최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.4, 2019년, pp.511 - 523
In this age of the
Arnold, J., & Clarke, D. J. (2014). What is ‘agency'? Perspectives in science education research. International Journal of Science Education, 36(5), 735-754.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching pupils "idea-about-science": Five dimensions of effective practice. Science Education, 88(5), 655-682.
Barton, A. C., & Tan, E. (2010). We be burnin'! Agency, Identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
Chin, C. A. & Malhotra, B. A. (2000). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
Choe, H. S. & Tae J. M. (2015). The meaning and value of R&E (Research and Education) experiences of science specialized high schools: Gathering voices of graduates by individual interview. The Journal of the Korean Society for the Gifted and Talented, 14(3), 51-79.
Damsa. C. I., Kirschner, P. A., Andrissen, J. E. B., Erkens G., & Sins, P. H. M. (2010). Shared epistemic agency: An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143-186.
Durkheim, E. (1964). The division of labor in society. New York: Free Press.
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291.
Giddens, A. (1984). The constitution of society. Berkeley: University of California Press.
Giddens, A. (2001). Mordernity and self-identity: Self and society in the late modern age. Oxford: Polity Press.
Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445.
Goulart, M. I., & Roth, W. M. (2010) Engaging young childeren in collective curriculum design. Cultural Studies of Science Education, 5(3), 533-562.
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
Jung, H. C., Chae, Y., & Ryu, C. R. (2012a). Study on research and education (R&E) programs in science high schools and science academies: Focusing on the differences of perceptions between students and mentors. Journal of the Korean Association for Research in Science Education, 32(7), 1139-1156.
Kang, S. J., Kim, H. J., Lee, G. J., Kwon, Y. S., Kim, M. H., Kim, Y. S., Kim, Y. H., Shin, H. S., Lim H. Y., & Ha, J. H. (2009). A study of scientifically gifted high school students' perceptions on the research and education program. Journal of Korean Association for Research in Science Education, 29(6), 626-638.
Kim, K. & Shim, J. Y. (2008). Scientifically gifted students' perception on the impact of R&E program based on KAIST freshmen survey. Journal of Korean Association for Research in Science Education, 28(4), 282-290.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lee, M., & Kim, H. (2016). Science high school students' shift in scientific practice and perception through the R&E participation: On the perspective of legitimate peripheral participation in the community of science. Journal of the Korean Association for Science Education, 36(3), 371-387.
Lee, J,. & Kim, S. (2018). Exploring the development of research questions from high school research project. Journal of the Korean Association for Science Education, 38(3), 319-329.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury PA, CA: Sage Publications.
Longino, H. E. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ. Princeton University Press.
Merriam, S. B. (2009). Qualitative Research: A guide to design and implementation (2nd ed). Sanfransisco, AV: Jossey-Bass.
National Research Council (2000). National science education standards. Washington, DC; National Academy Press.
Park, J., Jang, K, Lim, I. (2009). An analysis of the actual processes of physicists' research and implications for teaching scientific inquiry in school. Research in Science Education, 39(1). 111-129.
Reed, B. (2001). Epistemic agency and the intellectual virtues. Southern Journal of Philosophy, 39(4), 507-526.
Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Jones (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
Schwartz, D., & Okita, S. (2004). The productive agency in learning by teaching. Retrieved March 18, 2008, from http://aaalab.stanford.edu/papers/Productive_Agency_in_Learning_by_Teaching. pdf
Sewell, W. H. Jr. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98(1), 1-29.
Stroupe, D. (2014). Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn scienceas-practice. Science Education, 98(3), 487-516.
Stroupe, D., Caballero, M. D., & White, D. (2018). Fostering students' epistemic agency through the co-configuration of moth research. Science Education, 102(6), 1176-1200.
Yun, H., & Kim, H. (2018). Exploring science high school students' epistemic goals, epistemic considerations and complexity of reasoning in open inquiry. Journal of Korean Association for Science Education, 38(4), 541-553.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.