1 |
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.
DOI
|
2 |
Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and Developing Science teachers' pedagogical content knowledge. Clayton: Sense Publishers.
|
3 |
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J., Gess-Newsome and N. G. Lederman(Eds.). Examining pedagogical content knowledge: The Construct and its Implications for Science Education (pp.95-132). Netherlands: Kluwer Academic Publishers.
|
4 |
Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers.
|
5 |
Pellegrino, J.W. (2013). Proficiency in science: Assessment challenges and opportunities. Science, 340(6130), 320-323.
DOI
|
6 |
Presley, M.L., Sickel, A.J., Muslu, N., Merle-Johnson, D., Witzig, S.B., Izci, K., & Sadler, T.D. (2013). A framework for socio-scientific issues based education. Science Educator, 22(1), 26.
|
7 |
Romine, W.L., Sadler, T.D., & Kinslow, A.T. (2017). Assessment of scientific literacy: Development and validation of the quantitative assessment of socio-scientific reasoning (quassr). Journal of Research in Science Teaching, 54(2), 274-295.
DOI
|
8 |
Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89, 71-93.
DOI
|
9 |
Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90, 986-1004.
DOI
|
10 |
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Traditions.: Thousand Oaks, CA: Sage.
|
11 |
Cross, R. T., & Price, R., (1996). Science teachers' social conscience and the role of controversial issues in the teaching of science. Journal of Research in Science Teaching, 33(3), 319-333.
DOI
|
12 |
Fowler, S. R., Zeidler, D. L., & Sadler, T. D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Education, 31(2), 279-296.
DOI
|
13 |
Gray, S. D., & Bryce, T. (2006). Socio-scientific issues in science education: Implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192.
DOI
|
14 |
Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers' perceptions of the introduction of socio-scientific issues into the science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 97-117.
|
15 |
Lee, H., & Witz, K. (2009). Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts. International Journal of Science Education, 31(7), 931-960.
DOI
|
16 |
Lee, H., & Chang, H. (2010). Exploration of experienced science teachers' personal practical knowledge of teaching socioscientific issues(SSI). Journal of the Korean Association for Science Education, 30(3), 353-365.
|
17 |
Seidman, I. (1998). Interviewing as qualitative research. 2nd. New York: Teachers.
|
18 |
Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching Socioscientific issues. Jounral of the Korean Association for Science Education, 36(4),539-550.
DOI
|
19 |
Levinson, R., & Turner, S. (2001). Valuable lessons. London, UK: The Wellcome Trust.
|
20 |
Sadler, T. D., Klosterman, M.L., & Topcu, M. S. (2011). Learning science content and socio-scientific reasoning through classroom explorations of global climate change In Socio-scientific issues in the classroom (pp. 45-77): Springer.
|
21 |
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
|
22 |
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of educational research, 72(2), 131-175.
DOI
|
23 |
Windschitl, M. (2004). Folk theories of "inquiry:" how preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481-512.
DOI
|
24 |
Zeidler, D. L., Sadler, T. D., Simmons, M., & Howes, E. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.
DOI
|