1 |
Lee, Y., Son, Y., & Kim, K. (2014). Analysis of the presentation for the nature of science in elementary science textbooks using the four themes of scientific literacy. Journal of Korean Elementary Science Education, 33(2), 207-216.
과학기술학회마을
DOI
ScienceOn
|
2 |
Lim, C., Kim, H., & Lee, S. (2004). Preservice and inservice teachers' perceptipon on the nature of science. Journal o Korean Elementary Science Education, 23(4), 294-304.
|
3 |
Liu, S. Y., & Lederman, N. G. (2007). Exploring prospective teachers' worldviews and conceptions of nature of science. International Journal of Science Education, 29, 1281-1307.
DOI
ScienceOn
|
4 |
McComas, W. F. (2005). Seeking NOS standards: What content consensus exists in popular books on the nature of science? Paper presented at the National Association for Research in Science Teaching meeting. Dallas, TX.
|
5 |
McComas W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies. (pp. 53-70). Dordrecht: Kluwer.
|
6 |
McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice teachers' views of nature of science. Journal of Research in Science Teaching, 47, 1137-1164.
DOI
ScienceOn
|
7 |
Ministry of Education, Science and Technology (MEST). (2012). Science education standards. Seoul: Ministry of Education and Science Technology.
|
8 |
Nam, J., Mayer, V.J., Choi, J., & Lim, J. (2007). Pre-service science teacher's understanding of the nature of science. Journal of the Korean Association for Science Education, 27(3), 253-262.
|
9 |
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
|
10 |
National Research Council (NRC). (2000). How people learn. Bridging research and practice. Washington, DC: National Academy Press.
|
11 |
National Research Council (NRC). (2012). A framework for K-12 science education. Washington, DC: National Academy Press.
|
12 |
National Science Teachers Association (NSTA). (1982). Science-technology-society: Science education for the 1980s (An NSTA position statement). Washington, DC: Author.
|
13 |
Noh, T., Kim, Y., Han, S., & Kang, S. (2002). Elementary school students' views on the nature of science. Journal of Korean Elementary Science Education, 22(4), 882-891.
|
14 |
Park, E., & Hong, H. K. (2011). Analyzing science-gifted middle school students' understanding of nature of science (NOS). The Korean Society for the Gifted and Talented, 21(2), 391-405.
DOI
ScienceOn
|
15 |
Park, H., & Lee, K. (2005). University students' understanding of the nature of science. Journal of the Korean Association for Science Education, 25(3), 390-399.
|
16 |
Park, K. S., & Yu, M. H. (2013). The effects of 'science history based chemist inquiry program' on the understanding toward nature of science, scientific attitudes, and science career orientation of scientifically gifted high school students. The Korean Chemical Society, 57(6), 821-829.
DOI
ScienceOn
|
17 |
Parker, L. C., Krockover, G. H., Lasher-Trapp, S., & Eichinger, D. C. (2008). Ideas about the nature of science held by undergraduate atmospheric science students. Bulletin of the American Meteorological Society, 89, 1681-1688.
DOI
ScienceOn
|
18 |
Rudolph, J. L. (2000). Reconsidering the 'nature of science' as a curriculum component. Journal of Curriculum Studies, 32(3), 403-419.
DOI
ScienceOn
|
19 |
Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77(3), 261-273.
DOI
ScienceOn
|
20 |
Reiff, R. (2004). The methods of science: Exchanging myth for authenticity. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (Rev. ed). Great Britain: Kluwer Academic Publishers.
|
21 |
Ryan, A. G., & Aikenhead, G. S. (1992). Students' preconceptions about the epistemology of science. Science Education, 76, 559-580.
DOI
|
22 |
Samarapungavan, A., Westby, E. L., & Bodner, G. M. (2006). Contextual epistemic development in science: A comparison of chemistry students and research chemists. Science Education, 90, 468-495.
DOI
ScienceOn
|
23 |
Schwartz, R., & Lederman, N. (2002). "It's the nature of the beast": The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
DOI
ScienceOn
|
24 |
Schwartz, R., & Lederman, N. (2008). What scientists say: Scientists' views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771.
DOI
ScienceOn
|
25 |
Seo, H., Hwang, J., & Kwak, D. (2010). An analysis of scientific literacy covered in the testing items on the biology section of the scholastic achievement test. Journal of Research in Curriculum Instruction, 14(3), 601-620.
DOI
|
26 |
Varelas, M., House, R., & Wenzel, S. (2005). Begining teachers immersed into science: Scientist and science teacher identities. Science Education, 89(3), 492-516.
DOI
ScienceOn
|
27 |
Sotherland, S., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669-691.
DOI
ScienceOn
|
28 |
Taylor, A. R., Jones, M. G., Broadwell, B., & Oppewal, T. (2008). Creativity, inquiry, or accountability? Scientists' and teachers' perceptions of science education. Science Education, 92, 1058-1075.
DOI
ScienceOn
|
29 |
Tsai, C. (2006). Teachers' sceitnific epistemological views: The coherence with instruction and students' views. Science Education, 91(2), 222-243.
|
30 |
Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.
DOI
ScienceOn
|
31 |
Wong, S. L., & Hodson, D. (2008). From the horse's mouth: what scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 109-130.
|
32 |
Yang, I., Han, K., Choi, H., Oh, C., & Cho, H. (2005a). Beginning elementary teachers' beliefs about the nature of science. Journal of Korean Elementary Science Education, 24(2), 360-379.
|
33 |
Yang, I., Han, K., Choi, H., Oh, C., & Cho, H. (2005b). Investigation of the relationships between beginning elementary teachers' beliefs about the nature of science, and science teaching and learning context. Journal of Korean Elementary Science Education, 24(4), 399-416.
|
34 |
Abell, S., Martini, M., & George, M. (2001). 'That's what scientists have to do': Preservice elementary teachers' conceptions of the nature of science during a moon investigation. Journal of Research in Science Teaching, 23(11), 1095-1109.
|
35 |
Abd-El-Khalic, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers' views and instructional planning. International Journal of Science Education, 27(1), 15-42.
DOI
ScienceOn
|
36 |
Abd-El-Khalic, F. (2006). Over and over again: College students' views of nature of science. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science (pp. 389-425). Dordrecht: Springer.
|
37 |
Abd-El-Khalic, F. S., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science, Science Education, 88(5), 785-810.
DOI
ScienceOn
|
38 |
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). NOS and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
DOI
ScienceOn
|
39 |
Abd-El-Khalick, F., & Boujaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673-699.
DOI
|
40 |
Aguirre, J. M., Haggerty, S. M, & Linder, C. J. (1990). Student-teachers' conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science education, 12(4), 381-390.
DOI
|
41 |
Akerson, V. L., Buzzelli, C., & Donnelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47, 213-233.
|
42 |
Ackerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers' retention of improved views of nature of science. Journal of Research in Science Teaching, 43, 194-213.
DOI
ScienceOn
|
43 |
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
|
44 |
American Association for the Advancement of Science (AAAS). (1990). Science for all Americans. New York, NY: Oxford University Press.
|
45 |
Behnke, F. L. (1961). Reactions of scientists and science teachers to statements bearing on certain aspects of science and science teaching. School Science and Mathematics, 61, 193-207.
DOI
|
46 |
Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring natural and social scientists' views of nature of science. International Journal of Science Education, 36(8), 1286-1312.
DOI
ScienceOn
|
47 |
Bang, M., & Kim, H. (2010). The effects of explicit instruction about nature of science by elementary school student's cognitive level. Journal of Korean Elementary Science Education, 29(3), 277-291.
|
48 |
Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching pupils "ideas-about-science": Five dimensions of effective practice. Science Education, 88, 655-682.
DOI
ScienceOn
|
49 |
Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high-school students' understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 50(3), 487-509.
|
50 |
Cakici, Y., & Bayir, E. (2012). Developing children's views of the nature of science through the role play? International Journal of Science Education, 34(7), 1075-1091.
DOI
|
51 |
Chiappetta, E. L., & Fillman, D. A. (2005). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. Paper presented at the National Association for Research in Science Teaching meeting. Dallas, TX.
|
52 |
Chiappetta, E. L., Sethna, G. H., & Fillman, D. A. (1991). A qualitative analysis of high school chemistry textbooks for scientific literacy themes and expository learning aids. Journal of Research in Science Teaching, 28, 936-951.
|
53 |
Cho, J., & Ju, D. (1996). Perceptions of science teachers about the nature of science. Journal of the Korean Association for Science Education, 16(2), 200-209.
|
54 |
Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research in Science Teaching, 28, 713-725.
DOI
|
55 |
Chiappetta, E. L., & Koballa, T. R. (2004). Quizzing students on the myths of science. The Science Teacher, Nov, 58-61.
|
56 |
Chiappetta, E. L., & Koballa, T. R. (2010). Science instruction in the middle and secondary schools, 7th ed. Upper Saddle River, New Jersey: Merrill.
|
57 |
Choi, J., Nam, J., Ko, M., & Ko, M. (2009). Developing middle school students' understanding of the nature of science through history of science. Journal of the Korean Association for Science Education, 29(2), 221-239.
|
58 |
Cobern, W. W., & Loving, C. C. (2002). Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching, 39(10), 1016-1-31.
DOI
ScienceOn
|
59 |
Collette, A., & Chiappetta, L. E. (1984). Science instruction in the middle and secondary schools. St. Louis, MO: Times Millor/Mosby.
|
60 |
Duschl, R. (2000). Making the nature of science explicit. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 187-206). Philadelphia, PA: Open University Press.
|
61 |
Fedock, P., Zambo, R., & Cobern, W. (1996). The professional development of college science professors as science teacher educators. Science Education, 80(1), 5-19.
DOI
|
62 |
Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students' views on the nature of science: results from Korean 6th, 8th, and 10th graders. Science Education, 89, 314-334.
DOI
ScienceOn
|
63 |
Ford, M. J., & Wargo, B. M. (2007). Routines, roles, and responsibilities for aligning scientific and classroom practices. Science Education, 91(1), 133-157.
DOI
ScienceOn
|
64 |
Harding, P., & Hare, W. (2000). Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37(3), 225-236.
DOI
ScienceOn
|
65 |
Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42(6), 668-690.
DOI
ScienceOn
|
66 |
Khishfe, R., & Abd-El-Khalick, F. (2002). The influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of research in Science Teaching, 39(7), 551-578.
DOI
ScienceOn
|
67 |
Kim, H., Choi, S., Hwang, H., Lee, J., KIm, S., & Lee, M. (2006). An analysis of middle school science textbooks based on scientific literacy. Journal of Korean Science Education, 26(4), 601-609.
|
68 |
Kim, J., Jeon, R., & Paik, S. (2007). The analysis of the nature of science views of science textbook, science teacher, and high school students. Journal of Korean Science Education, 27(9), 809-817.
과학기술학회마을
|
69 |
Kim, J., Min, B., Lee, Y., Son, Y., Kim, D., & Kim, T. (2013). Comparative analysis of the nature of science reflected on the elementary school science textbooks of Korea, Japan, and the U.S. Journal of Research in Curriculum Instruction. 17(2). 619-644.
DOI
|
70 |
Kim, S. Y. (2010). Exploring preservice science teachers' views of the nature of science: biology vs. non-biology teachers. Journal of the Korean Science Education, 30(2), 206-217.
|
71 |
Kim, H. J., & Kim, S. W. (2013). The characteristics of perceptual change of high school of the arts students through explicit instructions on the nature of science. Journal of the Korean Association for Science Education, 33(2), 266-283.
과학기술학회마을
DOI
ScienceOn
|
72 |
Kim, S. Y., & Park, H. J. (2013). College students' understanding of nature of science: discipline and gender difference. Korean Association for Learner-centered Curriculum and Instruction, 13(6), 239-256.
|
73 |
Kim, M., Nam, I., & Kwon, S. (2010). The relation of elementary school teachers' point of views about the organization of science curriculum and the nature of science. Journal of Korean Elementary Science Education,29(3),243-251.
|
74 |
Kim, J., Kim, S., Kim, D., Kim, H., & Paik, S. (2008). Analysis of elxplictly instructional effects about nature of science of elementary school students. Journal of Korean Elementary Science Education, 27(3),261-272.
|
75 |
Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
DOI
ScienceOn
|
76 |
Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
DOI
|
77 |
Lee, Y. H. (2014). Comparative analysis of the presentation of the nature of science (NOS) in Korean and US elementary science textbooks. Journal of the Korean Association for Science Education, 34(3), 207-212.
DOI
ScienceOn
|
78 |
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS); Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
DOI
ScienceOn
|
79 |
Lee, E. A., & Choi, S. H. (2002). Pre-service teachers' conceptions of the nature of science. Journal of Korean Earth Science Society, 23(2), 140-146.
|
80 |
Lee, Y. H. (2007). How do the high school biology textbooks introduce the nature of science? (Doctoral dissertation). Houston, TX: University of Houston.
|
81 |
Lee, Y. H. (2013a). A proposal of inclusive framework of the nature of science (NOS) based on the 4 themes of scientific literacy for K-12 school science. Journal of the Korean Association for Science Education, 33(3), 553-569.
과학기술학회마을
DOI
ScienceOn
|
82 |
Lee, Y. H. (2013b). Nature of science (NOS) presentation in the introductory chapters of Korean high school life science I textbooks using a qualitative content analysis. Journal of Research in Curriculum Instruction, 17(1), 173-197.
DOI
|
83 |
Lee, Y., & Chiappetta, E. (2008). How do the high school biology textbooks introduce the nature of science? Paper presented at the National Association for Research in Science Teaching meeting. Garden Grove, CA.
|