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New In-service Education Program on Science Experiments to Develop Professionality of Science Teachers 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.28 no.7, 2008년, pp.768 - 778  

Han, Jae-young (Chungbuk National University) ,  Sim, Jae-Ho (Korea Institute of Curriculum and Evaluation) ,  Ryu, Sung-Chul (Nowon High School) ,  Ihm, Hyuk (Wonmook High School) ,  Choi, Jung-Hoon (Hanyang University) ,  Shin, Young-Joon (Gyeongin National University of Education) ,  Son, Jeong-Woo (Gyeongsang National University) ,  Hong, Jun-Euy (Hansung Science High School) ,  Hwang, Book-Kee (Hanyang University)

Abstract AI-Helper 아이콘AI-Helper

The most important factor in students' growth and development is the teacher. Therefore in-service science teacher education to develop the professionality is important as well as the selection of new excellence teachers. Our research is on the development and application of new education program on...

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참고문헌 (23)

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  10. Lord, B. (1994). Teacher's professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of educational perspectives on national standards in America. (pp. 175-204). New York: College Board 

  11. 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 

  12. Marx, R. W., Freeman, J. G., Krajcik, J. S., & Blumenfeld, P. C. (1998). Professional development of science teachers. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education. (pp. 667-680). Dordrecht, The Netherlands: Kluwer Academic Publishers 

  13. Munby, H., & Russell, T. (1998). Epistemology and context in research on learning to teach science. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education. (pp. 643-665). Dordrecht, The Netherlands: Kluwer Academic Publishers 

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  16. Roth, W.-M. (2002). Being and becoming in the classroom. Westport, CT: Albex Publishing 

  17. Roth, W.-M. (2005). Doing qualitative research, praxis of method. Rotterdam, The Netherland: Sense Publishers 

  18. Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. (2005). Critical graphicacy: Understanding visual representation practice in school science. Dordrecht: Kluwer Academic Publishers 

  19. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books 

  20. Shin, M.-K. (2004). Changes in teachers' beliefs of science teaching and learning through inservice program experience focusing on student-centeredness. Journal of Korean Earth Science Society, 25(2), 53-62 

  21. Suzuki, M. (2007). 'Science, education, tomorrow'. Fostering communication among people with the use of technology. Paper presented at 2007 International Conference on Science Education for the Next Society, Seoul, Korea 

  22. Watson, J. R. (2004). Continuing professional development for inquiry: International perspectives. Paper presented at the National Association for Research in Science Teaching, Vancouver, BC 

  23. Yeau, S.-H., Kang, S.-J., & Shim, K.-C. (2003). Investigation on the realities and teachers' perception of secondary school science in-service education. The Korean Journal of Biology Education, 31(4), 339-346 

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