References
- Aikenhead, G. S., & Jegede, O. J. (1999). Cross cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36, 269-287. https://doi.org/10.1002/(SICI)1098-2736(199903)36:3<269::AID-TEA3>3.0.CO;2-T
- Anderson, R. D. (1995). Curriculum reform: Dilemmas and Promise. Phi Delta Kappan, 77(1), 33-36.
- Anderson, R. D. (1996). Study of curriculum reform. Washington, DC: U.S. Government Printing Office.
- Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982
- Baek, B. B., Song, S. H., Nam, M. J. & Lee, K. A. (2013). The performance analysis of Gyeonggido Innovation School. Suwon: Gyunggido Institution of Education.
- Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241- 258). New York: Greenwood Press.
- Bourdieu, P. (1992). The practice of reflexive sociology (The Paris workshop). In P. Bourdieu & L. J. D.Wacquant (Eds.), An invitation to reflexive sociology (pp. 216-260). Chicago, IL: The University of Chicago Press.
- Bray, M. (2013). Shadow education: Comparative perspectives on the expansion and implications of private supplementary tutoring. Procedia - Social and Behavioral Sciences, 77, 412-420. https://doi.org/10.1016/j.sbspro.2013.03.096
- Byun, Y-K. & Kim, H-J. (2001). A study on students' learning culture in middle school. Journal of Educational Research, 11, 21-43.
- Choi, H. (2014). An Analysis of the Result of Korean Students' Science Performance in PISA 2012. Cheongram Science Education Research Journal, 20(2), 123-133.
- Choi, K., Park, J-Y., Choi, B-S., Nam, J., Choi, K-S., & Lee, K-S. (2004). Analysis of verbal interaction between teachers and students in middle school science classroom. Journal of the Korean Association for Science Education, 24(6), 1039-1048.
- Chung, H-C. (2015, January 28). Busan Pitches 'innovative' schools. Korea Times. Retrieved from http://www.koreatimes.co.kr
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. LA: Sage.
- Elmesky, R. (2003). Crossfire on the streets and into the classroom: Meso|micro understandings of weak cultural boundaries, practices and a sense of the game in an inner-city chemistry classroom. Cybernetics & Human Knowing, 10, 29-50.
- Elmesky, R., & Tobin, K. (2005). Expanding our understanding of urban science education by expanding the roles of students as researchers. Journal of Research in Science Teaching, 42(7), 807-828. https://doi.org/10.1002/tea.20079
- Erickson, F. (1998). Qualitative research methods for science education. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 1155-1174). Dordrecht: Kluwer Academic.
- Gaskell, J. (2003). Engaging science education within diverse cultures. Curriculum Inquiry, 33, 235-249. https://doi.org/10.1111/1467-873X.00262
- Gass, S. M., & Mackey, A. (2000). Stimulated Recall Methodology in Second Language Research. Lawrence Erlbaum Associates; Mahwah, NJ.
- Haney, J. J. & McArthur, J. (2002). Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science Education, 86(6), 783-802. https://doi.org/10.1002/sce.10038
- Hirshkowitz, M., Whiton, K., Albert, S. M., Alessi, C., Bruni, O., DonCarlos, L., & Hillard, P. J. A. (2015). National Sleep Foundation's sleep time duration recommendations: methodology and results summary. Sleep Health, 1(1), 40-43. https://doi.org/10.1016/j.sleh.2014.12.010
- Jang, I-S. & Kim, J-B. (2003). Analysis and future direction of class size studies. The Korean Journal of Educational Methodology Studies, 15(2), 1-21 https://doi.org/10.3946/kjme.2003.15.1.1
- Kang, K-H. (2004). Cross-cultural comparisons of face in interpersonal interaction between Koreans and Americans. Speech & Communication, 3, 262-282.
- Kang, S., Han, S., Jeong, Y., & Noh, T. (2001). Comparison of verbal interaction patterns in small-group discussion by learning strategies. Journal of the Korean Association for Science Education, 21(2), 279-288.
- Kim, E. (2015). Understanding student and teacher interactions in Korean high school science classrooms from a structure/agency dialectic perspective: Implications for pedagogy and research. Unpublished masters degree thesis. Seoul National University, Seoul, Republic of Korea.
- Kim, I-T. (2011). A socio-cultural interpretation of 'Silence'act in a communication process. Cogito, 69, 451-483.
- Kim, K., Kim, H., Lee, M., & Kim, Y. (2014). Surveys of the child and youth rights of 2014 IV. Sejongsi: National Youth Policy Institute
- Kim, N., & Lee, H. (2012). Using CHAT to understand the classroom culture innovations of the first year innovative school project in Seoul. The Journal of Yeolin Education, 20(4), 357-382.
- Kwak, Y. (2012). Resarch on ways to improve science teaching methods to develop students' key competencies. Journal of the Korean Association for Science Education, 35(5), 855-865.
- Lee, C. J., Lee, H., & Jang, H-M. (2010). The history of policy responses to shadow education in South Korea: implications for the next cycle of policy responses. Asia Pacific Education Review, 11, 97-108. https://doi.org/10.1007/s12564-009-9064-6
- Levin, T., & Wadmany, R. (2006). Teachers' beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157-181. https://doi.org/10.1080/15391523.2006.10782478
- Martin, S., Milne, C., & Scantlebury, K. (2006). Eye rollers, risk-takers, and turn sharks: Target students in a professional science education program. Journal of Research in Science Teaching, 43(8), pp. 819 - 851. https://doi.org/10.1002/tea.20154
- Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
- Nam,M-J., Lee, K-D., Jo, Y-J., & Jung, J-H. (2015). A qualitative study of the role of students in the process of school innovation. Korean Journal of Educational Research, 35(1), 29-54.
- Paeng, A-J, & Paik, S-H. (2005). An analysis of science teachers' faith on inquiry lesssons and their science classes. Journal of the Korean Chemical Society, 49(3), 300-310. https://doi.org/10.5012/jkcs.2005.49.3.300
- Park, U-H., Choi, D-J., Park, D-J., Cho, S-J., & Ko, J-S. (2009). The concept of educational innovation, it recent tendencies in other countries, and its prospect for the future. Journal of Educational Innovation Research, 19(1), 1-24.
- Prenzel, M., Seidel, T., & Kobarg, M. (2012). Science teaching and learning: An international comparative perspective. In Second international handbook of science education (pp. 667-678). Springer Netherlands.
- Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.2307/749691
- Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: why undergraduates leave the sciences. Boulder, Colo.: Westview Press.
- Seoul Metropolitan Office of Education. (2015). 44 Schools Designated as Seoul Innovative Schools. Seoul metropolitan office of education. Retrieved from http://english.sen.go.kr/4_news/news_view.jsp?src=&src_temp=&count=0&boardSeq=320
- Sewell, W. H. (1992). A theory of structure: Duality, agency and transformation. American Journal of Sociology, 98, 1-29. https://doi.org/10.1086/229967
- Sewell, W. H. (1999). The concept(s) of culture. In V. E. Bonnell & L. Hunt (Eds.), Beyond the cultural turn: New directions in the study of society and culture (pp. 35-61). Berkeley, CA: University of California Press.
- Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
- Siry, C., & Martin, S. N. (2014). Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 481-508. https://doi.org/10.12973/eurasia.2014.1201a
- Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science Magazine, 323(5910), 122-124.
- Son, W-J. (2004). Study of instructional reform based on the learning community in Japan. Korean Journal of Educational Research, 42(3), 375-396.
- Statistics Korea (2014). Private education expenditure survey. Retrieved from http://kosis.kr/statHtml/statHtml.do?orgId=101&tblId=DT_1PE301&conn_path=I2
- Tobias, S. (1990). They're not dumb. They're different. Tucson, AZ: Research Corporation.
- Tobin, K. (1988). Differential engagement of males and females in high school science. International Journal of Science Education, 10(3), 239-252, DOI: 10.1080/0950069880100301
- Tobin, K. (2005). Building enacted science curricula on the capital of learners. Science Education, 89, 577-594. https://doi.org/10.1002/sce.20064
- Tobin, K., & Gallagher, J.J. (1987). The role of target students in the science classroom. Journal of Research in Science Teaching, 24, 61-75. https://doi.org/10.1002/tea.3660240107
- Yu, E-J., Lee, S-K., Oh, P. S., Shin, M-K., & Kim, C-J. (2008). Case studies of the participation structures in secondary science classrooms: exploring the possibility to develop the 'space for hybrid meaning making'. Journal of the Korean Association for Science Education, 28(6), 603-617.
Cited by
- Unintended knowledge learnt in primary science practical lessons vol.38, pp.16, 2016, https://doi.org/10.1080/09500693.2016.1250968
- 변화의 주체로서 과학 교사의 행위주체성 탐색 -COVID-19에 따른 원격 수업 실행 사례를 중심으로- vol.41, pp.3, 2015, https://doi.org/10.14697/jkase.2021.41.3.237