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참고문헌 (33)

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8. Kim, H.-K., & Jeong, E. (2018). How to apply 2015 national science curriculum at the general high school. The Journal of Curriculum and Evaluation, 21(1), 61-77. 

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9. Kim, H-K. & Na, J. (2018). A study on high school teachers’ perception on the field application of 2015 revised science curriculum. Journal of Learner-Centered Curriculum and Instruction, 18(10), 565-588. 

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10. Kim, M. & Kang, N-H. (2018). Analysis of inquiry activities in high school science inquiry laboratory textbooks. Chungram Science Education Journal, 24(2), 60-69. 

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12. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. 

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15. Lee, J. (2016). Analysis of changes in the learning environments of middle school science classes. Journal of the Korean Association for Science Education, 36(5), 717-727. 

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16. Lee, J., Lee, K. & An, J. (2019). An analysis of the authentic inquiry components in science inquiry experiments textbooks developed under the 2015 revised national curriculum. Journal of the Korean Chemical Society, 63(3), 183-195. 

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17. Lee, S. & Lee, B. (2018). High-School physics teachers’ difficulties in teaching textbook physics inquiries. Journal of the Korean Association for Science Education, 38(4), 519-526. 

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18. Lee, S-K., Lee, G-H. & Shin, M-K. (2011). Exploring elementary teachers’ epistemological understandings of school science lab practices. The Journal of Korean Teacher Education, 28(2), 21-49. 

    

19. Lee, Y-J, Oh, C-H, Ki, U-H, Kim, Y-H, Chung, W-W, Yang, S-Y, Kang, Y-H, Ahn, B-H, Lim, S-K, Yoon, I-H, Kwon, Y-J, Jeon, M-N, Kim, J-W, Yun, S-H. (1998). An analysis and survey on the experimental and practical science education of high school in korea. Journal of the Korean Association for Science Education, 18(3), 383-398. 

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25. Park, H., Sim, J-H., Choi, H., Lim, H., Park, J., Ahn, H. & Yang, S. (2019). Study on the monitoring and implementation of the 2015 science national curriculum. BD19030006, Korea Foundation for the Advancement of Science & Creativity. 

26. Park, J. & Lee, K. (2011). Actual conditions of free inquiry implementation and the perceptions of teachers and students in middle school science. Journal of Research in Curriculum & Instruction, 15(3), 603-632. 

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27. Park, S.-M., & Hong, M.-Y. (2012). Block scheduling and class change: The case of high school social studies and science class. The Journal of Curriculum Studies, 30(3), 193-219. 

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28. Schwartz, R. S. (2004). Epistemological views in authentic science practices: A cross-discipline comparison of scientists' views of nature of science and scientific inquiry. Unpublished doctoral dissertation, Oregon State University, Corvallis, Oregon. 

29. Shin, S., Park, C., Lee, C. & Hong, H-G. (2018). A case study on the practice of ‘science inquiry experiment’ in the 2015 revised national curriculum: an understanding in the perspective of cultural-historical activity theory(CHAT). Journal of the Korean Association for Science Education, 38(6), 885-899. 

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30. Sim, J-H., Shin, M-K. & Lee, S-K. (2010). Science teachers’ perception on major features of the 2007 revised science curriculum for class implementation. Journal of the Korean Association for Science Education, 30(1), 140-156. 

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31. Song, J. (2006). J. J. Schwab’s Life and His Ideas of Science Education. Journal of the Korean Association for Science Education, 26(7), 856-869. 

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33. Yoon, J. & Kang, S-J. (2016). The analysis of high school science teachers’ expectations and concerns on the integrated science and science inquiry experiment subjects in 2015 revised national curriculum. Journal of Learner-Centered Curriculum and Instruction, 16(5), 515-546.