참고문헌
- 김중욱 (2002). 달의 운동' 에 대한 관찰 및 해석의 문제점과 선지식. 대구교육대학교 교육대학원 석사학위 논문
- 김찬종, 이조옥 (1995). 달의 위상변화와 빛에 대한 중등학교 학생들의 개념변화사이 관계. 한국지구과학회지, 17(1), 8-21
- 김효남 (1990). 초등학교 아동의 과학개념에 대한 실태조사 및 교정을 위한 방법 연구. 한국과학교육학회지, 10(2), 11-24
- 명전옥 (2001). 예비교사틀의 지구과학 문제 해결 실패 요인: 달과 행성의 운동을 중심으로. 한국지구과학회지, 22, 339-349
- 오준영, 박성호 (2005). 계절변화에 대한 예비중등 교사의 대안개념의 구조. 한국우주과학회지, 23, 1-10
- 오준영, 채동현(2004), 별에 대한 초등교사와 학생들의 유년적 개념과 핵심 신념비교. 중등교육연구, 52, 427-452
- 이조옥 (1994). 달의 위상변화에 대한 오 개념 연구. 이화여자대학교 교육대학원 석사학위논문
- 정홍식 (2005), 초인지 학습전략이 초등학생의 계절의 변화 개념형성과 자기 효능감에 미치는 영향, 부신교육대학교 교육대학윈 석사학위논문
- 하옥선 (1999). 태양 고도와 계절 변화에 대한 학생들의 개념연구. 서울교육대학교 교육대학원 석사학위논문
- 채동현 (1993). 계절변화 원인에 대한 학생들의 유년적 사고. 한국지구과학회지, 4(1), 34-43
- Atwood, R., & Atwood, V. (1996). Preservice elementary teachers' conceptions of causes of seasons. Journal of Research in Science Teaching, 33, 553-563
- Banks, M. S. (1980). The Development of Visual Accommodation during Early Infancy. Child Development, 51, 646-666
- Carey, S. (1989). Sources of conceptual change. In E. K. Scholnick, K. Nelson, & P. Miller (Ed.), Conceptual development: Piaget's legacy (pp. 293- 326). Mahwah, MJ: Lawence Erlbaum Associates
- Dai, M E, & Capie, W. (1990). Misconception about the Moon by preservice & teachers in Taiwan. Paper presented at the annual meeting of the National Association for Reacher in Science Teaching, ED 355 327
- Duschl, R. A., & Gitomer, D. H. (1991). 'Epistemological perspectives on conceptual change; Implications for educational practice'. Journal of research in science Teaching, 28. 839-858
- Feigenberg. J., Lavrik, L., & Shunyakov, V. (2002). Space Scale: Models in the History of Science and Students Mental Models. Science & Education. 11, 377-392
- Glaser, R, Ferguson, E., & Vosniadou, S. (1995). Cognition and the design of environments for learning: Approaches in this book. In S. Vosniadou, E. De Corte, R. Glaser & H. Man이 (Ed.), International perspectives on the construction of technology-supported learning environments, (pp.13-24). Hillsdale, NJ: Erlbaum
- Gunstone, R F., & Mitchell, I. J. (1977). Metacognition and conceptual change. In J. Mintzes, J.H. Wandersee, & J. D. Novak (Ed.), teaching science for understanding (pp. 133-163). San Diego: Academic press
- Hewson, P. W., & Hewson, M. G. (1984), The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13
- Kikas. E. (1998a). Pupils' explanations of seasonal changes: age differences and the influence of teaching. British Journal of Educational Psychology, 68, 505-516
- Kikas, E. (1998b ). The impact of teaching on students' definitions and explanations of astronomical phenomena. Learning and Instruction, 8, 439-454
- Kuhn, T. S. (1970). The structure of scientific revolutions, Chicago: University press
- Laburu, C. E., & Niaz, M. (2002). A Lakatosian Framework to Analyze Situations of Cognitive Conflict and Controversy in Students' Understanding of Heat Energy and Temperature. Journal of Science Education and Technology, 11, 211-219
- Ladyman, J. (2002). Understanding philosophy of science: Routledge
- Lakatos, I. (1970). Falsification and the methodology of scientific research programs. In I. Lakatos & A. Musgrave (Ed.), Criticism and the growth of knowledge (pp. 91-196). New york: Cambridge University Press
- Leplin, J. (1997). A novel defense of scientific realism. Oxford: Oxford University Press
- Hermann, R., & Lewis, B. (2003). Moon misconceptions bringing pedagogical research of lunar phases into the classroom. The Science Teacher, November 2003, 51-55
- Ohlsson, S. (1999), Theoretical Commitment and Implicit Knowledge: Why Anomalies do not trigger Learning. Science & Education, 8, 559-574
- Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66, 211-277
- Spelke, E. S. (1991). Physical knowledge infancy: Reflections on Piajet's theory. In S. Carey & R. Gelman(Eds.), The epigenesis of mind, Hilsadale, NJ: Lawrence Erlbaum Associates
- Spelke, E. S., Philllips, A, & Woodward, A. L. (1995). Infants' knowledge of object motion and human action. In D. Sperber, D. Premack, & A. J. Premack(Eds.), Casual cognition: A multidisciplinary debate (pp. 44-78). Oxford, England: Clarnendon Press
- Vosniadou, S., & Brewer, W. F. (1992), Mental models of the earth: a study of conceptual change in childhood. Cognitive psychology, 24, 535-585
- Vosniadou, S. (1994). Capturing and modeling the precess of conceptual change. Learning and Instruction, 4, 45-69
- Watson, J. R., Pristo, T., & Dillon, J. S. (1997). Consistency of students' explanations about combustion. Science Education, 81, 425-443
- Winch, P. (1976). The idea of a social science and its relation to philosophy. London: Routledge & Kegan Paul