References
- Abell, S. K. (2007). Research on science teacher knowledge. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education, (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum.
- Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. https://doi.org/10.1080/09500690802187041
- Appleton, K., & Kindt, I. (1999). How Do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science.
- Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658-674. https://doi.org/10.1039/C4RP00105B
- Bell, B., & Cowie, B. (2002). A case study of formative assessment. Formative assessment and science education, (pp. 25-61). Dordrecht: Kluwer Academic Publishers.
- Campbell, T., Melville, W., & Goodwin, D. (2017). Science teacher orientations and PCK across science topics in grade 9 earth science. International Journal of Science Education, 39(10), 1263-1281. https://doi.org/10.1080/09500693.2017.1326646
- Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272. https://doi.org/10.1177/0022487193044004004
- Demirdogen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532. https://doi.org/10.1007/s10972-016-9472-5
- Friedrichsen, P., Driel, J. H. V., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. https://doi.org/10.1002/sce.20428
- Friedrichsen, P. J. (2002). A substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Doctoral Dissertation, Pennsylvania State University, USA.
- Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244. https://doi.org/10.1002/tea.20046
- Garritz, A. (2013). PCK for dummies. Educacion Quimica, 24(EXTRAORD. 2), 462-465. doi:10.1016/S0187-893X(13)72512-6
- Gess-Newsome, J., & Carlson, J. (2013). The PCK summit consensus model and definition of pedagogical content knowledge. Paper presented at the Reports from the Pedagogical Content Knowledge (PCK) Summit, ESERA Conference.
- Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing research, 17(4), 364. https://doi.org/10.1097/00006199-196807000-00014
- Griffiths, A. K. & Barry, M. (1993). High School Students' Views about the Nature of Science. School Science and Mathematics, 93(1), 35-37. https://doi.org/10.1111/j.1949-8594.1993.tb12189.x
- Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press, Columbia University.
- Henze, I., Van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342. https://doi.org/10.1080/09500690802187017
- Hume, A., & Berry, A. (2010). Constructing CoRes-a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341-355. https://doi.org/10.1007/s11165-010-9168-3
- Jung, H. N, & Jhun, Y. S. (2014). Analysis on the Degree of Difficulty in Teaching and Learning the 'Speed of Objects' Chapter. Journal of Korean Elementary Science Education, 33(1), 172-180. https://doi.org/10.15267/keses.2014.33.1.172
- Jung, S. J., & Shin, Y. J. (2020). Analysis of the difficulties experienced by elementary school teachers due to the combination of online and offline classes in COVID-19. The Journal of Education, 40(3), 93-112.
- Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: 'Ozone layer depletion' as an example. International Journal of Science Education, 31(7), 961-988. https://doi.org/10.1080/09500690801911326
- Kim, H. R., & Choi, S. Y. (2020). Survey on Teachers' Perception and Operational State for Elementary Science Online Remote Classes. Journal of Korean Elementary Science Education, 39(4), 522-532. https://doi.org/10.15267/KESES.2020.39.4.522
- Kim, Y. H., & Yoo, J. H. (2019). Exploring Elementary Teachers' Difficulties on Teaching Science by Analyzing Questions in an Autonomous Online Teacher Community: Focusing on Physics Questions in Indischool. Journal of the Korean Association for Research in Science Education, 39(1), 73-88.
- Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
- Kwak, Y. S. (2008). Research on Characteristics of Teacher Professionalism by the Type of Science Pedagogical Content Knowledge. Journal of The Korean Association For Science Education, 28(6), 592-602.
- Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404
- Lederman, N. G. & O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239. https://doi.org/10.1002/sce.3730740207
- Lincoln, Y. S., & Guba, E. G. (1990). Judging the quality of case study reports. Internation Journal of Qualitative Studies in Education, 3(1), 53-59. https://doi.org/10.1080/0951839900030105
- Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31(2), 289-307. https://doi.org/10.1023/A:1013124409567
- Maeng, S. H., & Kim, C. J. (2009). Student-Centeredness of the Modality of Science Teaching Based on Discourse Language Code. Journal of the Korean Association for Science Education, 29(1), 116-136.
- Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining pedagogical content knowledge: The construct and its implications for science education, (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
- Mavhunga, E., & Rollnic, M. (2011). The development and validation of a tool for measuring topic specific PCK in chemical equilibrium. In Proc. ESERA Conf.
- McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th ed.). New York: Longman.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. https://doi.org/10.1080/0022027870190403
- Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
- Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
- Park, S., Suh, J., & Seo, K. (2018). Development and validation of measures of secondary science teachers' PCK for teaching photosynthesis. Research in Science Edcuation, 48(3), 549-573. https://doi.org/10.1007/s11165-016-9578-y
- Patton, M. Q. (2015). Qualitative research & evaluation methods : integrating theory and practice (4th ed. ed.). Thousand Oaks, California: SAGE Publications, Inc.
- Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. Dordrecht: Springer.
- Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24. https://doi.org/10.1080/0950069022000070261
- Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. SanFrancisco: Jossey-Bass.
- Shin. J. Y. (2015). A Student's Understanding and Difficulties on the Concept of Speed and Unit of Speed in the Elementary School. Masters Dissertation, Choungju National University of Education, Chung-buk, Korea.
- Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
- 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
- Smith III, J. P., & Girod, M. (2003). John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and teacher education. Teaching and Teacher Education, 19(3), 295-307. https://doi.org/10.1016/S0742-051X(03)00016-7
- Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher edcuation. Teaching and Teacher Education, 4(2), 99-110. https://doi.org/10.1016/0742-051X(88)90011-X
- Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
- Yoo, K. W., Jung, J. W., Kim, Y. S., & Kim, H. B. (2018). Understanding Qualitative Research Methods. Seoul: ParkYoungStory.