1 |
Gale, S., 1978, A Prolegomenon to an interrogative theory of scientific inquiry. In Hiz, H. (eds.), Questions, Dorderchr, D. Reidel, 329-345
|
2 |
Lawson, A.E., 1986, Integrating research on misconception, reasoning patterns and three types of learning cycle. Paper presented at the United Stated State-Japan Seminar on science education, East-West Center
|
3 |
Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A., 1982, Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66 (2), 211-277
DOI
|
4 |
정미영, 김경숙, 권재술, 2005, 전구의 밝기에 대한 초등학생들의 사전개념 일관성 정도와 인지갈등 정도와의 관 계. 한국초등과학교육학회지, 24, 259-267
|
5 |
Tasker, R. and Osborne, R., 1985, Science teaching and science learning, in learning in science, In Osborne, R. and Freybery, P. (eds.), The implications of childrens' science. London, 15-27
|
6 |
Thagard, P., 2005, Testimony, credibility, and explanatory coherence. Erkenntnis, 63, 295-316
DOI
|
7 |
정상모, 1997, 과학적 발견의 질문(대화)법적 논리. 대한철학회, 63, 421-446
|
8 |
채동현, 2000, 학생들의 달 위상변화 원인에 대한변인조사. 한국초등과학교육학회지, 15(1), 45-55
|
9 |
Driver, R., Gueene, E., and Tiberghien, A., 1985, Some features of children's ideas and their implications for teaching. In Driver, R., Guesne, E., and Tiberghein, A. (eds.), Children's ideas in science. Milton Keynes, Open University Press, 193-201
|
10 |
Thagard, P., 1989, Explanatory coherence. Behavioral and Brain Sciences, 12, 435-467
DOI
|
11 |
이초식, 2000, 귀납논리와 과학철학. 철학과 현실사, 서울, 524 p
|
12 |
Schoon, K.J., 1989, Misconceptions in the earth science, Dissertional Abstracts International, 50, 915-A
|
13 |
Strike, K.A. and Posner, G.J., 1992, A revionist theory of conceptual change. In Dushil, R. and Hamilton, R. (eds.), Philosophy of science, cognitive psychology, and educational theory and practice. Albany, State University of New York Press, New York, 147-176
|
14 |
Watson, R., Prieto, T., and Dillon, J., 1997, Consistency of students' explanations about combustion. Science Education, 81, 425-444
DOI
ScienceOn
|
15 |
김영길, 2005, 중학생들의 관성에 대한 개념의 일관성 정도와 인지갈등과의 관계. 한국교원대학교 석사학위 논문, 71 p
|
16 |
Laburu, C.E. and Niaz, M., 2002, A lakatosian framework to analyze situations of cognitive conflict and controversy in students' understanding of heat energy and temperature. Journal of Science Education and Technology, 11 (3), 211-219
DOI
ScienceOn
|
17 |
오준영, 김유신, 2006, 천문 현상들을 설명하는 예비 초등교사의 정신모형의 구조: 계절과 달의 위상변화. 한국과학교육학회지, 26, 68-87
|
18 |
Thagard, P., 1992, Conceptual revolutions. Princetion University Press, 310 p
|
19 |
이상훈, 곽강제, 2002, 철학적 분석 입문. 담론사, 서울, 400 p
|
20 |
Lakatos, I., 1999, Why did Copernicus's research programme supersede Ptolemy's? In Worrall, J. and Currie, G. (eds.), The methodology of scientific research programmes: Philosophical papers 1, Cambridge University Press, New York, 168-189
|
21 |
Dai, M.F. and Capie, W., 1990, Misconception about the moon by preservice and teachers in Taiwan. Paper presented at the annual meeting of the National Association for Reacher in Science Teaching, ED 355
|
22 |
Duschl, R.A., and Gitomer, D.H., 1991, Epistemological perspectives on conceptual change: Implications for educational practice. Journal of research in science teaching, 28, 839-858
DOI
|
23 |
Vosniadou, S., 2002, Mental models in conceptual development. In Magnani, O.L. and Nersessian, N. (eds.), Model based reasoning, science, technology, values. Kluwer Academic Publishers, 353-368
|
24 |
황희숙, 2005, 다시 과학에게 묻는다. 과학철학, 307 p
|