| 1 |
Park. H. (2017). Exploring the possibility of applying social and emotional learning to science subjects: Analysis of social emotional learning contents in science textbooks. Journal of Science Education, 41(3), 297-317./
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| 2 |
An, Y., Kang, E., Kwon, J., Park, J., Son. J., & Nam, J. (2017). Analysis of elements of character education in the middle school science curriculum. Journal of Science Education, 41(2), 167-178./
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| 3 |
Lee, J. K., Shin, S., Rachmatullah, A., & Ha, M. (2017). Exploring the patterns of engineering college students' engineering-related creativity by gender, academic year, and engineering education accreditation program through latent class analysis. Journal of Science Education, 41(1), 16-35./
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| 4 |
Lee, K., Dong, H., Choi, W., Kwon, G., Lee, I., & Kim, Y-J. (2017). Exploring a learning progression for eight core concepts of middle school science using consrtucted response items in the National Assessment of Educational Achievement (NAEA). Journal of Science Education, 41(3), 382-404./
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| 5 |
M. H. Yoo, J. J. Choi, M. S. Park, S. J. Chae, B. R. Kim, M. H. Son, E. K. Lim, H. S. Yu, J. W. Seo, J. M. Kim & S. H. Kim. (2017). The effects of 'Silver care expert' future career-related STEAM program for the elementary students' future time perspective, career awareness and scientific attitudes. Journal of Science Education, 41(1), 111-134. DOI : 10.21796/jse.2017.41.1.111./
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| 6 |
Sim, W., Lee, H., & Park, K. (2017). The analysis of duplicated contents and sequence between Science and Technology.Home Economics curricular and textbooks in middle school about 'digestion' and 'energy'. Journal of Science Education, 41(1), 1-15./
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| 7 |
Lee, K., Dong, H., Choi, W., Kwon, G., Lee, I., & Kim, Y.-J. (2017). Exploring a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). Journal of Science Education, 41(3), 382-401./
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| 8 |
Lee, K., Dong, H., Choi, W., Kwon, G., Lee, I., and Kim, Y., 2017, Exploring a learning progression for eight core concepts of middle school science using constructed response items in the National Assessment of Educational Achievement (NAEA). Journal of Science Education, 41(3), 382-404. (in Korean)/
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| 9 |
Oh, P.S., 2017, The roles and importance of critical evidence (CE) and critical resource models (CRMs) in abductive reasoning for earth scientific problem solving. Journal of Science Education, 41(3), 426-446. (In Korean with an English abstract)/
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| 10 |
Ji, S. M. & Park, J. K. (2016). The beginning elementary school teachers’ difficulties to suffer in the science classes from the perspective of content knowledge and teaching method. Journal of Science Education, 40(2), 116-130./
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