1 |
Hwang, J.-H., & Kong, M. (2003). Effect of group art activity on creativity and study interest for children in elementary school. The Journal of Play Therapy, 7(1), 105-123.
|
2 |
Hwang, J.-Y., & Kang, H. (2014). Characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. Journal of Korean Elementary Science Education, 33(1), 57-68.
과학기술학회마을
DOI
ScienceOn
|
3 |
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
|
4 |
Kang, S. B. (1987). Physical education. Seoul: Korea National Open University Press.
|
5 |
Kim, H.-J., Lee, H.-J., Oh, C.-H., Yang, I.-H., & Park, K.-T. (2006). Research articles: A case study on teachers' and students' perception regarding small group study in elementary science instruction. Journal of Korean Elementary Science Education, 25(3), 217-230.
과학기술학회마을
|
6 |
Kim, J.-I., & Kim, B.-K. (2004). The effects of group size on science process skills and attitudes toward science in middle school science class. KNUE Journal of Research in Science Education, 14(1), 68-82.
|
7 |
Kim, J. M. (2006a). Piaget's theory of intellectual development. Seoul: Hakjisa Publisher.
|
8 |
Kim, K., Wang, H., & Noh, T. (2007). The Influences of grouping method on science achievement and self-efficacy in middle school science instruction using reciprocal peer tutoring strategy. Journal of the Korean Association for Research in Science Education, 27(3), 180-189.
과학기술학회마을
|
9 |
Kim, M. J. (2006b). Effects of small group art activity on young children's drawing expression ability and creativity: Fantasy picture storybooks (Master's thesis). Chonnam National University, Gwangju.
|
10 |
Cheon, M. (2002). An empirical analyses of relationships between imagination and creativity. The Korean Journal of Educational Psychology, 16(1), 163-181.
|
11 |
Cho, H.-H., & Park, S.-J. (1995). Science teaching: Plan and method. Seoul: Kyoyookbook Publication Co.
|
12 |
Gong, C. (2011). The needs and models of the convergence education program for the art - science convergence education. Journal of Integrated Humanities, 3(1), 161-195.
|
13 |
Egan, K., & Madoc-Jones, G. (2005). Editorial: Education and imagination. Teaching Education, 16(1), 1-2.
DOI
ScienceOn
|
14 |
Fettes, M. (2005). Imaginative transformation in teacher education. Teaching Education, 16(1), 3-11.
DOI
ScienceOn
|
15 |
Gajdamaschko, N. (2005). Vygotsky on imagination: Why an understanding of the imagination is an important issue for schoolteachers. Teaching Education, 16(1), 13-22.
DOI
ScienceOn
|
16 |
Hadzigeorgiou, Y., & Stefanich, G. (2000). Imagination in science education. Contemporary Education, 71(4), 23-28.
|
17 |
Hong, S. (2008). Science with a human face: Scientific culture in the age of fusion. Seoul: Seoul National University Press.
|
18 |
Stellflue, P., Allen, M. & Gerber, D. T. (2005). Art & science grow together. Science and Children, 43(1), 33-35.
|
19 |
Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Teaching secondary school science: Strategies for development scientific literacy (7th ed.). Upper Saddle River, NY: Merrill.
|
20 |
Van Blankenstein, F. M., Dolmans, D. H. J. M., Van der Vleuten, C. P. M., & Schmidt, H. G. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41(4), 729-744.
DOI
ScienceOn
|
21 |
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.
|
22 |
Mun, J., Mun, K., & Kim, S. (2013). Scientists' perceptions of imagination and characteristics of the scientific imagination. Journal of the Korean Association for Research in Science Education, 33(7), 1403-1417.
과학기술학회마을
DOI
ScienceOn
|
23 |
White, M. H. (1993). Imagination in learning: Learning to imagine. Early Child Development and Care, 90(1), 99-111.
DOI
ScienceOn
|
24 |
Singer, J. L. (1999). Imagination. In M. A. Runco & S. R. Pritzker (Eds.). Encyclopedia of creativity 2. San Diego, CA: Academic Press.
|
25 |
Sity, C., & Buchinski, L. (2005). A field guide of their own. Science and Children, 38(11), 36-39.
|
26 |
Mun, J., Song, J., & Kim, S. (2012). An analysis of science-arts integration activities in elementary school science textbooks of Korea. Journal of the Korean Association for Research in Science Education, 32(5), 890-902.
과학기술학회마을
|
27 |
Mun, J., Song, J., & Kim, S. (2013). The perceptions and the characteristics of elementary teachers on teaching science-arts integrated activities. Journal of the Korean Association for Research in Science Education, 33(5), 1007-1020.
DOI
ScienceOn
|
28 |
Mun, K., & Kim, S. (2008). Exploring educational factors of science imaginary drawings: Understanding of elementary school teachers. Journal of Research in Curriculum Instruction, 12(1), 239-251.
|
29 |
National Science & Technology Council (2012). National science and technology classification codes. National Science & Technology Council, 2012-4.
|
30 |
Park, J. (2000). A study on the theme and expression of imaginary picture in elementary art education: For elementary school children in Cheju Island (Master's thesis). Cheju National University, Cheju.
|
31 |
Kim, M. K. (2004). Study for practical child art improvement through group art activity: Focused on plane working in low grade of elementary school (Master's thesis). Keimyung University, Daegu.
|
32 |
Park, J., & Lee, K. (2012). The impact of grouping methods on free inquiry implementation: The case of two middle schools adopting different grouping methods. Journal of the Korean Association for Research in Science Education, 32(4), 686-702.
과학기술학회마을
|
33 |
Russ, S. (2003). Play and creativity: Developmental issues. Scandinavian Journal of Education Research, 47, 291-303.
DOI
ScienceOn
|
34 |
Schussler, E., & Winslow, J. (2007). Drawing on students' knowledge. Science and Children, 44(5), 40-44.
|
35 |
Kim, Y., & An, H. (2004). The effect of small-group cooperative art activity on children's emotional intelligence. Journal of Human Ecology, 6(1), 27-41.
|
36 |
Kim, Y., & Jeong, G. (2010). The effects of small-group discussion lesson using concept sketches in astronomy of earth science. Journal of the Korean Association for Research in Science Education, 30(1), 170-180.
과학기술학회마을
|
37 |
Kwon, N., & Ahn, J. (2012). The science-arts convergence strategy analysis for scientific creativity and artistic sensibility. The Journal of Education, 32(1), 77-93.
|
38 |
Kwon, Y. (2012). Development of integrated science and art teaching-learning programs for the improvement of creative brain activity of gifted students in science (Doctoral dissertation). Korea National University of Education, Cheongju.
|
39 |
Lee, W., Park, J., & Chung, W. (2003). Research on applying creativity to the science text of middle school. Journal Science Education, 27, 71-100.
|
40 |
Lee, E.-K., Yoon, J., & Kang, S.-J. (2013). The case study on the effect of small group activity emphasizing discussion in inquiry processes of the science high school students and the correlation between learning.thinking style and small group activity. The Journal of the Korean Society for the Gifted and Talented, 12(2), 115-140,
|
41 |
Ministry of Education (2013). Curriculum in elementary and secondary schools. Ministry of Education, 2013-7.
|
42 |
Mittler, G. A. (1980). Learning to look/looking to learn? A proposed approach to art appreciation at the secondary school level. Art Education, 33(2), 17-21.
|
43 |
Han, J. (2003). Instructional effect of grouping by agreeableness and students' verbal interactions in small group science learning (Doctoral dissertation). Seoul National University, Seoul.
|
44 |
Johnson, D. W., Johnson, R. T., Holubec, E. J., & Roy, P. (1984). Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
|