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.41 no.2, 2021년, pp.155 - 169
This study aims at exploring the features of science teaching orientation (STO) and its relationships with other PCK (pedagogical content knowledge) components. To do this, based on the definition of STO by Friedrichsen, Driel, & Abell(2011) and PCK model by Magnusson, Krajcik, & Borko(1999), we obs...
Abell, S. K. (2007). Research on science teacher knowledge. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education, (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum.
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416.
Appleton, K., & Kindt, I. (1999). How Do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science.
Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658-674.
Bell, B., & Cowie, B. (2002). A case study of formative assessment. Formative assessment and science education, (pp. 25-61). Dordrecht: Kluwer Academic Publishers.
Campbell, T., Melville, W., & Goodwin, D. (2017). Science teacher orientations and PCK across science topics in grade 9 earth science. International Journal of Science Education, 39(10), 1263-1281.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
Demirdogen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495-532.
Friedrichsen, P., Driel, J. H. V., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376.
Friedrichsen, P. J. (2002). A substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Doctoral Dissertation, Pennsylvania State University, USA.
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
Garritz, A. (2013). PCK for dummies. Educacion Quimica, 24(EXTRAORD. 2), 462-465. doi:10.1016/S0187-893X(13)72512-6
Gess-Newsome, J., & Carlson, J. (2013). The PCK summit consensus model and definition of pedagogical content knowledge. Paper presented at the Reports from the Pedagogical Content Knowledge (PCK) Summit, ESERA Conference.
Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing research, 17(4), 364.
Griffiths, A. K. & Barry, M. (1993). High School Students' Views about the Nature of Science. School Science and Mathematics, 93(1), 35-37.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press, Columbia University.
Henze, I., Van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321-1342.
Hume, A., & Berry, A. (2010). Constructing CoRes-a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341-355.
Jung, H. N, & Jhun, Y. S. (2014). Analysis on the Degree of Difficulty in Teaching and Learning the 'Speed of Objects' Chapter. Journal of Korean Elementary Science Education, 33(1), 172-180.
Jung, S. J., & Shin, Y. J. (2020). Analysis of the difficulties experienced by elementary school teachers due to the combination of online and offline classes in COVID-19. The Journal of Education, 40(3), 93-112.
Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: 'Ozone layer depletion' as an example. International Journal of Science Education, 31(7), 961-988.
Kim, H. R., & Choi, S. Y. (2020). Survey on Teachers' Perception and Operational State for Elementary Science Online Remote Classes. Journal of Korean Elementary Science Education, 39(4), 522-532.
Kim, Y. H., & Yoo, J. H. (2019). Exploring Elementary Teachers' Difficulties on Teaching Science by Analyzing Questions in an Autonomous Online Teacher Community: Focusing on Physics Questions in Indischool. Journal of the Korean Association for Research in Science Education, 39(1), 73-88.
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
Kwak, Y. S. (2008). Research on Characteristics of Teacher Professionalism by the Type of Science Pedagogical Content Knowledge. Journal of The Korean Association For Science Education, 28(6), 592-602.
Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
Lederman, N. G. & O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.
Lincoln, Y. S., & Guba, E. G. (1990). Judging the quality of case study reports. Internation Journal of Qualitative Studies in Education, 3(1), 53-59.
Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31(2), 289-307.
Maeng, S. H., & Kim, C. J. (2009). Student-Centeredness of the Modality of Science Teaching Based on Discourse Language Code. Journal of the Korean Association for Science Education, 29(1), 116-136.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining pedagogical content knowledge: The construct and its implications for science education, (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
Mavhunga, E., & Rollnic, M. (2011). The development and validation of a tool for measuring topic specific PCK in chemical equilibrium. In Proc. ESERA Conf.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th ed.). New York: Longman.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
Park, S., Suh, J., & Seo, K. (2018). Development and validation of measures of secondary science teachers' PCK for teaching photosynthesis. Research in Science Edcuation, 48(3), 549-573.
Patton, M. Q. (2015). Qualitative research & evaluation methods : integrating theory and practice (4th ed. ed.). Thousand Oaks, California: SAGE Publications, Inc.
Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. Dordrecht: Springer.
Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. SanFrancisco: Jossey-Bass.
Shin. J. Y. (2015). A Student's Understanding and Difficulties on the Concept of Speed and Unit of Speed in the Elementary School. Masters Dissertation, Choungju National University of Education, Chung-buk, Korea.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Smith III, J. P., & Girod, M. (2003). John Dewey & psychologizing the subject-matter: big ideas, ambitious teaching, and teacher education. Teaching and Teacher Education, 19(3), 295-307.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher edcuation. Teaching and Teacher Education, 4(2), 99-110.
Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
Yoo, K. W., Jung, J. W., Kim, Y. S., & Kim, H. B. (2018). Understanding Qualitative Research Methods. Seoul: ParkYoungStory.
*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.