1 |
Kim, Y. & Kim, D. (1989). A study on the improvement of curriculum for the biology teacher education based on status survey. Journal of the Korean Association for Research in Science Education, 9(1), 39-52
|
2 |
Barnes, D. (1992). The significance of teachers' frames for teaching. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection(pp. 9-32). New York: Falmer Press
|
3 |
Barth, R. (1986). On sheep and goats and school reform. Kappan, 25(4), 471-492
|
4 |
Cobern, W., & Loving, C. (2002). Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching, 39, 1016-1031
DOI
ScienceOn
|
5 |
Eisenhart, M., Shrum, J., Harding, J., & Cuthbert, A. (1988). Teacher beliefs: Definitions, findings and directions. Educational Policy, 2, 51-70
DOI
|
6 |
Ellen, R. F. (1984). Enthnographic research: A guide to general conduct. New York: Academic Press
|
7 |
Feldman, A. (2002). Multiple perspectives for the study of teaching: knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39, 1032-1055
DOI
ScienceOn
|
8 |
Lortie, D. (2002). Schoolteacher: A sociological study (2nd ed.). Chicago: The University of Chicago Press
|
9 |
Osborne, J. F. (1996). Beyond constructivism. Science Education, 80(1), 53-82
DOI
|
10 |
Osbrone, M. (1998). Teacher as knower and learner: reflections on situated knowledge in science teaching. Journal of Research in Science Teaching, 35, 427-439
DOI
ScienceOn
|
11 |
Richardson, V. (1996). The role of attitudes and beliefs in learning in teach. In J. Sikula (Ed.), Handbook of research in mathematics education (pp. 102-119). New York: Macmillan
|
12 |
Staver, J. R. (1998). Constructivism: Sound theory for explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35(5), 501-520
DOI
ScienceOn
|
13 |
Tobin, K., Tippins, D., & Gallard, A. J., (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning. New York: MacMillan
|
14 |
von Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 23-28). Hillsdale, NJ: Lawrence Erlbaum
|
15 |
Bryan, L., & Abell, S. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121-139
DOI
ScienceOn
|
16 |
Tobin, K. (1993). Constructivist perspectives on teacher learning. In K. Tobin (Ed.), The practice of constructivism in science education. Hillsdale, NJ: Lawrence
|
17 |
Hewson, P. W. & Hewson, M. G. A'B. (1989). Analysis and use of a task for identifying conceprions of teaching science. Journal of Education for Teaching, 15(3), 191-209
DOI
|
18 |
Hong, S., Woo, J., & Jung, J. (1995). An analysis of preceding-research on science-teacher and science-teacher education in Korea and America. Journal of the Korean Association for Research in Science Education, 15(3), 241-249
|
19 |
Peterson, R. & Treagust, D. (1998). Learning to teach primary science through problem-based learning. Science Education, 82, 215-237
DOI
ScienceOn
|
20 |
Hewson, P. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396
DOI
ScienceOn
|
21 |
Levitt, K. (2001). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86, 1-22
|
22 |
Bell, B. & Gilbert, J. (1996). Teacher development. PA: Falmer press
|
23 |
Brickhouse, N. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Research and Development in Education, 15(4), 13-18
|
24 |
Brookhart, S., & Freeman, D. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37-60
DOI
ScienceOn
|
25 |
Bybee, R. (1993). Reforming science educationsocial perspectives and personal reflections. New York: Teachers College Press
|
26 |
Resnick, L. (1989). Introduction. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 1-24). Hillsdale, NJ: Lawrence Erlbaum Associates
|
27 |
Green, T. (1971). The activeties of teaching. New York: McGraw-Hill
|
28 |
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69
DOI
ScienceOn
|
29 |
Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. California: Corwin Press, INC
|
30 |
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Beverly Hills, CA: Sage Publications
|
31 |
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328
DOI
|
32 |
Shapiro, B. (1994). What children bring to lightA constructivist perspective on children’ s learning in science. New York: Teacher's College Press
|
33 |
Dana, T., McLoughlin, A., & Freeman, T. (1998, April). Creating dissonance in prospective teachers' conceptions of teaching and learning science. Paper presented at the National Association for Research in Science Teaching, San Diego
|
34 |
Hamilton, M. L. (1993). Think you can: The influence of culture on beliefs. In C. Day, J. Calderhead. & P. Denicolo (Eds.), Research on teacher thinking: Understanding professional development (pp. 87-97).The Falmer Press: London, Washington, D. C.
|
35 |
Park, Y. (1992).Characteristics of good science teachers and preservice teacher education curriculum perceived by secondary teachers. Journal of the Korean Association for Research in Science Education, 12(1), 103-118
|
36 |
Lee, H. (1989). Survey and improvement model of the program for secondary science teacher preparation. Journal of the Korean Association for Research in Science Education, 9(1), 1-17
과학기술학회마을
ScienceOn
|
37 |
Ministry of Education (2002). Teacher educational plans in 2002
|
38 |
Kim, H., Kim, Y., & Park, S. (1994). A status survey on the preservice education of secondary science teachers. Journal of the Korean Association for Research in Science Education, 14(2), 199-213.
|
39 |
Carey, S. (1986). Cognitive science and science education. American Psychologies, 1,1123-1130
|
40 |
Hewson, P., Tabachnick, B. R., Zeichner, K. M., Blomker, K. B., Meyer, H., Lemberger, J., Marion, R., Park, H., Toolin, R. (1999). Educating Prospective teachers of biology: Introduction and research methods. Science Education, 83, 247-273
DOI
ScienceOn
|
41 |
Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24, 5-12
|