References
- Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33(5), 553-563. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<553::AID-TEA6>3.0.CO;2-Q
- Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (in press). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching. Advance online publication doi: 10.1002/tea.21257.
- Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18-20. https://doi.org/10.3102/0013189X031008018
- Brewer, W. F., & Samarapungavan, A. (1991). Children's theories vs. scientific theories: Differences in reasoning or differences in knowledge. In R. R. Hoffman & D. S. Palermo (Eds.), Cognition and the symbolic processes: Applied and ecological perspectives (pp. 209-232). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Chae, D.-H. (1992). Students' naïve theories about change in seasons. Journal of the Korean Earth Science Society, 13(3), 283-289.
- Chinn, C. A., Buckland, L. A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141-167. https://doi.org/10.1080/00461520.2011.587722
- Clement, J., Brown, D., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding anchoring conceptions for grounding instruction on students' intuitions. International Journal of Science Education, 11(5), 554-565. https://doi.org/10.1080/0950069890110507
- diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2&3), 105-225. https://doi.org/10.1080/07370008.1985.9649008
- diSessa, A. A. (2013). A bird's-eye view of the "pieces"vs. "coherence" controversy (from the "pieces"side of the fence). In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 31-48). New York: Routledge.
- Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122. https://doi.org/10.1080/03057268608559933
- Elby, A,. & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students' epistemologies. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 409-434). Cambridge: Cambridge University Press.
- Ford, M. (2008). 'Grasp of practice' as a reasoning resource for inquiry and nature of science understanding. Science & Education, 17, 147-177. https://doi.org/10.1007/s11191-006-9045-7
- Ford, M. (2012). A dialogic account of sense-making in scientific argumentation and reasoning. Cognition and Instruction, 30(3), 207-245. https://doi.org/10.1080/07370008.2012.689383
- Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316-1325. https://doi.org/10.1119/1.18376
- Hammer, D. (2000). Student resources for learning introductory physics. Physics Education Research, American Journal of Physics, 68(Suppl. 7), S52-S59.
- Hammer, D. (2004a). The variability of student reasoning, lecture 1: Case studies of children's inquiries. In E. Redish & M. Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 279-299). Bologna: Italian Physical Society.
- Hammer, D. (2004b). The variability of student reasoning, lecture 2: Transitions. In E. Redish & M. Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 301-319). Bologna: Italian Physical Society.
- Hammer, D. (2004c). The variability of student reasoning, lecture 3: Manifold cognitive resources. In E. Redish & M. Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 321-340). Bologna: Italian Physical Society.
- Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Erlbaum.
- Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 89-120). Greenwich, CT: Information Age Publishing.
- Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51-72.
- Hammer, D., Russ, R., Mikeska, J., & Scherr, R. (2008). Identifying inquiry and conceptualizing students' abilities. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 138-156). Rotterdam, The Netherlands: Sense Publishers.
- Hammer, D., & Sikorski, T.-R. (2015). Implications of complexity for research on learning progressions. Science Education, 99(3), 424-431. https://doi.org/10.1002/sce.21165
- Hewson, P. W., & Hewson, M. G. A. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13. https://doi.org/10.1007/BF00051837
- Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115-135. https://doi.org/10.1080/0022027980280201
- Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353-383. https://doi.org/10.1023/A:1011965830686
- Kikas, E. (1998). The impact of teaching on students' definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439-454. https://doi.org/10.1016/S0959-4752(98)00004-8
- Kitchener, R. F. (2002). Folk epistemology: An introduction. New Ideas in Psychology, 20, 89-105. https://doi.org/10.1016/S0732-118X(02)00003-X
- Kittleson, J. M. (2012). Epistemological beliefs of third-grade students in an investigation-rich classroom. Science Education, 95, 1026-1048.
- Lidar, M., Lundqvist, E., & ostman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science Education, 90, 148-163. https://doi.org/10.1002/sce.20092
- Lee, H. (2007). A research on the necessities and methods of criticism of classroom instruction. Anthropology of Education, 10(1), 155-185. https://doi.org/10.17318/jae.2007.10.1.006
- Lee, S.-K. (2015). Conceptual change in learning science. Seoul: SNU press.
- Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142-154. https://doi.org/10.1177/0022487108330245
- Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39(1), 57-68. https://doi.org/10.1207/s15326985ep3901_6
- Manz, E. (2015). Resistance and the development of scientific practice: Designing the mangle into science instruction. Cognition and Instruction, 33(2), 89-124. https://doi.org/10.1080/07370008.2014.1000490
- Maskiewicz, A. C., & Winters, V. A. (2012). Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49(4), 429-464. https://doi.org/10.1002/tea.21007
- May, D. B., Hammer, D., & Roy, P. (2006). Children's analogical reasoning in a third-grade science discussion. Science Education, 90, 316-330. https://doi.org/10.1002/sce.20116
- Millar, R., & Driver, R. (1987). Beyond processes. Studies in Science Education, 14, 33-62. https://doi.org/10.1080/03057268708559938
- Minstrell, J. (1982). Explaining the 'at rest' condition of an object. Physics Teacher, 20, 10-20. https://doi.org/10.1119/1.2340924
- Oh, P. S. (2013). Secondary science teachers' thoughts on 'good' science teaching. Journal of the Korean Association for Science Education, 33(2), 405-424. https://doi.org/10.14697/jkase.2013.33.2.405
- Oh, P. S. (2014). Characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Elementary Science Education, 33(4), 683-699. https://doi.org/10.15267/keses.2014.33.4.683
- Ogan-Bekiroglu, F., & Akkoc, H. (2009). Preservice teachers' instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7, 1173-1199. https://doi.org/10.1007/s10763-009-9157-z
- Parnafes, O. (2012). Developing explanations and developing understanding: Students explains the phases of the moon using visual representations. Cognition and Instruction, 30(4), 359-403. https://doi.org/10.1080/07370008.2012.716885
- Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). "The coat traps all your body heat":Heterogeneity as fundamental to learning. The Journal of the Learning Sciences, 19, 322-357. https://doi.org/10.1080/10508406.2010.491752
- Rosenberg, S., Hammer, D., & Phelan, J. (2008). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. The Journal of the Learning Sciences, 15(2). 261-292. https://doi.org/10.1207/s15327809jls1502_4
- Sandoval, W. A., & Millwood, K. A. (2008). What can argumentation tell us about epistemology. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 71-88). Dordrecht, The Netherlands: Springer.
- Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392. https://doi.org/10.1002/tea.10081
- Smith, J. P., diSessa, A. A., & Roschelle, J. (1993/1994). Misconceptions reconsidered: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163. https://doi.org/10.1207/s15327809jls0302_1
- Suh, K.-W. (2013). A lesson, how we see: Looking for children's eyes. Paju: Kyoyookbook.
- Songer, N. B., Lee, H.-S., & McDonald, S. (2003). Research towards an expanded understanding of inquiry science beyond one idealized standard. Science Education, 87, 490-516. https://doi.org/10.1002/sce.10085
- Tang, X., Coffey, J., Elby, A., Levin, D. (2010). The scientific method and scientific inquiry: Tensions in teaching and learning. Science Education, 94, 29-47.
- The Ministry of Education (2011). Science 6-1: Teacher guide. Seoul: Author.
- Tobin, K., & McRobbie, C. (1997). Beliefs about the nature of science and the enacted science curriculum. Science & Education, 6, 355-371. https://doi.org/10.1023/A:1008600132359
- Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529-552. https://doi.org/10.1002/tea.1017
Cited by
- Effects of Modeling-Based Science Inquiry Instruction on Elementary Students' Learning in the Unit of Seasonal Changes vol.35, pp.2, 2016, https://doi.org/10.15267/keses.2016.35.2.265
- 귀추적 사고 과정에서 모델의 역할 -이론과 경험 연구를 통한 도식화- vol.36, pp.4, 2016, https://doi.org/10.14697/jkase.2016.36.4.0551
- 교육대학교 학생들의 '전기' 용어의 연상 단어 및 정의에 대한 네트워크 분석 vol.36, pp.5, 2016, https://doi.org/10.14697/jkase.2016.36.5.0791
- 초등 과학 수업에서 '반응적 교수'의 실현 가능성 탐색 vol.36, pp.3, 2015, https://doi.org/10.15267/keses.2017.36.3.227
- 학생 중심의 과학 학습 공동체 이해를 위한 행위주체성에 대한 이론적 고찰 vol.39, pp.1, 2019, https://doi.org/10.14697/jkase.2019.39.1.101
- 과제 맥락에 따른 초등학생들의 암석 기술어(記述語)에 관한 연구 vol.41, pp.1, 2015, https://doi.org/10.5467/jkess.2020.41.1.61
- 과학 교육에서 기능 중심의 과학 탐구에 대한 비판적 고찰 vol.40, pp.2, 2020, https://doi.org/10.14697/jkase.2020.40.2.141
- 예비과학교사들의 반응적 교수 유형 및 실행의 제약점 분석 vol.40, pp.2, 2015, https://doi.org/10.14697/jkase.2020.40.2.177
- 행성 궤도의 모양에 관한 중학교 영재 학생들의 증거 기반 추론 vol.42, pp.1, 2015, https://doi.org/10.5467/jkess.2021.42.1.118