References
- Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94. https://doi.org/10.1002/tea.20446
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Cambridge, MA: Harvard Education Press.
- Clement, J. J., & Rea-Ramirez, M. A. (Eds.) (2008). Model-based learning and instruction in science. New York, NY: Springer.
- Coburn, C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43(3), 343-349. https://doi.org/10.3102/00028312043003343
- Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers' conceptions of modelling in science. International Journal of Science Education, 26(11), 1379-1401. https://doi.org/10.1080/09500690410001673775
- Do, H., Park, J., & Yoo, J. (2016). An analysis of teacher's scaffolding for promoting social construction of scientific models in middle school science classes. Journal of the Korean Association for Science Education, 36(4), 643-655. https://doi.org/10.14697/jkase.2016.36.4.0643
- Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
- Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press.
- Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012. https://doi.org/10.1111/0161-4681.00140
- Ha, H., Lee, Y., & Kim, H. B. (2018). Exploring the teachers' responsive teaching practice and epistemological framing in whole class discussion after small group argumentation activity. Journal of the Korean Association for Science Education, 38(1), 11-26. https://doi.org/10.14697/jkase.2018.38.1.11
- Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 89-120). Greenwich, CT: Information Age Publishing.
- Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming teaching in every school. New York, NY: Teachers College Press.
- Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026. https://doi.org/10.1080/095006900416884
- Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225-259.
- Hutchison, P., & Hammer, D. (2010). Attending to student epistemological framing in a science classroom. Science Education, 94(3), 506-524. https://doi.org/10.1002/sce.20373
- Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757-792. https://doi.org/10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
- Kim, Y., & Choi, A. (2019). Understanding of scientific inquiry developed by beginning science teachers in professional learning community. Journal of the Korean Association for Science Education, 39(2), 221-232. https://doi.org/10.14697/JKASE.2019.39.2.221
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
- Lee, S., Kim, C. J., Choe, S. U., Yoo, J., Park, H., Kang, E., & Kim, H. B. (2012). Exploring the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. Journal of the Korean Association for Science Education, 32(5), 805-822. https://doi.org/10.14697/jkase.2012.32.5.805
- Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. Cambridge, UK: Cambridge University Press.
- Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61(5), 18.
- Louca, L. T., Zacharia, Z. C., & Constantinou, C. P. (2011). In Quest of productive modeling‐based learning discourse in elementary school science. Journal of Research in Science Teaching, 48(8), 919-951. https://doi.org/10.1002/tea.20435
- National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
- Nelson, M. M., & Davis, E. A. (2012). Preservice elementary teachers' evaluations of elementary students' scientific models: An aspect of pedagogical content knowledge for scientific modeling. International Journal of Science Education, 34(12), 1931-1959. https://doi.org/10.1080/09500693.2011.594103
- Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130. https://doi.org/10.1080/09500693.2010.502191
- Passmore, C., & Svoboda, J. (2012). Exploring opportunities for argumentation in modelling classrooms. International Journal of Science Education, 34(10), 1535-1554. https://doi.org/10.1080/09500693.2011.577842
- Schwarz, C. V. (2009). Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry. Science Education, 93(4), 720-744. https://doi.org/10.1002/sce.20324
- Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., ... Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654. https://doi.org/10.1002/tea.20311
- Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205. https://doi.org/10.1207/s1532690xci2302_1
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Tannen, D. (1993). Framing in discourse. Oxford, England: Oxford University Press.
- Thompson, J., Hagenah, S., Kang, H., Stroupe, D., Braaten, M., Colley, C., & Windschitl, M. (2016). Rigor and responsiveness in classroom activity. Teachers College Record, 118(5), 1-58.
- Van Driel, J. H., & Verloop, N. (1999). Teachers' knowledge of models and modelling in science. International Journal of Science Education, 21(11), 1141-1153. https://doi.org/10.1080/095006999290110
- Windschitl, M., & Thompson, J. (2006). Transcending simple forms of school science investigation: The impact of preservice instruction on teachers' understandings of model-based inquiry. American Educational Research Journal, 43(4), 783-835. https://doi.org/10.3102/00028312043004783
- Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Cambridge, MA: Harvard Education Press.
- Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.