in M, Morgan. & M, Morrison(.eds). Models as Mediators: Perspectives on Natural and Social Science, 1-9, Cambridge: Cambridge University Press.
  • McComas. (2014). The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning. Rotterdam: Sense Publishers.
  • Mates, B. (1972). Elementary Logic. NY: Oxford University Press.
  • Laudan, L. (1981). A Confutation of Convergent Realism. Philosophy of Science, 48(1), 19-49.
  • Kuhn, T. (1996). The Structure of Scientific Revolution. Chicago: University of Chicago Press.
  • Koponen, I. & Tala, S. (2014). Generative Modelling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education. in M. Matthews(ed.), International Handbook of Research in History, Philosophy and Science Teaching, 1143-1169, NY: Springer.
  • Ihde, D. (1979). Technics and Praxis. Dordrecht: D. Reidel Publishing Company.
  • Ichikawa, J. & Steup, M. (2017). The Analysis of Knowledge. in Zalta, E(ed.), The Stanford Encyclopedia of Philosophy, from https://plato.stanford.edu/archives/fall2017/entries/knowledge-analysis/.
  • Holton, G. (1978). The Scientific Imagination: Case Studies. Cambridge: Cambridge University Press.
  • Hofstein, A. & Lunetta, V. (1982). The Role of the Laboratory in Science Teaching: Neglected Aspects of Research. Review of Educational Research, 52(2), 201-217.
  • Hanson, N. (1958). Patterns of Discovery. Cambridge: Cambridge University Press.
  • Hacking, I. (1983). Representing and Intervening: Introductory Topics in The Philosophy of Natural Science. Cambridge: Cambridge University Press.
  • Gilbert, J. (2004). Models and Modelling: Routes to More Authentic Science Education. International Journal of Science and Mathematics Education, 2, 115-130.
  • Giere, R., Bickle, J. & Maudlin, F. (2006). Understanding Scientific Reasoning. Ontario: Thomson Wadsworth.
  • Giere, R. (2009). An Agent-Based Conception of Models and Scientific Representation. Synthese, 172, 269-281.
  • Giere, R. (2006). Scientific Perspectivism. Chicago: The University of Chicago Press.
  • Giere, R. (2004). How Models Are Used to Represent Reality. Philosophy of Science, 72, 742-752.
  • Giere, R. (1999). Science Without Laws. Chicago: The University of Chicage Press.
  • Giere, R. (1988). Explaining Science: A Cognitive Approach. Chicago: The University of Chicago Press.
  • Giere, R. (1985). Philosophy of Science Naturalized. Philosophy of Science, 52(3), 331-356.
  • Giere, R. (1983). Testing Theoretical Hypotheses. in J, Earman(ed.), Testing Scientific Theories, 269-298, MN: The University of Minnesota Press.
  • Gardner, H. (2011). Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Age of Truthiness and Twitter. AZ:Basic Books.
  • Freedman, M. (1997). Relationship Among Laboratory Instruction, Attitude Toward Science, and Achievement in Science Knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  • Einstein, A. (1954). Ideas and Opinions. NY: Crown Publishers.
  • Domin, S. (1999). A Review of Laboratory Instruction Styles. Journal of Chemical Education, 76(4), 543-547.
  • Die andere Bildung: Was man von den Naturwissenschaften wissen sollte. [세상과 소통하는 교양인을 위한 과학한다는 것, 김재영, 신동신, 나정민 & 정계화 역, 2015]
    Fischer, E. 서울: 반니 [2001]
  • Crease, P. (2003). The Prism and The Pendulum: The Ten Most Beautiful Experiments in Science. NY: Random House.
  • Cooper, L. (2014). Science and Human Experience: Values, Culture and the Mind. Cambridge: Cambridge University Press.
  • Cooper, L. (1992). Physics: Structure and Meaning. Hanover: Brown University Press.
  • Collins, H. & Pinch, T. (1998). The Golem: What You Should Know About Science. Cambridge: Cambridge University Press.
  • Church, A. (1949). Review: Language, Truth and Logic by Alfred Jules Ayer. The Journal of Symbolic Logic, 14(1), 52-53.
  • Cartwright, N. (1983). How the Laws of Physics Lie. NY: Oxford University Press.
  • Carr, W. (2004). Philosophy and Education. Journal of Philosophy of Education, 38(1), 55-73.
  • Boyd, R. (1984), The Current Status of Scientific Realism. in J. Leplin(ed.), Scientific Realsim, 41-82, CA: University of California Press.
  • Bloomfield, L. (2008). How Everything Works. NJ: John Wiley & Sons, Inc.
  • Ayer, A. (1959). Editor’s Introduction. in A. Ayer(ed.), Logical Positivism, 3-10, NY: The Free Press.
  • Ayer, A. (1952). Language, Truth and Logic. NY: Dover Publications.
  • Aduriz-Bravo, A. (2013). A ‘Semantic’ View of Scientific Models for Science Education. Science & Education, 22, 1593-1611.
  • 2009 개정 교육과정에 따른 중학교 과학에 관한 성취기준 및 성취수준의 서술어 분석
    조광희 New Physics: Sae Mulli, 64(4), 447-457 [2014]
  • (1893). Grundgesetze der Arithmetik. [The Basic Laws of Arithmetic, M. Furth 역
    Frege, G. ] Berkeley: University of California Press [1964]
  • (1884). Die Grundlagen der Arithmetik: eine logisch mathematische Untersuchung ber den Begriff der Zahl. [The Foundations of Arithmetic: A logico-mathematical enquiry into the concept of number, J.L. Austin 역, ]
    Frege, G. Oxford: Blackwell [1974]