1 |
Kwon, S., & Lee, J. (2004). Elementary school students' psychological proximity of electricity and magnetism concepts. Journal of Korean Elementary Science Education, 23(3), 199-207.
|
2 |
Lee, M. (2012). A study on the changes and meanings of geological terminologies for elementary school science level. Journal of Korean Elementary Science Education, 31(4), 424-435.
|
3 |
Lee, B., & Choi, E. (2008). Effect of learning chinese characters on understanding the vocabulary of physics. Sae Mulli, 57(2), 115-119.
|
4 |
Lee, J., & 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
|
5 |
Lee, H., Lee, D., & Lee, J. (2010). Development of franchise education program through semantic network analysis. Korea Business Review, 14(2), 105-128.
|
6 |
Lee, J., Shin, S., & Ha, M. (2015). Comparing the structure of secondary school students' perception of the meaning of 'experiment' in science and biology. Journal of the Korean Association for Science Education, 35(6), 997-1006.
DOI
|
7 |
Lim, A., & Jhun, Y. (2014). An Analysis of teachers and students' difficulties in the classes on 'electric circuit' unit of elementary school science curriculum. Journal of Korean Elementary Science Education, 33(3), 597-606.
DOI
|
8 |
Maja, P. (2006). Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism. American Journal of Physics, 74(12), 1143-1148.
DOI
|
9 |
Oh, P. (2015). A theoretical and trial application of the 'Resources-Based View'(RBV) as an alternative cognitive theory. Journal of the Korean Association for Science Education, 35(6), 971-984.
DOI
|
10 |
Carrier, S. J. (2013). Elementary preservice teachers' science vocabulary: Knowledge and application. Journal of Science Teacher Education, 24(2), 405-425.
DOI
|
11 |
Choe, Y. (2003). International comparison of curricula about electricity and magnetism in primary and secondary school. Journal of the Korean Association for Science Education, 23(1), 86-99.
|
12 |
diSessa, A. A. (1993). Toward and epistemology of physics. Cognition and Instruction, 10(2&3), 105-225.
DOI
|
13 |
Choi, J. & Jeon, D. (2009). How mixed use of 'electricity' and 'charge' misleads scientific ideas and suggestions for improvement. Sae Mulli, 59(1), 8-17.
|
14 |
Collins, A. M., & Loftus, E. F. (1975). A spreading activation theory of semantic processing. Psychological Review, 82(6), 407-428.
DOI
|
15 |
Cui, X., Wen, J., Yoon, C., Shung, J., & Han, S. (2012). Network analysis of two different types of common science textbooks: Modular and integrative types. New Physics: Sae Mulli, 62(4), 343-351.
DOI
|
16 |
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. NY: Harper & Row.
|
17 |
Gussarsky, E., & Gorodetsky, M. (1988). On the chemical equilibrium concept: Constrained word associations and conception. Journal of Research in Science Teaching, 25(5), 319-333.
DOI
|
18 |
Harmmer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Erlbaum.
|
19 |
Park, K., Chung, D., Ha, M., & Lee, J. (2014). High school teachers' and students' perceptions on the purpose of science learning based on the sematic network analysis. Journal of the Korean Association for Science Education, 34(6), 571-581.
DOI
|
20 |
Park, J., Choi, K., & Kim, M. (2004). Physics education introduction. Seoul: Bookshill Publication Co.
|
21 |
Peters-Burton, E., & Baynard, L. (2013). Network analysis of beliefs about the scientific enterprise: A comparison of scientists, middle school science teachers and eighth-grade science students. International Journal of Science Education, 35(17), 2801-2837.
DOI
|
22 |
Yun, E., & Park, Y. (2014). Consistency among the Glossary for a Textbook, the Glossary of Physics Terminology and the Pyojun Korean Unabridged Dictionary on the basis of the words used in middle-school science textbooks. New Physics: Sae Mulli, 64(2), 180-187.
DOI
|
23 |
Wassetman, S., & Faust, K. (1994). Social network analysis: Methods and applications. The press Syndicate of the University of Cambridge.
|
24 |
Yager, R. E. (1983). The importance of terminology in teaching K-12. Journal of Research in Science Teaching, 20(6), 577-588.
DOI
|
25 |
Yun, E., & Park, Y. (2013). Analysis of physics terminology in science textbooks for teaching science words. Journal of the Korean Association for Science Education, 33(4), 735-750.
DOI
|
26 |
Kim, D. (2013). An analysis of scientific concepts pre-service elementary school teachers have through sematic network analysis. Journal of Korean Elementary Science Education, 32(3), 327-345.
|
27 |
Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In Mestre (Eds), Transfer of learning from a modern multidisciplinary perspective (pp. 89-120). Greenwich, CT: Information Age Publishing.
|
28 |
Jho, H. (2015). Analysis of electricity and magnetism presented in middle-school textbooks form the perspective of the history of science. New Physics: Sae Mulli, 65(10), 982-993.
DOI
|
29 |
Ji, S., & Marcia, C. L. (2011). A technology-enhanced unit of modeling static electricity: Integrating scientific explanations and everyday observations. International Journal of Science Education, 33(12), 1597-1623.
DOI
|
30 |
Kim, E., & Hann, A. (1996). Investigation of elementary education major students' understanding of concepts in electricity and magnetism related to the simple circuits taught in elementary school. Journal of Korean Elementary Science Education, 15(1), 29-44.
|
31 |
Kim, T., Shin, K., Lee, S., & Lee, B. (2008). A survey of middle school science teacher's concepts of electricity and magnetism. Sae Mulli, 57(5), 318-331.
|
32 |
Kim, B., & Kim, J. (2014). Analysis of articles related STEAM education using network text analysis method. Journal of Korean Elementary Science Education, 33(4), 674-682.
DOI
|
33 |
Kim, H., & Lee, B. (2006). Why do secondary students perceive physics is uninteresting and difficult? Sae Mulli, 52(6), 521-529.
|
34 |
Kim, J., & Oh, W. (2004). Junior high-school students' thoughts on dividing static electricity and electricity. Sae Mulli, 49(3), 224-231.
|