연구동향 분석

과학교사의 과학의 본성 수업에 대한 교과교육학 지식(NOS-PCK) 탐색 -과학탐구실험을 중심으로-

김민환 신해민 노태희 2020년

논문상세정보
인용/피인용
' 과학교사의 과학의 본성 수업에 대한 교과교육학 지식(NOS-PCK) 탐색 -과학탐구실험을 중심으로-' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • nature of science
  • pck
  • science teacher
  • 과학교사
  • 과학의 본성
  • 교과교육학 지식(PCK)
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
367 0

0.0%

' 과학교사의 과학의 본성 수업에 대한 교과교육학 지식(NOS-PCK) 탐색 -과학탐구실험을 중심으로-' 의 참고문헌

  • 탐구적 과학글쓰기(SWH)에 나타난 교사들의 과학의 본성(NOS)에 대한 인식 탐구
    김상호 [2016]
  • 초등 과학영재 지도교사의 과학의 본성에 대한 인식 및 교수태도 분석
    임성만 [2010]
  • 중학교 과학영재들의 과학의 본성에 대한 인식 분석
    박은이 [2011]
  • 중등 과학 교사들의 과학의 본성, 과학적 인과성 및 자연에 대한 종합적 관점 조사
    홍행화 [2014]
  • 미래세대를 위한 ‘과학교육표준’의 주요 내용과 특징
    송진웅 [2019]
  • 과학교사의 ‘과학의 본성’ 교수 의지 사례 연구 - 지식과 신념의 상호작용 탐색 -
    조은진 [2020]
  • Young people’s images of science
    Driver, R. [1996]
  • What “ideas-about-science” should be taught in school science? A delphi study of the expert community
    Osborne, J. [2003]
  • Views of nature of science questionnaire:toward valid and meaningful assessment of learners’ conceptions of nature of science
  • Using the science museum’s ‘Mystery Boxes’ as a model for science and ‘How science works’
    French, M. [2012]
  • Transforming content knowledge : Learning to teach about isotopes
  • Those who understand : Knowledge growth in teaching
  • The nature of science in science education: Rationales and strategies
  • The nature of science in science education : An introduction
  • The nature of science in science education
  • The nature of science and the next generation science standards : Analysis and critique
  • The nature of science and instructional practice : Making the unnatural natural
  • The nature of science : A perspective from the philosophy of science
  • The making of a teacher: Teacher knowledge and teacher education
  • The interplay of scientific epistemological views, learning strategies, and attitudes of collegestudents
  • The influence of history of science courses on students’ views of nature of science
  • The influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science
    Khishfe, R. [2002]
  • The inclusion of the nature of science in nine recent international science education standards documents
  • The development of in-service science teachers’ understandings of and orientations to teaching the nature of science within a PCK-based NOS course
  • Teaching with and about nature of science, and science teacher knowledge domains
  • Teaching nature of science through inquiry : Results of a 3‐year professional development program
  • Teaching elements of nature of science : A yearlong case study of a fourth grade teacher
  • Teachers’ understanding of the nature of science and classroom practice : Factors that facilitate or impede the relationship
  • Teacher beliefs and intentions regarding the implementation of science education reform strands
  • Taking a closer look at science teaching orientations
  • Subject matter and related pedagogical knowledge in teacher education
    Tamir, P. [1988]
  • Students’ and teachers’ conceptions of the nature of science : A review of the research
  • Scientific literacy for democratic decision-making
  • Revisiting the conceptualisation of pedagogical content knowledge(PCK) : PCK as a conceptual tool to understand teachers as professionals
    Park, S. [2008]
  • Reconceptualizing the nature of science for science education: Scientific knowledge, practice and other family categories
    Erduran, S. [2014]
  • Pre-service teachers’ understanding and teaching of nature of science: An intervention study
  • Personal epistemology: The psychology of beliefs about knowledge and knowing
  • One course is not enough : Preservice elementary teachers’ retention of improved views of the nature of science
  • Measuring primary teachers’ attitudes toward teaching science : Development of the Dimensions of Attitude towards Science(DAS)instrument
  • Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms
    Park, S. [2012]
  • Making learning last : Teachers’ long-term retention of improved nature of science conceptions and instructional rationales
  • Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science
  • Improving science teachers’ conceptions of nature of science : A critical review of the literature
  • Improving primary teachers’ attitudes toward science by attitude-focused professional development
  • Identifying science understanding for functional scientific literacy
    Ryder, J. [2001]
  • Handbook of research on science education
  • Exploring how second grade elementary teachers translate their nature of science views into classroom practice after a graduate level nature of science course
    Deniz, H. [2015]
  • Examining pedagogical content knowledge:The construct and its implications for science education
  • Elementary teachers’ pedagogical content knowledge for teaching the nature of science
  • Basics of Qualitative Research: Grounded Theory Procedures and Techniques
    Strauss, A. [1990]
  • Analysis of representations of nature of science and categorization of reflective activities in ‘Scientific Inquiry and Experimentation’ textbooks: Focusing on ‘Scientific Inquiry in the History’ chapter
    Yang, S. [2019]
  • Advances in nature of science research
  • 2015 개정 교육과정‘과학탐구실험’운영 실태 조사
    변태진 [2019]
  • 2015 개정 과학과 교육과정의 통합과학과 과학탐구실험이 학생들의 과학에 대한 흥미, 과학적 태도, STS와 과학의 본성에 대한 견해에 미치는 영향
    김민환 [2019]
  • 2015 Revised Science National Curriculum
  • 2009 개정 교육과정에 의한 융합형 과학이 학생들의 과학의 본성과 STS에 대한 견해, 과학에 대한 흥미 및 포부에 미치는 영향
    양찬호 [2015]
  • 2009 Revised Science National Curriculum
  • "It’s the nature of the beast?"The influence of knowledge and intentions on learning and teaching nature of science