1 |
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, Teachers College Press
|
2 |
Van Driel, J. H., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590
DOI
ScienceOn
|
3 |
Mortimer E. and Scott, P.(2000). Meaning making in secondary science classrooms. Open university presC: Berkshire, England
|
4 |
Loughran, J., Berry A., & Mulhall P.(2006). Understanding and Developing Science Teachers' Pedagogical Content Knowledge. Rotterdam: Sense Publishers
|
5 |
Bond-Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory. Chemistry Education Research and Practice, 2005, 6 (2), 83-103
DOI
|
6 |
Hashweh, M. Z. (2005). Teacher Pedagogical Constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11, 273-292
DOI
ScienceOn
|
7 |
박성혜 (2006). 중등과학교사들의 교수법 및 자기효 능감과 태도에 따른 교과교육학 지식. 한국과학교육학회지, 26(1), 122-131
|
8 |
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge, (pp. 3-17). Dordrecht: Kluwer
|
9 |
이연숙 (2006). 교수학적 내용지식(PCK) 및 그 표 상(PCKr)의 개념적 정의와 분석도구 개발: 예비 과학교 사의 '힘과 에너지' 수업 사례를 중심으로. 서울대학교 석사학위논문
|
10 |
임청환 (2003). 초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수 효능감에 미치는 영향. 한국지구과학회지, 24(4), 258-272
|
11 |
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-21
DOI
|
12 |
Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge, (pp. 133.144). Dordrecht: Kluwer
|
13 |
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110
DOI
ScienceOn
|
14 |
Magnusson, S. J. & Palincsar, A. S.(2005). Teaching to Promote the Development of Scientific Knowledge and Reasoning About Light at the Elementary School Level. In M. S. Donovan & J. D. Bransford (Eds.), How students learn history, mathematics, and science in the classroom, (pp. 397-565). Washington, DC: National Academy Press
|
15 |
Marks, R. (1990a). Pedagogical content knowledge : From a mathematical case to a modified conception. Journal of teacher education, 41(3), 3-11
|
16 |
Osborne, H. D. (1998). Teacher as knower and learner, reflections on situated knowledge in science teaching. Journal of Research in Science Teaching, 35, 427-439
|
17 |
Van Dijk, E. M., & Kattmann, U. (2006). A research model for the study of science teachers' PCK and improving teacher education. Teaching and Teacher Education, Available online 11 July 2006
|
18 |
Fernandez-Balboa, J. M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching & Teacher Education, 11(3), 293-306
DOI
ScienceOn
|
19 |
Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teacX: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning, (pp. 357-387). Westport, CT: Ablex
|
20 |
조희형, 조영신, 권석민, 박대식, 강영진, 김희경, 고 영자 (2006). 중등 과학교사 양성 교육과정과 교수내용 지식 연구 동향의 탐색. 교과교육학연구, 10(2). 281-301
|
21 |
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14
|