1 |
김수정, 김형범, 한신, 정진우(2012). 초등학생의 공간능력 수준차이에 따른 지구자전에 관한 개념 분석. 대한지구과학교육학회지, 5(1), 20-30.
DOI
|
2 |
양일호, 정진우, 허명, 김석민(2006). 실험수업 유형 분류틀 개발. 한국과학교육학회지, 26(3), 342-355.
|
3 |
이경훈, 임종옥(2010). 9학년 학생의 공간 능력 차이에 따른 지구자전 개념의 획득. 한국지구과학회지, 31(3), 267-275.
DOI
|
4 |
이용섭(2013). 초등과학의 '지구와 우주'영역에서 초등예비교사의 지식수준과 공간지각 능력과의 관계. 대한지구과학교육학회지, 6(3), 252-260.
DOI
|
5 |
정진우, 정재구, 문상연, 문병찬(2004). 흥미와 학습양식에 따른 고등학교 1학년 학생들의 지구의 자전 관련 개념. 한국지구과학회지, 25(7), 532-544.
|
6 |
하옥선, 이용복(1997). 지구 자전에 대한 초등학교 학생들의 개념 유형에 관한 연구. 초등과학교육, 16(1), 103-122.
|
7 |
한제준, 채동현(2018). 학교 급별에 적합한 '지구의 모양' 실험에 대한 예비교사의 인식 연구. 대한지구과학교육학회지, 11(2), 107-115.
DOI
|
8 |
Begel, A., Garcia, D. D., & Wolfman, S. A. (2004). Kinesthetic learning in the classroom, SIGCSE '04: Proceedings of the 35th SIGCSE technical symposium on computer science education. Norfolk, VA, ACM Press, 183-184.
|
9 |
Black, A. A. (2005). Spatial ability and Earth science conceptual understanding. Journal of Geoscience Education, 53(4), 402-414.
DOI
|
10 |
Chinnici, J. P., Yue, J. W., & Torres, K. M. (2004). Students as human chromosomes in role-playing mitosis & meiosis. The American Biology Teacher, 66(1), 35-39.
DOI
|
11 |
Chiras, A. (2008). Day/night cycle: Mental models of primary school children. Science Education International, 19(1), 65-83.
|
12 |
Cole, M., Cohen, C., Wilhelm, J., & Lindell, R. (2018). Spatial thinking in astronomy education research. Physical Review Physics Education Research, 14(1), 010139.
DOI
|
13 |
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development. Englewood Cliffs, New Jersey: Prentice Hall.
|
14 |
Gibson, J. J. (2014). The ecological approach to visual perception: Classic edition. Boston, MA: Houghton-Mifflin.
|
15 |
Goldstein, E. B., & Brockmole, J., 곽호완 등 역 (2016). Sensation and perception. New York: Brooks Cole. 감각 및 지각심리학, 서울: 박학사.
|
16 |
Hobson, S. M., Trundle, K. C., & Sackes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165-176.
DOI
|
17 |
Jee, B. D., & Anggoro, F. K. (2019). Relational scaffolding enhances children’s understanding of scientific models. Psychological Science, 30(9), 1287-1302.
DOI
|
18 |
Liversedge, S., Gilchrist, I., & Everling, S. (2011). The oxford handbook of eye movements. Oxford: Oxford University Press.
|
19 |
McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School Science Review, 82(298), 73-82.
|
20 |
Morrow, C. A. (2000). Kinesthetic astronomy: The sky time lesson. The Physics Teacher, 38(4), 252-253.
DOI
|
21 |
Padalkar, S., & Ramadas, J. (2011). Designed and spontaneous gestures in elementary astronomy education. International Journal of Science Education, 33(12), 1703-1739.
DOI
|
22 |
Plummer, J. D. (2009). Early elementary students’ development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192-209.
DOI
|
23 |
Plummer, J. D. (2014). Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education, 50(1), 1-45.
DOI
|
24 |
Plummer, J. D., Kocareli, A., & Slagle, C. (2014). Learning to explain astronomy across moving frames of reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education, 36(7), 1083-1106.
DOI
|
25 |
Plummer, J. D., Wasko, K. D., & Slagle, C. (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33(14), 1963-1992.
DOI
|
26 |
Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172-185.
DOI
|
27 |
Richards, T. (2012). Using kinesthetic activities to teach Ptolemaic and Copernican retrograde motion. Science & education, 21(6), 899-910.
DOI
|
28 |
Rodrigues, P., & Rosa, P. J. (2017). Eye-tracking as a research methodology in educational context: A spanning framework. In Christopher, W., Frank, S., & Bradley, M., (Eds), pp. 1-26. Eye Tracking Technology Applications in Educational Research.
|
29 |
Ross, P. M., Tronson, D. A., & Ritchie, R. J. (2008). Increasing conceptual understanding of glycolysis & the Krebs cycle using role-play. The American Biology Teacher, 70(3), 163-168.
DOI
|
30 |
Sharp, J. G., & Grace, M. (2004). Anecdote, opinion and whim: Lessons in curriculum development from primary science education in England and Wales. Research Papers in Education, 19(3), 293-321.
DOI
|
31 |
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18(1), 123-183.
DOI
|
32 |
Slater, T. F., & Gelderman, R. (2017). Addressing students' misconceptions about eclipses. The Physics Teacher, 55(5), 314-315.
DOI
|
33 |
Trout, K. P., & Gaston, C. A. (2001). Active-learning physics experiments using the Tarzan swing. The Physics Teacher, 39(3), 160-163.
DOI
|
34 |
Valanides, N., Gritsi, F., Kampeza, M., & Ravanis, K. (2000). Changing pre-school children's conceptions of the day/night. International Journal of Early Years Education, 8(1), 27-39.
DOI
|
35 |
Yu, K. C., Sahami, K., Sahami, V., & Sessions, L. C. (2015). Using a digital planetarium for teaching seasons to undergraduates. Journal of Astronomy & Earth Sciences Education, 2(1), 33-50.
|