1 |
Chang, S. (1990). Conceptual confusion of education as related with heteronomy of educational research, The SNU Journal of Educational Studies, 5, 21-64
|
2 |
Chang, S. (1991). Reconceptualization of research domains in education. SNU Educational Research Monographs, 91-92. Educational Research Institute, College of Education, Seoul National University
|
3 |
Chang, S. (1994c). Another idea of education. In S. Lee(Ed.), Main Trend of Educational Research in Korea,(pp.291-326). Seoul: Na Nam Publishing Co.
|
4 |
Chang, S. (1998). Epistemological significance of educational relationship. Korean Social Science Journal, 25(1), 21-61
|
5 |
DeBoer, G. E. (1997). What we have learned and where we are headed: Lessons from the Sputnik Era. Paper prepared for the symposium 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October4, 1997
|
6 |
Dow, P. (1997). Sputnik Revisited: Historical Perspectives in Science Reform. 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October 4
|
7 |
Gallagher, J. (1985). Secondary school science interim report. East Lancing: Institute for Research on Teaching, Michigan State University
|
8 |
Galison, P. (1997). Three laboratories. Social Research, 64(3),1127-1155
|
9 |
Lenoir, T. (1988). Practice, reason, and context: The dialogue between theory and experiment. Science in Context, 2, 3-22
|
10 |
Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge
|
11 |
Schutz, A. (1973). Collected papers I: The problem of social reality. Hague: Martinus Nijhoff
|
12 |
Tamir, P. and Lunetta, V. (1981). Inquiry related tasks in high school science laboratory handbooks. Science Education, 65, 477-484
|
13 |
Turner, D. (1927/1981). History of science teaching in England. London: Chapman & Hall
|
14 |
Wheaton, B. (1983). The tiger and the shark. Cambridge: Cambridge University Press
|
15 |
Shulman, L. and Tamir, P. (1973) Research on teaching in the natural sciences. In R. Travers (Ed.). Second Handbook of Research on Teaching. Chicago: Rand McNally
|
16 |
Chang, S. (1994b). Diffusion of personal knowledge. Seoul:KyoYukKwaHak Sa
|
17 |
Atkin, J.(1968). Research styles in science education. Journal of Research in Science Teaching, 5, 338-345
DOI
|
18 |
Bybee, R. W. (1997). The Sputnik Era: Why is the educational reform different from all other reforms? Paper prepared for the symposium 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October4, 1997
|
19 |
Chang, S. (1986). The problems of academic disorientation in the educational research, The SNU Journal of Educational Studies, 1, 5-53
|
20 |
Bruner, J. S. (1961). The process of education. New York: Random House
|
21 |
Wellington, J. (1998). Practical work in science: time for a reappraisal. In J. Wellington(Ed.), Practical Work in School Science. London: Routledge
|
22 |
Hodson, D. (1998). Is this really what scientists do? In J. Wellington (Ed.). Practical Work in School Science. London: Routledge
|
23 |
Bybee, R. and DeBoer, G. (1994). Research on goals for the science curriculum. In D. L. Gabel(Ed.), Handbook of research on science teaching and learning (Volume II), (pp. 357-387). New York: Macmillan
|
24 |
Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115-135
DOI
|
25 |
Lunetta, V. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B. Fraser & K. Tobin (Eds.). International Handbook for Science Education. Dordrecht: Kluwer
|
26 |
Roth, W. (1995). Authentic school science. Boston: Kluwer Academic Pub.
|
27 |
Lagemann, E. (2000). An elusive science: The troubling history of education research. Chicago: The University of Chicago Press
|
28 |
Reimer, E. (1971). School Is dead: An essay on alternatives in education. NY: Doubleday & Company, Inc.
|
29 |
Hofstein, A. and Lunetta, V. N. (1982). The role of laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217
DOI
ScienceOn
|
30 |
Armstrong, H. (1903). The teaching of scientific method. London: Macmillan
|
31 |
Latour, B. and Woolgar, S. (1986). Laboratory life. Beverley Hills: Sage
|
32 |
Brockman, J. (2005). A talk with Howard Gardner. Edge: www.edge.org
|
33 |
Chang, S. (1994a). Educational methodology. In Y. Han(Ed.), Construction of Educational Nation, (pp.281-321). Seoul: Yang Seu Won
|
34 |
Han, S. (2004a). A reflection on laboratory experiment in school science in the perspective of Endogenous Theory of Education. Doctoral Dissertation. Seoul National University
|
35 |
Schwab, J. (1962). The teaching of science as inquiry. In The Teaching of Science (pp.1-103). Cambridge, MA: Harvard University Press
|
36 |
Babikian, Y. (1971). An empirical investigation to determine the relative effectiveness of discovery, laboratory, and expository methods of teaching science concepts. Journal of Research in Science Teaching, 8(3), 201-209
DOI
|
37 |
Hart, C., Mulhall, P., Berry, A., Loughran, J. and Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675
DOI
ScienceOn
|
38 |
Kohler, R. (1994). Lords of the fly: Drosophila genetics and experimental life. Chicago: The University of Chicago Press
|
39 |
Nott, M. and Wellington, J. (1996). When the black box springs open: practical work in schools and the nature of science. International Journal of Science Education, 18(7), 807-818
DOI
ScienceOn
|
40 |
Stuwer, R. (1975). The compton effect, New York: Science History Publications
|
41 |
DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press
|
42 |
Kim, H (2003). Middle school students' open physics inquiry emphasizing peer argumentation : its conditions, features, and roles. Doctoral Dissertation. Seoul National University
|
43 |
Klopfer, L. (1990). Learning scientific inquiry in the student laboratory. In E. Hegarty-Hazel (Ed.). The Student Laboratory and the Science Curriculum. London: Routledge
|
44 |
Gott, R. and Duggan, S. (1996). Practical work: its role in the understanding of evidence in science. International Journal of Science Education, 18(7), 791-806
DOI
ScienceOn
|
45 |
Lazarowitz, R. and Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning,(pp.94-128). New York: Macmillan
|
46 |
Nyberg, D. and Egan, K. (1981). The erosion of education: socialization and the schools. NY: Teachers College, Columbia University
|
47 |
Woolnough, B. (1998). Authentic science in schools, to develope personal knowledge. In J. Wellington (Ed.), Practical Work in School Science. London: Routledge
|
48 |
Hacking, I. (1989). Philosophers of experiments. In A. Fine and J. Leplin (Eds.), PSA, (pp.147-156). East Lancing, Michigan: Philosophy of Science Association
|
49 |
Nott, M. (1995). 'Talking your way out of it', 'rigging', and 'conjuring': what science teachers do when practicals go wrong. International Journal of Science Education, 17(3), 399-410
DOI
ScienceOn
|
50 |
Driver, R. et al. (1994). Making sense of secondary science: Research into childrens' Ideas. London: Routledge
|
51 |
Nyberg, D. and Egan, K. (1981). The erosion of education: socialization and the schools. NY: Teachers College, Columbia University. Pickering. (Ed.) (1992). Science as practice and culture. Chicago: The University of Chicago Press
|
52 |
Tobin, K. (1987). What happens in high school science classrooms. Journal of Curriculum Studies, 19(6), 549-560
DOI
|
53 |
Woolnough, B. (1995). Switching students onto science. Science Education Newsletter, 121, August
|
54 |
Kerr, J. (1964). Practical work in school science. Leicester: University Press
|
55 |
Yang, M. (2005). Curriculum studies based on Endogenous Theory of Education: The logic and implication. The Journal of Educational Principles, 10(2), 39-69
|
56 |
Kim, J. (2000). An Educational reflection on Vygotsky's theory on the appropriation of higher mental functions and the mediation of speech. Doctoral Dissertation. Seoul National University
|
57 |
Chang, S. (2005). Science and education: What is education? Seoul: Seoul National University Press
|
58 |
Han, S. (2004b). Educational reflections on laboratory experiment in school science. The Journal of Educational Principles, 9(1), 47-82
|