최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.40 no.2, 2021년, pp.210 - 226
The purpose of this study was to understand what orientations elementary school teachers have related to their science classes, what realities they encounter in real classes, how they overcome their frustrations and failures they experience. We employed a narrative inquiry method and analyzed the ex...
Barton A. C., & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. Journal of the Learning Sciences, 19(2), 187-229.
Bruner, J. (1986). Actual minds, possible worlds. Havard University Press.
Cho, S.-J. (2016). Teachers' dilemmas and coping aspects in elementary geography class. The Journal of the Korean Association of Geographic and Environmental Education, 24(4), 41-54.
Choi, S. G. (2014). Narrative inquiry research on the dilemma of primary male teachers performing doctoral course. The Korean Society for the Study of Anthropology Education, 17(1), 197-232.
Clandinin, D. J. (2013). Engaging in narrative inquiry. Routledge.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass Publishers.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Teachers College Press.
Davidson, S. G., Jaber, L. Z., & Southerland, S. A. (2020). Emotions in the doing of science: Exploring epistemic affect in elementary teachers' science research experiences. Science Education, 104(6), 1008-1040.
Gim C.-C., & Park, J.-S. (2010). A narrative inquiry into new teachers' experience of guiding students' school life in an elementary school. The Journal of Korean Teacher Education, 27(1), 95-120.
Hogan, K. (1999). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882.
Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220.
Jang, E., Kim, C.-J., & Choe, S.-U. (2018). A study on elementary school teachers' emotions in science teaching avoidance. Journal of Science Education, 42(1), 80-93.
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.
Jung, J. H., & Kim, Y. C. (2005). Professional development and dilemmas of Korean first year elementary teachers. The Journal of Yeolin Education, 13(2), 71-100.
Kang, H. S. (2007). In search of the value of instruction criticism through teacher's narrative as practical knowledge. The Korean Society for Curriculum Studies, 25(2), 1-35.
Kim, J. C., Park, J. S., & Kang, H. J. (2010). A narrative inquiry into new teacher's experience of teaching in an elementary school. Journal of Educational Studies, 41(1), 65-96.
Kim, J. H., & Jo, Y. C. (2018). A narrative study into an elementary teacher's implementation of culturally relevant pedagogy: Focused on a public multicultural school teacher's case. Journal of Education & Culture, 24(2), 687-706.
Kim, J.-Y. (2011). A case study on teaching dilemmas in Korean language class by elementary school teacher. Korean Language Education Research, 42(2), 313-345.
Kim, Y. C. (2006). Qualitative research methods I. Moonumsa.
Lee, J.-H., & Hong, H.-G. (2019). A narrative inquiry on the experience of high school entrance examination by of science-gifted education institute affiliated with university. The Korean Society for the Study of Anthropology Education, 22(2), 93-128.
Lee, S. A., Jhun, Y., Hong, J.-E., Shin, Y.-J., Choi, J., & Lee, I. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of the Korean Elementary Science Education, 26(1), 97-107.
Lukacs, K. S., & Galluzzo, G. R. (2014). Beyond empty vessels and bridges: Toward defining teachers as the agents of school change. Teacher Development, 18(1), 100-106.
Oh, P. S. (2011). Unfillable cups: Meaning of science classes to elementary school teachers. Journal of the Korean Association for Science Education, 31(2), 271-294.
Park, E., Lee, E., Lee, H., Lim, S.-R., & Cho, U. (1998). The study of the development of an induction program for the first-year teacher. The Journal of the Korean Teacher Education, 15(1), 220-239.
Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. State University of New York Press.
Schwarz, C. V., Braaten, M., Haverly, C., & de los Santos, E. X. (2020). Using sense-making moments to understand how elementary teachers' interactions expand, maintain, or shut down sense-making in science. Cognition and Instruction. https://doi.org/10.1080/07370008.2020.1763349
Seo, J. W., & Jeon, Y. S. (2016). Reflective research about the influence of university curriculums on a novice elementary teacher's science teaching. The Journal of Korea Elementary Education, 27(3), 115-127.
Stroupe, D. (2014). Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science as Practice. Science Education, 98(3), 487-516.
Suh, G.-W. (2005). Teachers dilemmas and the meaning of teaching. Asian Journal of Education, 6(2), 1-40.
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346-355.
Wee, S.-M., Kwak, J.-S., Cho, H., Kim, H.-J. (2008). The analysis of the teachers' and students' views about the difficulties within teaching & learning activity on geology units in elementary school science. Journal of Korean Elementary Science Education, 27(4), 420-436.
Yeom, J. S. (2003). Narrative inquiry in educational research: The concept, procedure, and dilemmas. The Journal of Anthropology of Education, 6(1), 119-140.
Yoon, H.-G. (2005). An use of dilemma episodes in science teacher education. Journal of the Korean Association for Science Education, 25(2), 98-110.
Yoon, H.-G., & Han, M. H. (2020). Which types of dilemmas do elementary school teachers experience and how do they cope with in science classes? Journal of the Korean Elementary Science Education, 39(2), 268-283.
*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.