참고문헌
- Achieve, Inc. (2013). Next Generation Science Standards. Achieve Inc. On behalf of the twenty-six states and partners that collaborated on the NGSS.
- Alonzo, A. C., & Steedle J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389-421. https://doi.org/10.1002/sce.20303
- Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
- Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd edition). New York, NY: Routledge.
- Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. New York, NY: Springer.
- Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11(1), 33-63. https://doi.org/10.1207/s15326977ea1101_2
- Carraher, D., Smith, C., Wiser, M.,Schliemann, A., & Cayton-Hodges, G. (2009). Assessing students'evolving understandings about matter. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, USA.
- Cervato, C., & Frodeman, R. (2012). The significance of geologic time: Cultural, educational, and economic frameworks. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 19-27). Boulder, CO: The Geological Society of America Special Paper 486.
- Cheek, K. A. (2010). Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research. Journal of Geoscience Education, 58, 122-134. https://doi.org/10.5408/1.3544294
- Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence based approach to reform. Consortium for Policy Research in Education Report #RR-63. Philadelphia, PA: Consortium for Policy Research in Education.
- Dodick, J., & Argamon, S. (2006). Rediscovering the historical methodology of the earth sciences by analyzing scientific communication styles. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 105-120). Boulder, CO: The Geological Society of America Special Paper 413.
- Dodick, J., & Orion, N. (2006). Building on understanding of geologic time: A cognitive synthesis of the "macro" and "micro" scales of time. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 77-93). Boulder, CO: The Geological Society of America Special Paper 413.
- Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47, 123-182. https://doi.org/10.1080/03057267.2011.604476
- Frodeman, R. (1995). Geological reasoning: Geology as an interpretive and historical science. GSA Bulletin, 107, 960-968. https://doi.org/10.1130/0016-7606(1995)107<0960:GRGAAI>2.3.CO;2
- Gobert, J. D. (2000): A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977. https://doi.org/10.1080/095006900416857
- Gobert, J. D. (2005). The effects of different learning tasks on model-building in plate tectonics: Diagramming versus explaining. Journal of Geoscience Education, 53(4), 444-455.
- Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39-53. https://doi.org/10.1002/(SICI)1098-2736(199901)36:1<39::AID-TEA4>3.0.CO;2-I
- Gotwals, A. W., & Songer, N. B. (2013). Validity evidence for learning progression-based assessment items that fuse core disciplinary ideas and science practices. Journal of Research in Science Teaching, 50, 597-626. https://doi.org/10.1002/tea.21083
- Herbert, B. E. (2006). Student understanding of complex earth systems. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 95-104). Boulder, CO: The Geological Society of America Special Paper 413.
- Hermann, R., & Lewis, B. (2004). A Formative Assessment of Geologic Time for High School Earth Science Students. Journal of Geoscience Education, 52, 231-235.
- Jeong, K-J., Jeong, K-S., Moon, B-C., & Jeong, J-W. (2007). Misconceptions of the freshmen at high school about plate tectonics. Journal of Korean Earth Science Society, 28(7), 762-774. https://doi.org/10.5467/JKESS.2007.28.7.762
- Jin, H., & Anderson, C. W. (2012). A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching, 49, 1149-1180. https://doi.org/10.1002/tea.21051
- Kastens, K. (2010). Commentary: Object and spatial visualization in geosciences. Journal of Geoscience Education, 58, 52-57. https://doi.org/10.5408/1.3534847
- Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of the two fields. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 53-76). Boulder, CO: The Geological Society of America Special Paper 413.
- King, H., Clark, S., Libarkin, J., & Stokes, A. (2008, October). The emerging field of geocognition. Paper presented at the Joint Meeting of The Geological Society of America, Soil Science Society of America, American Society of Agronomy, Crop Science Society of America, Gulf Coast Association of Geological Societies, and the Gulf Coast Section of SEPM. Houston, TX. USA.
- Lee, H-S., & Liu, O. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94. 665-688.
- Libarkin, J. C. (2006). Geoscience education in the United States. Planet, 17, 60-63.
- Libarkin, J. C., Kurdziel, J. P., & Anderson, S. W. (2007). College student conceptions of geological time and the disconnect between ordering and scale. Journal of Geoscience Education, 55, 413-422.
- Liben, L. S., & Titus, S. J. (2012). The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 51-70). Boulder, CO: The Geological Society of America Special Paper 486.
- Maeng, S., Lee, K., Park, Y-S., Lee, J., & Oh, H. (2014). Development and Validation of a Learning Progression for Astronomical Systems Using Ordered Multiple-Choice Items. Journal of the Korean Association for Science Education, 34(8), 703-718. https://doi.org/10.14697/jkase.2014.34.8.0703
- Maeng, S., Seong, Y., & Jang, S. (2013). Present states, methodological features, and an exemplar study of the research on learning progressions. Journal of the Korean Association for Science Education, 33, 161-180. https://doi.org/10.14697/jkase.2013.33.1.161
- Manduca, C. A., & Kastens, K. A. (2012). Geoscience and geoscientists: Uniquely equipped to study Earth. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 1-12). Boulder, CO: The Geological Society of America Special Paper 486.
- Ministry of Education, Science, and Technology. (2011). Science curriculum based on the revision in 2009. Seoul: MEST.
- Mohan, L., Chen, J., & Anderson, C.W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46, 675-698. https://doi.org/10.1002/tea.20314
- National Assessment Governing Board (2008). NAEP 2009 science framework development: issues and recommendations. Retrieved from http://www.nagb.org
- National Research Council (2006). Systems for state science assessment. Washington, DC: The National Academy Press.
- National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
- National Research Council. (2010). Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. Margaret Hilton, Rapporteur. Washington, DC: The National Academies Press.
- National Research Council. (2012). A framework for k-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Washington, DC: The National Academies Press.
- Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50, 162-188. https://doi.org/10.1002/tea.21061
- Orion, N., & Trend, R. (2009). Thinking and learning in the geosciences. Journal of Geoscience Education, 57, 222-223. https://doi.org/10.5408/1.3544273
- Park, S. (2009). An analysis of high school students' mental models on the plate boundaries. Journal of Korean Earth Science Society, 30(1), 111-126. https://doi.org/10.5467/JKESS.2009.30.1.111
- Park, S. (2011). An analysis of the mental models of middle school students with different learning style on plate tectonics. Journal of the Korean Association for Science Education, 31(5), 733-744.
- Petcovic, H. L., & Ruhf, R. J. (2008). Geoscience conceptual knowledge of preservice elementary teachers: Results from the geoscience concept inventory. Journal of Geoscience Education, 56(3), 251-260.
- Petty, M. R., & Rule, A. C. (2008). Effective materials for increasing young children's spatial and mapping skills. Journal of Geoscience Education, 56, 5-14.
- Rapp, D. N., & Uttal, D. H. (2006). Understanding and enhancing visualizations: Two models of collaboration between earth science and cognitive science. In C. A. Manduca & D. W. Mogk (Eds.), Earth and Mind: How geologists think and learn about the Earth (pp. 121-127). Boulder, CO: The Geological Society of America Special Paper 413.
- Ryan, W. B. F., Carbotte, S. M., Coplan, J. O., O'Hara, S., Melkonian, A., Arko, R., Weissel, R.A., Ferrini, V., Goodwillie, A., Nitsche, F., Bonczkowski, J., and Zemsky, R. (2009). Global Multi-Resolution Topography synthesis. Geochemistry, Geophysics, Geosystems. 10, Q03014.
- Seong, Y., Maeng, S., & Jang, S. (2013). A learning progression for water cycle from fourth to sixth graders with ordered multiple-choice items. Elementary Science Education, 32(2), 139-158.
- Sibley, D. F., Anderson, C. W., Heidemann, M., Merrill, J. E., Parker, J. M., & Szymanski, D. W. (2007). Box diagrams to assess students' systems thinking about the rock, water, and carbon cycles. Journal of Geoscience Education, 55, 138-146.
- Smith, C. L., Wiser, M., & Carraher, D. W. (2010, March). Using a comparative, longitudinal study with upper elementary school students to test some assumptions of a learning progression for matter. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Philadelphia, PA. USA.
- Stillings, N. (2012). Complex systems in the geosciences and in geoscience learning. In K. A. Kastens & C. A. Manduca (Eds.), Earth and Mind II: A synthesis of research on thinking and learning in the geosciences (pp. 97-111). Boulder, CO: The Geological Society of America Special Paper 486.
- Stokes, A. (2011, January). Geocognition: A new research discipline for the 21stcentury? Paper presented at the conference of the GEES Subject Centre with the Geological Society of London, Leeds, UK.
- Titus, S., & Horsman, E. (2009). Characterizing and improving spatial visualization skills. Journal of Geoscience Education, 57, 242-254. https://doi.org/10.5408/1.3559671
- Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
피인용 문헌
- Exploring 6th Graders Learning Progression for Lunar Phase Change: Focusing on Astronomical Systems Thinking vol.39, pp.1, 2018, https://doi.org/10.5467/JKESS.2018.39.1.103
- 생태계에 대한 학습발달과정의 개발과 평가 vol.36, pp.1, 2016, https://doi.org/10.14697/jkase.2016.36.1.0029
- 용해와 용액 개념에 대한 학습발달과정 조사 vol.36, pp.2, 2015, https://doi.org/10.14697/jkase.2016.36.2.0295
- 학습 발달과정 탐색을 통한 계절의 변화 교육과정 및 교수 계열 제안 vol.39, pp.3, 2015, https://doi.org/10.5467/jkess.2018.39.3.260
- 지구의 공전과 별자리의 겉보기 운동에 대한 초등학생들의 공간적 추론 발달 경로의 사례 연구 vol.38, pp.4, 2015, https://doi.org/10.14697/jkase.2018.38.4.481
- 순위 선다형 문항을 이용한 초·중·고등학생의 천문학적 사고 분석 vol.11, pp.2, 2018, https://doi.org/10.15523/jksese.2018.11.2.125
- 문항 반응 분석을 활용한 초등학생과 중학생의 시스템 사고 검사 도구 타당도 검증 vol.67, pp.2, 2015, https://doi.org/10.25152/ser.2019.67.2.249
- 다층 서답형 문항을 이용한 태양계 구조 학습 발달과정 개발 및 타당성 검증 vol.41, pp.3, 2020, https://doi.org/10.5467/jkess.2020.41.3.291
- GeoMapApp 자료를 이용한 화산과 지진 학습에서 초등학생의 공간 능력에 따른 공간적 사고의 발현 양상 vol.40, pp.3, 2015, https://doi.org/10.15267/keses.2021.40.3.390