1 |
Fisher, K. (1990). Semantic networking: The newkids on the block. Journal of Research in Science Teaching, 27(10), 1001-1018.
DOI
|
2 |
Galison, P. (1987). How experiments end. Chicago: The University of Chicago Press.
|
3 |
Galison, P. (1997). Three laboratories. Social Research, 64(3), 1127-1155.
|
4 |
Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M. (2014). Understanding classrooms through social network analysis: A primer for social network analysis in education research. CBE-Life Science Education, 13, 167-178.
DOI
|
5 |
Hacking, I. (1983). The Representing and intervening: Introductory topics in philosophy of natural science. Cambridge: Cambridge University Press.
|
6 |
Hacking, I. (1989). Philosophers of experiments. In A Hine & J. Leplin (Eds.), PSA 1988, East lancing (pp. 147-156). Michigan: Philosophy of Science Association.
|
7 |
Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions. The Journal of the Learning Sciences, 5(2), 97-127.
DOI
|
8 |
Han, S. Y. (2004). Educational reflections on laboratory experiment in school science. The Journal of Educational Principles, 9(1), 47-82.
|
9 |
Hodson, D. (1996). Is this really what scientist do? Seeking a more authentic science in and beyond the school laboratory. In J. J. wellington (Ed.). Practical Work in School Science. NY: Routledge, 93-108.
|
10 |
Hovardas, T., & Korfiatis, K. J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and instruction, 16, 416-432.
DOI
|
11 |
Kim, H., & Song, J. (2003). Middle school students' ideas about the purposes of laboratory work. Journal of the Korean Association for Science Education, 23(3), 254-264.
|
12 |
Lawson, A. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing.
|
13 |
Lee, J. K., & Ha, M. (2012). Semantic network analysis of science gifted middle school students' understanding of fact, hypothesis, theory, law, and scientificness. Journal of the Korean Association for Science Education, 32(5), 823-840.
DOI
|
14 |
Lee, S. (2002). Two roles of experiment: Fact aquisition and theory testing. Cheolhak, 72, 273-294.
|
15 |
Lee, S. (2009). Phenomena and instruments. Hanul Academy: Seoul.
|
16 |
Lewicki, R. J., Gray, B., & Elliot, M.. (2003). Making sense of intractable environmental conflicts: Concepts and cases. Washington D. C.: Island Press.
|
17 |
Mayr, E. (1997). This is biology: The science of living world. Belknap Press of Harvard University Press: Cambridge, MA.
|
18 |
Park, H. W., & Leydesdorf, L. (2004). Understanding the KrKwic: A computer program for the analysis of Korean text. Journal of the Korean Data Analysis Society. 6(5), 1377-1387.
|
19 |
Park, J. (2003). An analysis of the experimental designs suggested by students for testing scientific hypotheses. Journal of the Korean Association for Science Education, 23(2), 200-213.
|
20 |
Park, S. H., Ko, K. T., Jeong, J. S., & Kwon, Y. J. (2005). Types of hypothesis-testing methods generated in students' biology inquiry. Journal of the Korean Association for Science Education, 25(2), 230-238.
|
21 |
Yang, I. H., Kim, S. M. & Cho, H. J. (2007). Analysis of the types of laboratory instruction in elementary and secondary schools science. Journal of the Korean Association for Science Education, 27(3), 235-241.
|
22 |
Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261-295.
DOI
|
23 |
Bodzin, A. & Gegringer, M. (2001). Breaking science stereotypes. Science and Children, 38(4), 36-41.
|
24 |
Brown, C. R. (1995). The effective teaching of biology. New York, USA: Longman Publishing Company.
|
25 |
Cho, H. J., & Yang, I. H. (2005). Review on the aims of laboratory activities in school science. Elementary Science Education, 24(3), 268-280.
|
26 |
Cho, H., Yang, I., & Lee, H. (2008). Comparison between secondary school science teachers' and students' perceptions about the important aims of laboratory. Journal of Science Education, 32(2), 103-120.
DOI
|
27 |
Collins, A. M., Loftus, E. F. (1975). A spreading activation theory of semantic processing. Psychological Review, 82(6), 407-428.
DOI
|
28 |
diSessa, A. A. (2008). A bird's-eye view of the "pieces"vs. "coherence" controversy. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 35-60). New York: Routledge.
|
29 |
Doerfel, M. L., & Barnett, G. A. (1999). A semantic network analysis of the international communication association. Human Communication Research, 25(4), 589-603.
DOI
|
30 |
Quillian, M. R. (1967). Word concepts: A theory and simulation of some basic semantic capabilities. Behavioral Sciences, 12, 410-430.
DOI
|
31 |
Radder, H. (1988). The material realization of science. Assen/Maastricht, The Netherlands: Van Gorcum.
|
32 |
Radder, H. (1993). Science, realization and reality: The Fundamental issues. Studies in History and Philosophy of Science, 24, 327-349.
DOI
|
33 |
Radder, H. (2003). The philosophy of experimentation. Pittsburgh, PA: University of Pittsburgh Press.
|
34 |
Simpson, R. D., & Anderson, N. D. (1981). Science, students, and schools: A guide for the middle and secondary school teacher, NY: Macmillan Publishing Company.
|
35 |
Thagard, P. (1998). Ulcers and bacteria I : Discovery and acceptance. Studies in history and philosophy of biological and biomedical science, 29(1), 107-136.
DOI
|
36 |
Wassetman, S., & Faust, K. (1994). Social network analysis: Methods and applications. The Press Syndicate of the University of Cambridge.
|
37 |
Welzel, M., Haller, K., Bandiera, M., Hammelev, D., Koumars, P., Niedderer, H., Paulsen, A. C., Beou-Robinault, K., & von Aufschnaiter, S. (1988). Teachers' objectives for labworks; research tool and cross country results. Working paper 6, labworks in Science Education Project.
|
38 |
Wheeler, W. H. (1929). Present tendencies in biological theory. The Scientific Monthly, 28, 97-109.
|
39 |
Woolnough, B. E. (1994). Effective science teaching. Buckingham: Open University Press.
|
40 |
Yang, I. H., Jeong, J. W., Hur, M. & Kim, S. M. (2006). The development of laboratory instruction classification scheme. Journal of the Korean Association for Science Education, 26(3), 342-355.
|