참고문헌
- 강석진, 윤성용(2017). 초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과. 초등과학교육, 36(3), 181-192.
- 권성연(2017). 초등학교 수업에서 정보통신 테크놀로지 활용에 대한 교사의 인식 연구. 교육정보미디어연구 23(1), 1-27.
- 김미용, 배영권(2013). 스마트교육 수업 설계 모형 개발. 한국콘텐츠학회논문지, 13(1), 467-481. https://doi.org/10.5392/JKCA.2013.13.01.467
- 김민지, 신동희(2019). 초중등 과학 수업에서 사용되는 모바일 애플리케이션의 교육적 기능 분석. 현장과 학교육, 13(4), 473-489. https://doi.org/10.15737/SSJ.13.4.201911.473
- 김민환, 남혜인, 김성훈, 노태희(2018). 과학관련 사회쟁점 (SSI) 수업의 소집단 토론과 전체 학급 토론에서 나타나는 특징. 한국과학교육학회지, 38(2), 135-145. https://doi.org/10.14697/JKASE.2018.38.2.135
- 김선희(2014). 디지털 매체를 활용한 포럼연극 수업설계 모형 개발. 서울대학교 대학원 박사학위논문.
- 김성욱(2016). 모바일 탐구학습을 위한 수업설계 모형 개발 연구. 서울대학교 대학원 박사학위논문.
- 김윤영, 황찬문(2015). 플립드 러닝 수업을 위한 테크놀로지의 교육적 활용방안. 한국교육공학회 학술대회발표자료집, 2015(1), 103-104.
- 김지훈, 홍승호(2015). 스마트기기를 활용한 환경 관련 STEAM 프로그램 개발 및 효과. 환경교육, 28(3), 178-192. https://doi.org/10.17965/KJEE.2015.28.3.178
- 김현진, 남광우, 한정혜, 윤옥경(2015). 모바일기기 활용 초등학교 협력적 현장학습에서 분산인지 기반 학습 과정 분석. 교육정보미디어연구 21(3), 361-387.
- 김혜정, 김현철(2012). 스마트 학습활동 개발 프레임워크와 수업모형 개발 사례. 컴퓨터교육학회논문지, 15(4), 25-39. https://doi.org/10.32431/KACE.2012.15.4.003
- 나지연, 송진웅(2014). 과학수업에서 학생의 일상경험 도입에 대한 초등교사의 인식과 실행 및 배경요인. 한국과학교육학회지, 34(7), 635-645. https://doi.org/10.14697/JKASE.2014.34.7.0635
- 노태희, 강석진, 윤정현(2016). 과학 수업에서 스마트 기기를 활용한 소집단 학습의 효과. 한국과학교육학회지, 36(4), 519-526. https://doi.org/10.14697/JKASE.2016.36.4.0519
- 박찬솔, 손정우(2022). 초등학생의 데이터 기반 과학 탐구에서 나타나는 디지털 탐구도구 활용의 특징. 교육 발전, 42(2), 497-517.
- 박현경(2018). 플립러닝 환경에서 자기주도 학습능력, 협력적 자기효능감, 교사의 자율성지지, 학습 성과 간의 관계. 이화여자대학교 대학원 석사학위논문.
- 서봉언(2020). 원격수업에서 교사의 역할: 학업열의, 디지털 기기, 피드백의 상호작용. 교육사회학연구, 30(4), 173-197. https://doi.org/10.32465/KSOCIO.2020.30.4.007
- 서울대학교 교육연구소(1995). 교육학용어사전. 하우동설.
- 오필석(2017). 분산 인지의 관점에 따른 모델링 중심 초등 과학 수업의 해석. 초등과학교육, 36(1), 16-30.
- 유상미, 김형범, 김용기, 김흥태(2021). WWT 빅데이터를 활용한 중학교 STEAM 프로그램 개발 및 적용. 대한 지구과학교육학회지, 14(1), 33-47.
- 이상균(2015). 스마트 기기 활용 설계 기반 STEAM 프로그램이 과학 흥미도와 융합인재소양에 미치는 효과. 대한지구과학교육학회지, 8(3), 240-250. https://doi.org/10.15523/JKSESE.2015.8.3.240
- 이상기, 권민화(2014). 스마트교육의 학습효과에 관한 탐색적 연구: 초등학교 교사와 학생들의 인식을 중심으로. 언론과학연구, 14(2), 258-294.
- 이진, 홍승호(2020). 애니메이션을 활용한 TPACK 기반 STEAM 프로그램 적용 효과-'식물의 한 살이' 단원을 중심으로. 생물교육, 48(3), 356-367. https://doi.org/10.15717/BIOEDU.2020.48.3.356
- 이희숙, 강신천, 김창석(2016). 플립러닝의 학습효과 관련 요인 간의 구조적 관계 분석. 컴퓨터교육학회논문지, 19(1), 87-100. https://doi.org/10.32431/KACE.2016.19.1.009
- 임걸(2011). 스마트 러닝 교수학습 설계모형 탐구. 컴퓨터교육학회논문지, 14(2), 33-45. https://doi.org/10.32431/KACE.2011.14.2.004
- 임정훈, 안순선(2014). 초등학교 스마트패드 활용 수업의 교육적 유용성과 문제점에 관한 질적 연구. 정보교육학회논문지, 18(1), 75-87.
- 임지영(2020). SW 교육에서 초등교원의 TPACK 역량에 대한 교육요구도 분석. 교육정보미디어연구, 26(4), 879-907.
- 임철일(2000). 교수설계 이론과 모형. 파주: 교육과학사.
- 임철일, 김민지, 박주현, 배유진, 염지윤(2021). 대학에서의 실시간 비대면 수업 유형별 수업설계 전략에 관한 사례연구. 교육공학연구, 37(2), 459-488.
- 정연화, 이정민(2015). 증강현실 활용 탐구학습의 효과성 분석: 중등과학수업을 중심으로. 교육정보미디어연구, 21(4), 521-542.
- 정한호(2009). 초등학교 교사들의 수업설계 실태에 대한 질적 고찰. 교육공학연구, 25(3), 157-191.
- 조부희, 김성욱(2019). 가상현실 체험 기반 STEAM 수업 설계 전략 개발 연구. 교육공학연구, 35(2), 491-525.
- 최경식, 백성혜(2021). 예비교사의 TPACK 평가틀 개발과 TPACK 발달 저해 요인 분석. 한국과학교육학회지, 41(4), 325-338. https://doi.org/10.14697/JKASE.2021.41.4.325
- 최윤성, 김종욱(2022). 가상 야외지질답사 모듈 개발에 참여한 초등학생들의 학습 효과 탐색. 대한지구과학교육학회지, 15(2), 171-191. https://doi.org/10.15523/JKSESE.2022.15.2.171
- 한국교육학술정보원(2022). 학교 현장의 에듀테크 활용 및 수요 분석 (RS 2022-01). https://www.keris.or.kr/main/ad/pblcte/selectPblcteETCInfo.do?mi=1142&pblcteSeq=13570
- 한아름, 나지연(2019). STEAM 수업에서 스마트테크놀로지 적용에 대한 초등교사의 인식-적용 유형과 어려움 및 지원을 중심으로. 한국과학교육학회지, 39(6), 777-790. https://doi.org/10.14697/JKASE.2019.39.6.777
- 한형종, 김근재, 권혜성, 임철일(2019). 모바일 테크놀로지 활용 교육을 위한 초등교사 역량 모델 개발 및 요구도 분석. 교육정보미디어연구, 25(4), 657-690.
- Agostinho, S., Tindall-Ford, S., & Roodenrys, K. (2011). Using computer-based tools to self manage cognitive load. In EdMedia+ Innovate Learning. Association for the Advancement of Computing in Education (AACE).
- Aljaloud, A. S., Gromik, N., Kwan, P., & Billingsley, W. (2019). Saudi undergraduate students' perceptions of the use of smartphone clicker apps on learning performance. Australasian Journal of Educational Technology, 35(1), 85-99.
- Andreasson, R., Jansson, A. A., & Lindblom, J. (2019). The coordination between train traffic controllers and train drivers: A distributed cognition perspective on railway. Cognition, Technology & Work, 21(3), 417-443. https://doi.org/10.1007/s10111-018-0513-z
- Angeli, C. (2008). Distributed cognition: A framework for understanding the role of computers in classroom teaching and learning. Journal of Research on Technology in Education, 40(3), 271-279 https://doi.org/10.1080/15391523.2008.10782508
- Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference. Education and Information technologies, 22, 3063-3079. https://doi.org/10.1007/s10639-017-9572-7
- Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school? Journal of Educational Technology & Society, 19(3), 134-142.
- Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. In 2017 International conference on digital arts, media and technology (ICDAMT), 178-182. IEEE.
- Chen, W., Tan, N. Y. L., Looi, C. K., Zhang, B., & Seow, P. S. K. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research and Practice in Technology Enhanced Learning, 3(3), 231-252. https://doi.org/10.1142/S1793206808000513
- Dhamija, A., & Dhamija, D. (2020). Impact of innovative and interactive instructional strategies on student classroom participation. In Handbook of Research on Digital Learning (pp. 20-37). IGI Global.
- Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
- Fadul, J. A. (2009). Collective learning: applying distributed cognition for collective intelligence. International Journal of Learning, 16(4), 211-220. https://doi.org/10.18848/1447-9494/CGP/v16i04/46223
- Fragou, O., Kameas, A., & Zaharakis, I. D. (2017). An instructional design process for creating a U-learning ecology. In 2017 IEEE Global Engineering Education Conference (EDUCON), 1817-1823.
- Giere, R. N. (2006a). Scientific perspectivism. Chicago, IL: The University of Chicago Press.
- Giere, R. N. (2006b). The role of agency in distributed cognitive systems. Philosophy of Science, 73(5), 710-719. https://doi.org/10.1086/518772
- Gilakjani, A. P. (2013). Factors contributing to teachers' use of computer technology in the classroom. Universal Journal of Educational Research, 1(3), 262-267. https://doi.org/10.13189/ujer.2013.010317
- Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance Ratings. Online Submission, https://eric.ed.gov/?id=ed532068
- Grant, J. S., & Kinney, M. R. (1992). Using the Delphi technique to examine the content validity of nursing diagnoses. International Journal of Nursing Terminologies and Classifications, 3(1), 12-22. https://doi.org/10.1111/j.1744-618X.1992.tb00193.x
- Halverson, C. A. (2002). Activity theory and distributed cognition: Or what does CSCW need to DO with theories? Computer Supported Cooperative Work (CSCW), 11, 243-267. https://doi.org/10.1023/A:1015298005381
- Hartmann, D. P. (1977). Considerations in the choice of interobserver reliability estimates. Journal of applied behavior analysis, 10(1), 103-116. https://doi.org/10.1901/jaba.1977.10-103
- Hochberg, K., Kuhn, J., & M?ller, A. (2018). Using smartphones as experimental tools effects on interest, curiosity, and learning in physics education. Journal of Science Education and Technology, 27, 385-403.
- Hollan, J. D., Hutchins, E. L., & Kirsh, D. (2000). Distributed cognition: To ward a new foundation for human-computer interaction research. ACM Transactions on Computer-HumanInteraction, 7 (2), 174-196. https://doi.org/10.1145/353485.353487
- Hutchins, E. (1995). Cognition in the wild. MIT press.
- Hutchins, E. (2000). Distributed cognition. International Encyclopedia of the Social and Behavioral Sciences. Elsevier Science, 138, 1-10.
- Jonassenm, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinkinng. Tech Trends, 43(2), 24-32. https://doi.org/10.1007/BF02818172
- Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010-1030.
- Kuntzleman, T. (2016). Use your smartphone as an absorption spectrophotometer. https://www.chemedx.org/blog/use-your-smartphone-absorption-spectrophotometer.
- Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The JHGI Giesbers Reports on Education, 10, 1999.
- Ligorio, M. B., Cesareni, D., & Schwartz, N. (2008). Collaborative virtual environments as means to increase the level of intersubjectivity in a distributed cognition system. Journal of Research on Technology in Education, 40(3), 339-357. https://doi.org/10.1080/15391523.2008.10782511
- Liu, M., Yuen, T. T., Horton, L., Lee, J., Toprac, P., & Bogard, T. (2013). Designing technology-enriched cognitive tools to support young learners' problem solving. The International Journal of Cognitive Technology, 18(1), 14-21.
- Malik, A., & Ubaidillah, M. (2021). The use of smartphone applications in laboratory activities in developing scientific communication skills of students. Journal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 9(1), 76-84.
- Martin, L. (2012). Connection, translation, off-loading, and monitoring: A framework for characterizing the pedagogical functions of educational technologies. Technology, Knowledge and Learning, 17(3), 87-107. https://doi.org/10.1007/s10758-012-9193-6
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Moysey, S. M. J., & Lazar, K. B. (2019). Using Virtual Reality as a Tool for Field-Based Learning in the Earth Sciences. In: Lansiquot, R., MacDonald, S. (Eds), Interdisciplinary Perspectives on Virtual Place-Based Learning (pp. 99-126). Palgrave Pivot, Cham.
- Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131. https://doi.org/10.1016/S0360-1315(03)00067-8
- Nikolopoulou, K. (2020). Secondary education teachers' perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275. https://doi.org/10.1007/s40692-020-00156-7
- Pea, R. D. (1986). Cognitive technologies for mathematics education. In: Alan H. Schoenfeld. (Eds), Cognitive Science and Mathematics Education (pp. 89-122). New York, Routledge.
- Perry, M. (1999). The application of individually and socially distributed cognition in workplace studies: two peas in a pod. In Proceedings of European Conference on Cognitive Science (Vol. 99). Siena, Italy.
- Polat, H., & Oz, R. (2017). Use of the distributed cognition theory in a lesson plan: A theory, a model and a lesson plan. Erzincan University Journal of Education Faculty, 19(3), 180-190.
- Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable in dicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. https://doi.org/10.1002/nur.20199
- Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education? Journal of Applied and Advanced Research, 3(1), 33-35.
- Reigeluth, C. M. (1983). Instructional design theories and models: An overview of their current status. New York, Routledge.
- Richey, R. C., & Klein, J. D. (2014). Design and development research: Methods, strategies, and issues. New York, Routledge.
- Salomon, G. (Ed.). (1997). Distributed cognitions: Psychological and educational considerations. Cambridge University Press.
- Shrotryia, V. K., & Dhanda, U. (2019). Content validity of assessment instrument for employee engagement. Sage Open, 9(1), 1-7.
- Siiman, L. A., Pedaste, M., Maeots, M., Leijen, A., Rannikmae, M., Zacharia, Z. C., & de Jong, T. (2017). Design and evaluation of a smart device science lesson to improve students' inquiry skills. In Advances in Web-Based Learning-ICWL 2017: 16th International Conference, Cape Town, South Africa, September 20-22, 2017, Proceedings 16 (pp. 23-32). Springer International Publishing.
- Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research, and Evaluation, 9(1), 4.
- Traxler, J. (2009). Current state of mobile learning. Mobile learning: Trans Forming the Delivery of Education and Training, 8(2), 9-24.
- Valanides, N., & Angeli, C. (2008). Distributed cognition in a sixth-grade classroom: An attempt to overcome alternative conceptions a bout light and color. Journal of Research on Technology in Education, 40(3), 309-336.
- Vasiliou, C., Ioannou, A., Stylianou-Georgiou, A., & Zaphiris, P. (2017). A glance into social and evolutionary aspects of an artifact ecology for collaborative learning through the lens of distributed cognition. International Journal of Human Computer Interaction, 33(8), 642-654. https://doi.org/10.1080/10447318.2016.1277638
- Vieyra, R., Vieyra, C., Jeanjacquot, P., Marti, A., & Monteiro, M. (2015). Turn your smartphone into a science laboratory. The Science Teacher, 82(9), 32-40.
- Weinberger, A., Kollar, I., Dimitriadis, Y., Makitalo-Siegl, K., Fischer, F. (2009). Computer-Supported Collaboration Scripts. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S. (eds) Technology-Enhanced Learning (pp. 155-173). Springer, Dordrecht.
- Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135.
- Xu, L. & Clarke, D. (2012). What does distributed cognition tell us about student learning of science? Research in Science Education, 42(3), 491-510.
- Yarbro, J., McKnight, K., Elliott, S., Kurz, A., & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 48(4), 274-289. https://doi.org/10.1080/15391523.2016.1212632
- Yeh, Y. F., Lin, T. C., Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2015). Science teachers' proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24(1), 78-90.
- Zacharia, Z. C., Lazaridou, C., & Avraamidou, L. (2016). The use of mobile devices as means of data collection in supporting elementary school students' conceptual understanding about plants? International Journal of Science Education, 38(4), 596-620.
- Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive science, 18(1), 87-122. https://doi.org/10.1207/s15516709cog1801_3
- Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1-17. https://doi.org/10.1016/j.compedu.2015.11.001