참고문헌
- Adjapong, E. S. (2017). Bridging theory and practice: Using hip-hop pedagogy as a culturally relevant approach in the urban science classroom. Doctoral dissertation, Columbia University, NY.
- Adjapong, E. S., & Emdin, C. (2015). Rethinking pedagogy in urban spaces: Implementing hip-hop pedagogy in the urban science classroom. Journal of Urban Learning Teaching and Research, 11, 66-77.
- Arghode, V., Yalvac, B., & Liew, J. (2013). Teacher empathy and science education: A collective case study. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 89-99.
- Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73. https://doi.org/10.1002/tea.20269
- Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching, 51(10), 1301-1325. https://doi.org/10.1002/tea.21170
- Berland, L. K., Russ, R. S., & West, C. P. (2020). Supporting the scientific practices through epistemologically responsive science teaching. Journal of Science Teacher Education, 31(3), 264-290. https://doi.org/10.1080/1046560x.2019.1692507
- Childers, G., Governor, D., Osmond, D., & Britton, S. (2021). Science Cafes: Exploring adults' motivation to learn science in a community space. Research in Science Education. https://doi.org/10.1007/s11165-020-09982-2
- Cho, M. H., & Paik, S.-H. (2020). Analysis of pre-service science teachers' responsive teaching types and barriers of practice. Journal of the Korean Association for Science Education, 40(2), 177-189. https://doi.org/10.14697/JKASE.2020.40.2.177
- Choi, J., Jo, K., Joung, Y. J., & Kim, H. (2017). Exploration, conflicts, challenges, and changes: A teacher educator's self-study for secondary physics instruction course. Journal of the Korean Association for Science Education, 36(5), 739-756. https://doi.org/10.14697/JKASE.2016.36.5.0739
- Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136. https://doi.org/10.1002/tea.20440
- Colley, C., & Windschitl, M. (2016). Rigor in elementary science students' discourse: The role of responsiveness and supportive conditions for talk. Science Education, 100(6), 1009-1038. https://doi.org/10.1002/sce.21243
- Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. CA, US: Sage publications.
- Davidson, S. G., Jaber L. Z., & Southerland, S. A. (2020). Emotions in the doing of science: Exploring epistemic affect in elementary teachers' science research experiences. Science Education, 104(6), 1008-1040. https://doi.org/10.1002/sce.21596
- Deborah, D.-K., Eleonora, V.-R., & James, C. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education programs: The Massachusetts experiences so far. Teacher Education Quarterly, 46(4), 150-168.
- Den Boer, A. R. (2019). Using critical literacy and emotionally responsive teaching to discuss racism in a literature circle unit. Master's thesis, University of Northern Iowa, Ceder Falls, Iowa, US.
- Elliott, J. (1991). Action Research for Educational Change. Philadelphia: Open University Press.
- Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399-483. https://doi.org/10.1207/S1532690XCI2004_1
- Forman, E. A., & Ford, M. J. (2014). Authority and accountability in light of disciplinary practices in science. International Journal of Educational Research, 64, 199-210. https://doi.org/10.1016/j.ijer.2013.07.009
- Furberg, A., & Silseth, K. (2021). Invoking student resources in whole-class conversations in science education: A sociocultural perspective. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2021.1954521
- Gupta, A., Elby, A., & Danielak, B. A. (2018). Exploring the entanglement of personal epistemologies and emotions in students' thinking. Physical Review Physics Education Research, 14, 010129. https://doi.org/10.1103/physrevphyseducres.14.010129
- Ha, H., & Kim, H.- B. (2017). Exploring responsive teaching's effect on students' epistemological framing in small group argumentation. Journal of the Korean Association for Science Education, 37(1), 63-75. https://doi.org/10.14697/JKASE.2017.37.1.0063
- Ha, H., Lee., Y., & Kim, H.- B. (2019). 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
- Hagenah, S. (2021). Laughing and learning together: Intersections of socioemotional activity with science talk. Science Education International, 32(1), 14-22. https://doi.org/10.33828/sei.v32.i1.2
- 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.
- Han, M. H. (2019). Facilitating participation: A science subject teacher's practical knowledge for helping students' construction of positive emotion. Journal of the Korean Elementary Science Education, 38(2), 244-262. https://doi.org/10.15267/KESES.2019.38.2.244
- Han, M. H. (2020). Epistemic empathy of a teacher and emotional regulation of elementary students during human respiratory system modeling. Biology Education, 48(3), 368-380. https://doi.org/10.15717/BIOEDU.2020.48.3.368
- Han, M. H., & Gutierez, S. B. (2021). Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling. Science Education, 105(5), 908-937. https://doi.org/10.1002/sce.21665
- Han, M. H., & Kim, H.- B. (2018). An introverted elementary student's construction of epistemic affect during modeling participation patterns. Journal of the Korean Association for Science Education, 38(2), 171-186. https://doi.org/10.14697/JKASE.2018.38.2.171
- Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220. https://doi.org/10.1002/sce.21202
- Jo, K., Kim, H., Choi, J., & Joung, Y. J. (2016). Exploration on the features and possibility of self-study in science education research: Based on the theoretical background and previous researches. Journal of the Korean Association for Science Education 36(3), 457-470. https://doi.org/10.14697/JKASE.2016.36.3.0457
- Kapon, S., Laherto, A., & Levrini, O. (2018). Disciplinary authenticity and personal relevance in school science. Science Education, 102(5), 1077-1106. https://doi.org/10.1002/sce.21458
- Kim, B., & Kim, H.- B. (2020). Exploring characteristics and limitations of a novice teacher's responsive teaching practice in small group scientific argumentation: Focus on framing. Journal of the Korean Association for Science Education, 39(6), 739-753. https://doi.org/10.14697/JKASE.2019.39.6.739
- Kim, J. S., & Paik, S.- H. (2021). Analysis of teaching types and obstacles of chemistry teachers through teacher educational programs for responsive teaching. Journal of the Korean Chemical Society, 65(4), 268-278. https://doi.org/10.5012/JKCS.2021.65.4.268
- King, D., Ritchie, S., Sandhu, M., & Henderson, S. (2015). Emotionally intense science activities. International Journal of Science Education, 37(12), 1886-1914. https://doi.org/10.1080/09500693.2015.1055850
- King, D., Ritchie, S. M., Sandhu, M., Henderson, S., & Borand, B. (2017). Temporality of Emotion: Antecedent and successive variants of frustration when learning chemistry. Science Education, 101(4), 639-672. https://doi.org/10.1002/sce.21277
- Korean Science Education Standards for the Next Generation(KSES). (2019). Scientific literacy for all Koreans: Korean science education standards for the next generations. Seoul: KOFAC.
- LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Dordrecht: Springer.
- Loughran, J. J. (2007). A history and context of self-study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International Handbook of self-study of teaching and teacher education practices (pp. 7-39). Dordrecht: Springer.
- 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
- Naughton, G. M., & Hughes, P. (2008). Doing Action Research in Early Childhood Studies: A Step by Step Guide. NY: Open University Press.
- Next Generation Science Standards (NGSS) Lead States. (2013). Next generation science standards: For states, by states. Washington, D. C.: The National Academies Press.
- Oh, J., & Oh, P. S. (2017). An exploration of the possibility of implementing 'Responsive teaching' (RT) in elementary science classrooms. Journal of the Korean Elementary Science Education, 36(3), 227-245. https://doi.org/10.15267/KESES.2017.36.3.227
- Radoff, J., Robertson, A. D., Fargason, S., & Goldberg, F. (2018). Responsive teaching and high-stakes testing: Does deviating from the curriculum to pursue students' ideas mean they will perform poorly? Science and Children, 55(9), 88-91.
- Richards, J., & Robertson, A. D. (2016). A review of the research on responsive teaching in science and mathematics. In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 36-55). New York, NY: Routledge.
- Robertson, A. D., & Elliott, L. J. A. (2020). Truth, success, and faith: Novice teachers' perceptions of what's at risk in responsive teaching in science. Science Education, 104(4), 736-761. https://doi.org/10.1002/sce.21568
- Robertson, A. D., Scherr, R. E., & Hammer, D. (Eds.) (2015). Responsive teaching in science and mathematics. New York, NY: Routledge.
- Rosebery, A. S., Warren, B., & Tucker-Raymond, E. (2016). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10), 1571-1600. https://doi.org/10.1002/tea.21267
- Russ, R. S., & Berland, L. K. (2019). Invented science: A framework for discussing a persistent problem of practice. Journal of the Learning Sciences, 28(3), 279-301. https://doi.org/10.1080/10508406.2018.1517354
- Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2009). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Science Education, 93(5), 875-891. https://doi.org/10.1002/sce.20320
- Schwarz, C. V., Braaten, M., Haverly, C., & de los Santos, E. X. (2021). Using sense-making moments to understand how elementary teachers' interactions expand, maintain, or shut down sense-making in science. Cognition and Instruction, 39(2), 113-148. https://doi.org/10.1080/07370008.2020.1763349
- Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense of the world using next generation science and engineering practices. Arlington, VA, U.S.: NSTA Press.
- Stroupe, D. (2014). Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science-as-practice. Science Education, 98(3), 487-516. https://doi.org/10.1002/sce.21112
- Stroupe, D. (2016). Beginning teachers' use of resources to enact and learn from ambitious instruction. Cognition and Instruction, 34(1), 51-77. https://doi.org/10.1080/07370008.2015.1129337
- 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, 1-58.
- 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
- Williams, W. S., & Koplow, L. (2018). Becoming strong enough to hold their stories: Emotionally responsive educator preparation. The New Educator, 14(1), 59-73. https://doi.org/10.1080/1547688x.2017.1412002