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소집단 논변 활동에서 협력적 성찰의 역할 탐색 -학생들의 인식적 고려와 실행을 중심으로-

조한빛 하희수 김희백 2019년

논문상세정보
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' 소집단 논변 활동에서 협력적 성찰의 역할 탐색 -학생들의 인식적 고려와 실행을 중심으로-' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • collaborativereflection
  • epistemic consideration
  • epistemic practice
  • scientific argumentation
  • 과학적 논변활동
  • 인식적 고려
  • 인식적 실행
  • 협력적 성찰
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
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' 소집단 논변 활동에서 협력적 성찰의 역할 탐색 -학생들의 인식적 고려와 실행을 중심으로-' 의 참고문헌

  • 자유탐구 활동에서 나타난 과학고등학교 학생들의 인식적 목표, 인식적 이해와 추론의 복잡성 탐색
    윤현정 [2018]
  • 실험 설계에서 나타난 소집단 논변활동 탐색: 활동에 대한 인식적 목표와 인식적 이해를 중심으로
    권지숙 [2016]
  • 소집단 논변활동에 대한 협력적 성찰을 통한 중학생들의 소집단 규범과 논변활동 능력 발달 탐색
    이신영 [2016]
  • 소집단 과학 논변 활동에 대한 협력적 성찰에서 드러난 학생들의 메타인지 발달 탐색
    박소현 [2014]
  • 과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-
    이차은 [2016]
  • Where practice and theory intersect in the chemistry classroom : using cogenerative dialogue to identify the critical point in science education
    Martin, S. [2006]
  • Understanding students’ practical epistemologies and their influence on learning through inquiry
  • The place of argumentation in the pedagogy of school science
    Newton, P. [1999]
  • The development of discourse strategies in adolescent argumentation
    Felton, M. [2004]
  • The Role of Science Educationina Changing World
    Adams, J. [2018]
  • The Implications of Coteaching /Cogenerative Dialogue for Teacher Evaluation : Learning from Multiple Perspectives of Everyday Practice
  • Teaching to learn: Perspectives from the field
    Tobin, K. [2006]
  • Teacher questioning in science classrooms: Approaches that stimulate productive thinking
    Chin C [2007]
  • Tangled up in views : Beliefs in the nature of science and responses to socioscientific dilemmas
  • Science education in three-part harmony : Balancing conceptual, epistemic, and social learning goals
    Duschl, R. [2008]
  • Science as argument : implications for teaching and learning scientific thinking
    Kuhn, D. [1993]
  • Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing
    Hammer, D. [2002]
  • Next Generation Science Standards:For States, By States
  • Learning to teach argumentation: Research and development in the science classroom
    Simon, S. [2006]
  • Inquiry, activity and epistemic practice
  • Improving Science Teaching and Learning for New Teachers and Diverse Learners Using Participatory Action Research and Cogenerative Dialogue
    박창미 [2018]
  • Improvements to elementary children’s epistemic understanding from sustained argumentation
    Ryu, S. [2012]
  • Identity negotiation within peer groups during an informal engineering education program : The central role of leadership‐oriented youth
  • Identity in science learning : Exploring the attention given to agency and structure in studies of identity
  • Framing for scientific argumentation
  • Fostering students’ knowledge and argumentation skills through dilemmas in human genetics
    Zohar, A. [2002]
  • Fostering group norm development and orientation while creating awareness contents for improving net-based collaborative problem solving
  • Explanationdriven inquiry : Integrating conceptual and epistemic scaffolds for scientific inquiry
  • Establishing the norms of scientific argumentation in classrooms
    Driver, R. [2000]
  • Epistemologies in Practice : Making scientific practices meaningful for student
  • Enhancing the quality of argumentation in school science
    Osborne, J. [2004]
  • Education for thinking
    Kuhn, D. [2005]
  • Distributed cognitions: Psychological and educational considerations
  • Deliberation versus Dispute : The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom
    Felton, M. [2009]
  • Classroom communities’adaptations of the practice of scientific argumentation
  • Argumentation in science education: Perspectives from classroom-based research
  • Argumentation in science education: Perspectives from classroom-based research
  • Argumentation in science education: Perspectives from classroom-based research
  • Approaching and avoiding arguments : The role of epistemological beliefs, need for cognition, and extraverted personality traits
  • Activist Science and Technology Education Vol. 9
    Tobin, K. [2014]
  • A Scaffolding Design Framework for Software to Support Science Inquiry
  • "Doing the lesson"or"doing science" : Argument in high school genetics