References
- 강순민 (2004). 과학적 맥락의 논의 과제 해결과정에서 나타나는 논의과정 요소의 특정. 한국교원대학교 박사학위논문
- 김지영, 성숙경, 강성주, 박종윤, 최병순 (2002). 사회적 상호작용을 강조한 과학탐구실혐의 효과. 한국과학교육학회지. 22(4), 757-767
- 김조연, 신애경, 박국태, 최병순 (2001). 사회적 상호작용을 강조한 과학탐구실험의 효과 및 인지수준에 따른 상호작용 분석. 대한화학회지, 45(5), 470 -480
- 김찬종, 오필석, 오영선, 박영선 (2005). 포트폴리오 체제를 적용한 수업에서 학생들의 소집단내 상호삭용 참여 양상과 포트폴리오 성취도와의 관계. 한국과학교육학회지, 25( 7), 837-848
- 김혜심, 이은경, 강성주 (2006) 실생활 소재 탐구 실험 형태에 따른 학생 학생 상호작용에서의 학습 접근 수준 분석. 한국과학교육학회지, 26(1), 16-24
- 박종윤, 정인화, 남정희, 최경희, 최병순 (2006). 중학교 과학 수업에서 질문과 피드백을 활용한 교사-학생 상호작용 강화 수업 전략의 개발 및 적용. 한국과학교육학회지, 26(2), 239-245
- 성숙경 (2005). 사회적 상호작용을 강조한 과학탐구 실험에서 언어적 상호작용의 변화와 특성. 한국교원대학교 박사학위논문
- 이현영, 장상실, 성숙경, 강성주, 최병순 (2002). 사회적 상호작용을 강조한 과학탐구 실험과정에서 학생학생 상호작용 양상 분석. 한국과학교육학회지, 22(3), 660-670
- Alexopoulou, E., & Driver, R. (1996). Small-group discussion in physics: Peer interaction modes in peers & fours. Journal of Research in Science Teaching, 33(10), 1099-1114 https://doi.org/10.1002/(SICI)1098-2736(199612)33:10<1099::AID-TEA4>3.0.CO;2-N
- Anderson, R., Howe, C.. Soden, F, Holliday, J., & Low. J. (2001), Peer interaction and the learning of critical thinking skills in further education students, Instructional Science, 29, 1-32 https://doi.org/10.1023/A:1026471702353
- Berg, C., Bergendahl, V., Lundberg. B., & Tibell, L.(2003). Benefiting from an open-ended experirnent? A comparison of attitude to, and outcomes of, and expository versus open-inquiry version of the same experiment. International Journal of Science Education, 25(3). 351-372 https://doi.org/10.1080/09500690210145738
- Bianchini, J. A. (1997), Where knowledge construction, equity and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065 https://doi.org/10.1002/(SICI)1098-2736(199712)34:10<1039::AID-TEA5>3.0.CO;2-S
- Chang, H. P., & Lederman. N. G. (1994). The effects of lewis of cooperation with in physical science achieveroent. Journal of Research in Science Teaching, 31(2), 167-181 https://doi.org/10.1002/tea.3660310207
- Chinn, C.A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluation inquiry task. Science Education, 886, 175-218
- Hand. B., Treagust, D.F., & Vance, K. (1997).Student perceptions of the social constructivist classroom. Science Education, 81(5), 561-575 https://doi.org/10.1002/(SICI)1098-237X(199709)81:5<561::AID-SCE4>3.0.CO;2-8
- Hodson, D. K. (1990). A critical look at practical work in school science. School Science Review, 71 (256).33-40
- Jones, M. G. & Carter, G. (1994). Verbal and nonverbal behavior of al: ility grouped dyads. Journal of Research in Science Teaching, 31(6),603-619 https://doi.org/10.1002/tea.3660310604
- Kurth, L. A.,. Gardner, R., & Smith, E. L. (2002). Student use of narrative and paradigmatic forms of talk in elementary science conersations, Journal of Research in Science Teaching, 39(9), 93-818
- Lee, S. K., Park, H.J., Myeong, K. O., & Kang, K. H. (2003). A case stud of classroom cultural aspects affecting discussion and discourse; A conceptual ecological approach. Journal of Korean Association Research in Science Education, 23(4), 331-340
- Lumpe, A. T., & Styer, .J. R. (1995). Peer collaboration and concept develpment: Learning about photosynthesis. Journal of Research in Science Teaching, 32(1), 71-98 https://doi.org/10.1002/tea.3660320108
- Lunetta, V. M. (1998). The school science laboratory History perspectives and cntext of contemporary teaching, In B. J Fraser, & K.G. Tobin (Eds). International Handbook of science education (pp. 249-262). London Kluwer Academic Publishers
- Merriam, S. B. (1998). Qualitative research and case: study applications in edu.ation, San-Francisco: Jessey-Bass Publishers
- Richmond, G., & Strdey. J. (1996). Making meaning in classroorns: Social proceses in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8),839-858 https://doi.org/10.1002/(SICI)1098-2736(199610)33:8<839::AID-TEA2>3.0.CO;2-X
- Shepardson, D. P. (1996). Social interactions and the mediation of science learn ug in two small groups of firstgraders. Journal of Reserch in Science Teaching, 33(2), 159-178 https://doi.org/10.1002/(SICI)1098-2736(199602)33:2<159::AID-TEA3>3.0.CO;2-T
- Solomon, .J. (1998), About argument and discussion School Science Review, 80(291), 57-62
- Tien, L. T., Roth, M, & Kanipmeier, J. A. (2002).Implementation of a peeled team learning instructional approach in an undergra luate organic chemistry course. Journal of Research in Science Teaching, 39(7), 606-632 https://doi.org/10.1002/tea.10038
- Wasron, S. B., & Mashall, J. E. (1995). Effects of cooperative incentives am heterogeneous arrangement on achievement and interactio: of cooperative learning groups in a college life science course, Journal of Research in Science Teaching, 32(3), 281-299
- Yerrick, F. K, Dostes. E., Mugent, J. S., Parke, H, & Carwley, F. E. (2003) Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40(5), 443-463 https://doi.org/10.1002/tea.10084