1 |
Arvidsen, J. (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's Geographies, 16(3), 279-291.
DOI
|
2 |
Bearman, M., & Ajjawi, R. (2018). Actor-network theory and the OSCE: Formulating a new research agenda for a post-psychometric era. Advances in Health Sciences Education, 23(5), 1037-1049.
DOI
|
3 |
Bencze, L. (Ed.). (2017). Science and technology education promoting wellbeing for individuals, societies and environments: STEPWISE. Cham: Springer
|
4 |
Bleakley, A. (2012). The proof is in the pudding: Putting actor-networktheory to work in medical education. Medical Teacher, 34(6), 462-467.
DOI
|
5 |
Erduran, S., & Dagher, Z. (2014b). Regaining focus in Irish junior cycle science: Potential new directions for curriculum development on nature of science. Irish Educational Studies, 33(4), 335-350.
DOI
|
6 |
Lee, H., & Lee, H. (2016). Contextualized nature of technology in socioscientific issues. Journal of the Korean Association for Science Education, 36(2), 303-315.
DOI
|
7 |
Ramjewan, N. T., Zoras, B., & Bencze, L. (2017). Giving meaning to STSE issues through student-led action research: An actor-network theory account of STEPWISE in action. In L. Bencze (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments (pp. 277-293). Cham: Springer.
|
8 |
Cho, E., Kim, C. -J., & Choe, S. -U. (2018). A study on the plurality of nature of science in science education. Journal of the Korean Association for Science Education, 38(5), 721-738.
DOI
|
9 |
Blok, A. & Jensen, T. E. (2011). Bruno Latour: Hybrid thoughts in a hybrid world. London: Routledge.
|
10 |
Callon, M. (1986). Some elements of a sociology of translation : Domestication of the scallops and the fishermen of St. Brieuc Bay'. In J. Law (ed.). Power, Action and Belief: A new sociology of knowledge? (pp. 196-233). London: Routledge.
|
11 |
Chung, Y. (2019). Posthumanism and reconsidering the humanism-based education. The Korean Journal of Philosophy of Education, 41(3), 117-147.
DOI
|
12 |
Colston, N. M., & Ivey, T. A. (2015). (un) Doing the next generation science standards: Climate change education actor-networks in Oklahoma. Journal of Education Policy, 30(6), 773-795.
DOI
|
13 |
Mannion, G. (2020). Re-assembling environmental and sustainability education: orientations from new materialism. Environmental Education Research, 26(9-10), 1353-1372.
DOI
|
14 |
Milne, C., & Scantlebury, K. (Eds.). (2019). Material practice and materiality: Too long ignored in science education. Cham: Springer.
|
15 |
Ministry of Education. (2020) 4th Comprehensive plan for science education. from https://blog.naver.com/moeblog.
|
16 |
Moon, H. J. (2019). The study on the application of media ecology theory in elementary school social studies class. Research in Social Studies Education, 26(4), 69-84.
|
17 |
Mulcahy, D. (2011). Assembling the 'accomplished' teacher: The performativity and politics of professional teaching standards. Educational Philosophy and Theory, 43(s1), 94-113.
DOI
|
18 |
Mulcahy, D. (2015). Re/assembling spaces of learning in Victorian government schools: Policy enactments, pedagogic encounters and micropolitics. Discourse: Studies in the Cultural Politics of Education, 36(4), 500-514.
DOI
|
19 |
Fenwick, T. (2011). Reading educational reform with actor network theory: Fluid spaces, otherings, and ambivalences. Educational Philosophy and Theory, 43(s1), 114-134.
DOI
|
20 |
Fountain, R. M. (1999). Socio-scientific issues via actor network theory. Journal of Curriculum Studies, 31(3), 339-358.
DOI
|
21 |
Nespor, J. (2011). Devices and educational change. Educational Philosophy and Theory, 43, 15-37.
DOI
|
22 |
Edwards, R. (2011). Translating the prescribed into the enacted curriculum in college and school. Educational Philosophy and Theory, 43(sup1), 38-54.
DOI
|
23 |
Edwards, R., Biesta, G. & Thorpe, M. (Eds.) (2009) Rethinking contexts for learning and teaching: Communities, activities and networks. London: Routledge.
|
24 |
Erduran, S., & Dagher, Z. (2014a). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer.
|
25 |
Fenwick, T. J. (2010). (un) Doing standards in education with actor-network theory. Journal of Education Policy, 25(2), 117-133.
DOI
|
26 |
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia(B. Massumi, Trans.). Minneapolis and London: University of Minnesota Press.
|
27 |
Latour, B. (1987). Science in action: How to follow scientists and engineers through society, Cambridge, MA: Harvard University Press.
|
28 |
Hong, S. (2010). Understaing ANT with 7 thesis. In S. Hong (Ed.). Human.Things.Alliance: Actor-network theory and technoscience [7가지 테제로 이해하는 ANT. 홍성욱 편, 인간.사물.동맹: 행위자네트워크 이론과 테크노사이언스]. Seoul: Eum.
|
29 |
Green, A., Brand, B., & Glasson, G. (2019). Applying actor-network theory to identify factors contributing to nonpersistence of African American students in STEM majors. Science Education, 103(2), 241-263.
DOI
|
30 |
Hamilton, M. (2011). Unruly practices: What a sociology of translations can offer to educational policy analysis. Educational Philosophy and Theory, 43(s1), 55-75.
DOI
|
31 |
Irzik, G., & Nola, R. (2011a). A family resemblance approach to the nature of science for science education. Science & Education, 20, 591-607.
DOI
|
32 |
Joung, Y. J. (2020a). Exploring the implications of heterogeneous network perspectives on teaching practicum. Teaching Practicum Research, 2(1), 1-12.
|
33 |
Joo, Y. J., & Lim, E. (2015). Factors influencing learners' satisfaction of using digital textbooks in a middle school science class. Journal of Research in Curriculum Instruction, 19(2), 239-257.
DOI
|
34 |
Kamp, A. (2018). Assembling the actors: exploring the challenges of 'system leadership'in education through actor-network theory. Journal of Education Policy, 33(6), 778-792.
|
35 |
Kim, H. (2020). Social sciences and the paradigm of new materialism: Focusing on sociology. In/outside: English Studies in Korea, 48(0), 121-142.
DOI
|
36 |
Byun, H., Ryu, J., & Song, Y. (2011). Research trends on digital textbook and meta-analysis on its academic achievement. The Korean Journal of Educational Methodology Studies, 23(3), 635-663.
DOI
|
37 |
Mitchell, B. (2020). Student-led improvement science projects: A praxiographic, actor-network theory study. Studies in Continuing Education, 42(1), 133-146.
DOI
|
38 |
France, B., Birdsall, S., & Simonneaux, L. (2017). Analysing the multiplicity of voices in the agora: using actor-network theory to unravel a complex issue. International Journal of Science Education, Part B, 7(4), 323-340.
|
39 |
Kim, J. -U. & Kim, C. -J. (2021). Exploring Elementary Students' Positioning in a Context of Socio-scientific Issues (SSI) Education: Focus on an Action-oriented Climate Change Club Activity. Journal of the Korean Association for Science Education, 41(6), 501-517.
DOI
|
40 |
Bencze, L., & Krstovic, M. (2017). Students' uses of actor-network theory to contextualize socioscientific actions. In L. Bencze (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments (pp. 167-199). Cham: Springer.
|
41 |
Choi, G. E., Kim, J. H., & Jung, H. Y. (2021). Understanding teacher learning community in the field of early childhood education: Focusing on Actor-Network theory. Journal of Learner-Centered Curriculum and Instruction, 21(23), 511-532.
|
42 |
Davies, I. (2004). Science and citizenship education. International Journal of Science Education, 26(14), 1751-1763.
DOI
|
43 |
Duschl, R. A., & Grandy, R. E. (2013). Two views about explicitly teaching nature of science. Science & Education, 22, 2109-2139.
DOI
|
44 |
Elam, M., Solli, A., & Makitalo, A. (2019). Socioscientific issues via controversy mapping: Bringing actor-network theory into the science classroom with digital technology. Discourse: Studies in the Cultural Politics of Education, 40(1), 61-77.
DOI
|
45 |
Fenwick, T., & Edwards, R. (2011). Introduction: Reclaiming and renewing actor network theory for educational research. Educational Philosophy and Theory, 43(s1), 1-14.
DOI
|
46 |
Joung, Y. J. (2020b). 'Neonadeuri' of 'Unripe' and 'Ripe': Science learning as heterogeneous network. Journal of The Korean Association For Science Education, 40(6), 631-648.
DOI
|
47 |
Pierce, C. (2017). Actor network theory and STEPWISE: A case study on learning about food justice with plants. In L. Bencze (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments (pp. 449-466). Cham: Springer.
|
48 |
Gorur, R. (2011). ANT on the PISA trail: Following the statistical pursuit of certainty. Educational Philosophy and Theory, 43(sup1), 76-93.
DOI
|
49 |
Hong, M. (2013). Actor-network theory and north Korean studies: Methodological reflection and possibility. Review of North Korean Studies, 16(1), 106-170.
DOI
|
50 |
Irzik, G., & Nola, R. (2011b). A family resemblance approach. Plenary presentation session with N. Lederman titled: Current philosophical and educational issues in nature of science (NOS) research, and possible future directions. Presented at the International History, Philosophy, and Science Teaching (IHPST) Conference, Thessaloniki, Greece.
|
51 |
Kim, H. (2016). Toward the material turn of the social sciences. Economy And Society, 112, 208-231.
DOI
|
52 |
Latour, B. (1999a). On recalling ANT. The sociological review, 47(sup1), 15-25.
DOI
|
53 |
Law, J. (1992). Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity. Systems practice, 5(4), 379-393.
DOI
|
54 |
Lee, J. -H., Ryu, K., & Lee, S. -K. (2021). Educational approach of 'Socio-Scientific Issues' as convergence practice pursuing 'Participation and Action' in science education: Proposal of the 'Actor-Network Theory' perspective. Culture and Convergence, 43(10), 765-787.
|
55 |
Lee, H., & Lee, H. (2015). Analysis of students' socioscientific decision-making from the nature of technology perspectives. Journal of The Korean Association For Science Education, 35(1), 169-177.
DOI
|
56 |
Pierce, C. (2015a). Learning about a fish from an ANT: Actor network theory and science education in the postgenomic era. Cultural Studies of Science Education, 10(1), 83-107.
DOI
|
57 |
Latour, B., & Woolgar, S. (1986). Laboratory life: the construction of scientific knowledge. NJ: Princeton University Press.
|
58 |
Esmonde, K. (2019). Tracing the feedback loop: A Foucauldian and actor-network-theory examination of heart rate monitors in a physical education classroom. Sport, Education and Society, 24(7), 689-701.
|
59 |
Richard, V., & Bader, B. (2010). Re-presenting the social construction of science in light of the propositions of Bruno Latour: For a renewal of the school conception of science in secondary schools. Science Education, 94(4), 743-759.
DOI
|
60 |
Pickering, A. (1993). The mangle of practice: Agency and emergence in the sociology of science. American Journal of Sociology, 99(3), 559-589.
DOI
|
61 |
Pierce, C. (2015b). Against neoliberal pedagogies of plants and people: Mapping actor networks of biocapital in learning gardens. Environmental Education Research, 21(3), 460-477.
DOI
|
62 |
Park, H. (2019). The transformations of schooling and the direction of teacher professionality in the posthuman era. The Korean Journal of Philosophy of Education, 41(2), 47-80.
DOI
|
63 |
Lim, S. -E., Kim, J. -U., & Kim, C. J. (2021). Exploring elementary teacher's challenges with the perspective of structure and agency when implementing social action-oriented SSI education classes. Journal of The Korean Association For Science Education, 41(2), 115-131.
DOI
|
64 |
Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago press.
|
65 |
Mulcahy, M. D. (2013). Turning around the question of 'transfer'in education: Tracing the sociomaterial. Educational Philosophy and Theory, 45(12), 1276-1289.
DOI
|
66 |
Slezak, P. (1994). Sociology of scientific knowledge and science education Part 2: Laboratory life under the microscope. Science & Education, 3(4), 329-355.
DOI
|
67 |
Tummons, J., Fournier, C., Kits, O., & MacLeod, A. (2018). Using technology to accomplish comparability of provision in distributed medical education in Canada: An actor-network theory ethnography. Studies in Higher Education, 43(11), 1912-1922.
DOI
|
68 |
Saito, H. (2010). Actor-network theory of cosmopolitan education. Journal of Curriculum Studies, 42(3), 333-351.
DOI
|
69 |
Roth, W. M., & McGinn, M. K. (1997). Science in schools and everywhere else: What science educators should know about science and technology studies. Studies in Science Education, 29(1), 1-43.
DOI
|
70 |
Ryu, J. -H., Choi, Y. -M., Kim, R. -H., & You, Y. -M. (2016). An inquiry into the identity of educational technology in the light of actor-network theory. Journal of Educational Technology, 32(1), 1-27.
DOI
|
71 |
Lederman, N. G. (2007). Nature of science: Past, present, future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.
|
72 |
So, K., Choi, Y., & Park, J. (2022). Interrogating policy documents' agency in the context of educational reform implementation: The case of the 2015 revised national curriculum document. The Journal of Curriculum Studies, 40(1), 29-54.
DOI
|
73 |
Weinstein, M. (2008). Finding science in the school body: Reflections on transgressing the boundaries of science education and the social studies of science. Science Education, 92(3), 389-403.
DOI
|
74 |
Zhang, Z., & Heydon, R. (2016). The changing landscape of literacy curriculum in a Sino-Canada transnational education programme: An actor-network theory informed case study. Journal of Curriculum Studies, 48(4), 547-564.
DOI
|
75 |
Dong, P. I. (2019). Diverse and complicated networks that digital pictures construct in early childhood classrooms: Focusing on actor-network theory. The Journal of Anthropology of Education, 22(3), 173-198.
DOI
|
76 |
Latour, B. (1990). On Actor-Network Theory. A few clarifications, plus more than a few complications. Philosophia, 25(3), 47-64.
|
77 |
Latour, B. (1999b). Circulating reference: Sampling the soil in the Amazon forest. Pandora's hope: Essays on the reality of science studies (pp. 24-79). Cambridge, MA: Harvard University Press.
|
78 |
Latour, B. (2005). Reassembling the social: An introduction to actor-network theory, Oxford: Oxford University Press.
|
79 |
Lee, H., Choi, Y., Nam, C. -H., Ok, S. -Y., Shim, S. -S., Hwang, Y., & Kim, G. (2020). Development of the ENACT model for cultivating social responsibility of college students in STEM fields. Journal of Engineering Education Research, 23(6), 3-16.
DOI
|
80 |
Lee, J. -H., Ryu, K., Park, J., Yoon, H. -G., Park, H. -Y., & Lee, S. -K. (2021). Implications of scientific practices on science education from the actor-network theory perspective: Focusing on the concept of 'Circulating reference'. Journal of Research in Curriculum & Instruction, 25(2), 133-150.
DOI
|
81 |
Lee, T. (2017). A clarification of the emotion concept in the social studies education - Focusing on the 'Affect theory' -. Research in Social Studies Education, 24(2), 23-38.
|
82 |
Lee, H., & Lee, H. (2017). Development and application of rubric for assessing nature of technology in the context of socioscientific issues. Journal of the Korean Association for Science Education, 37(2), 323-334.
DOI
|
83 |
Tatnall, A. D. (2010). Using actor-network theory to understand the process of information systems curriculum innovation. Education and information technologies, 15(4), 239-254.
DOI
|
84 |
Lopez, V., Sisto, V., Baleriola, E., Garcia, A., Carrasco, C., Nunez, C. G., & Valdes, R. (2021). A struggle for translation: An actor-network analysis of Chilean school violence and school climate policies. Educational Management Administration & Leadership, 49(1), 164-187.
DOI
|
85 |
Irzik, G. & Nola, R. (2014). New directions for nature of science research. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching. (pp. 999-1021). Dordrecht: Springer.
|