참고문헌
- 김범기, 권재술(1995). 과학개념과 인지적 갈등의 유형이 학생들의 개념변화에 미치는 영향. 한국과학교육학회지, 15(2), 472-486
- 김판수, 박수자, 심성보, 유병길, 임체성, 허승희, 황홍섭 (2003), 구석주의와 교과교육. 서울: 학지사
- 권재술(1999). 오개념과 유사한 용어들. http://jskwon. knue.ac.kr(2003. 10. 11. 검색)
- 권재술, 이경호, 김연수(2003). 인지갈등과 개념변화의 필요조건과 충분조건. 한국과학교육학회지, 23(5), 574-591
- 도경수(2003). 사적인 대화(e-mail)
- 박종원(2002). 학생 개념체계의 연속적 세련화와 정교화를 통한 개념 변화과정 - 이론적 논의를 중심으로 - 한국과학교육학회지, 22(2), 357-377
- 안수영(1989), 전류현상 관찰 전후에 있어서 학생들의 오인유형 및 그 변화. 한국교원대학교 석사학위 논문
- 안수영, 권재술(1995). Pascual-Leone의 신 피아제 이론에 의한 오개념의 본질에 대한 심리학적 접근. 한국 과학교육학회지. 15(2), 185-193
- 이명제, 김찬종, 최승언(1993). 실험실맥락과 지구환경맥락의 문제해결에서 활성화되는 지식의 차이. 한국과학교육학회지, 13(2), 257-271
- 이명제(1994). 고등학교 학생들의 문제해결에서 맥락에 따라 활성화되는 지식의 우선순위 차이. 한국과학교육학회지, 14(3), 304-311
- 이명제(1995). 문제해결과정에서 나타나는 지각평형 개념에 대한 사고유형의 맥락에 따른 차이. 한국지구과학학회지, 17(1), 31-38
- 이선경, 박현주, 김우회(2000), 일반화학 학습의 맥락에서 동기적 신념과 사회-문화적 가치에 관한 개념 생태의 범주. 대한화학회지, 44(3), 266-280
- 유병길(2000). 개념변화: 급진적 구성주의에 의한 해석(I). 한국초등과학교육학회지, 19(1), 85-99
- 조희형(1984). 선입관의 철학척 배경 및 오인과 과학학습의 관계. 한국과학교육학회지, 4(1), 34-43
- 조희형(1988). 과학교육과정 및 과학 교수/학습의 이론적 배경과 미래의 과학교육에 대한 시사점. 한국과학교육학회지, 8(2), 33-41
- 조희형, 박승재(1995). 과학 학습지도 : 계획과 방법. 서울: 교육과학사
- 최정렬(2003). 초등학생들의 별에 대한 질적 연구. 채동현, 박현주, 이수영 공저. 과학교육의 질적 접근. 서울: (주) 북스힐. 161-181
- 한국교원대학교 물리교육연구실(1993). 과학 오개념 편람 (역학편)
- Carey, S.(1985). Conceptual Change in Childhood. MIT Press: Cambridge, MA
- Chi, M. T. H.(1992). Conceptual change and ontological categories: Examples from learning and discovery in science. In R. N. Giere(Ed.), Cognitive Models of Science, Minnesota studies in the Philosophy of Science, Vol. 15, Minneapolis: University of Minnesota Press
- Chi, M. T. H., Slotta, J. D., & de Leeuw.(1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43 https://doi.org/10.1016/0959-4752(94)90017-5
- diSessa, A. A.(1993). Toward an Epistemology of Physics. Cognition and Instruction, 10, 105-225 https://doi.org/10.1080/07370008.1985.9649008
- diSessa, A. A., & Sherin, B. L.(1998). What change in conceptual change?. International Journal of Science Education, 20(10), 1155-1191 https://doi.org/10.1080/0950069980201002
- Driver, R., Guesne, E., & Iberghien, A(1985). Some features of children's ideas and their implications for teaching. In R. Driver, E. Guesne & A. Tiberghien(Eds.), Children's Ideas in Science. Buckingham: Open University Press, 193-201
- Franco, C., de Barros, H. L., Colinvaux, D., Krapas, S., Queiroz, G., & Alves, F.(1999). From scientist's and inventors' minds to some scientific and technological products: relationships between theories, models, mental models and conceptions. International Journal of Science Education, 21(3), 277-291 https://doi.org/10.1080/095006999290705
- Franco, C., & Colinvaux, D.(2000). Grasping mental models. In G. John & B. Carolyn(Ed.), Developing Models in Science Education. Boston: Kluwer Academic Publishers, 93-118
- Galili, I. (1996). Students' conceptual change in geometrical optics. International Journal of Science Education, 18(7), 847-868 https://doi.org/10.1080/0950069960180709
- Gelman, R.(1990). First principles organize about relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science, 14, 79-106 https://doi.org/10.1016/0364-0213(90)90027-T
- Gentner, D., & Stevens, A. L.(Eds.).(1983). Mental Models. Hillsdale, NJ: Lawrence Erlbaum Associates
- Gilbert, J. K., Osborne R., & Fensham P.(1982). Children's science and it's consequences for teaching. Science Education, 66(4), 623-633 https://doi.org/10.1002/sce.3730660412
- Glynn, S. M., Yeany, R. H., & Britton, B. K.(1991), A constructive view of learning science. In S. M. Glynn, R H. Yeany & B. K. Britton(Eds.), The Psychology of Learning Science. Hillsdale, NJ: Lawrence Erlbaum Associates, 3-19
- Greca, I. M., & Moreira, M. A.(2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11 https://doi.org/10.1080/095006900289976
- Greca, I. M., & Moreira, M. A.(2001). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106-121 https://doi.org/10.1002/sce.10013
- Johnson-Laird, P. N. (1983). Mental Models: Towards a cognitive science of language, inference and consciousness. Cambridge: Cambridge University Press
- Mayer, R. E.(1992). Knowledge and thought: Mental models that support scientific reasoning. In R. A. Duschl & R. J. Hamilton(Eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. State University of New York Press, 226-243
- Medin, D. L., Ross, B. H., & Markman, A B.(2001), Cognitive Psychology. Harcourt College Publishers
- Minstrell, J.(1992). Facets of students' knowledge and relevant instruction. In R Duit, F. Goldberg, and H. Niedderer(Eds.), Research in Physics Learning: Theoretical Issues and Empircal Studies. Kiel, Germany: Institute for Science Education at the University of Kiel, 110-128
- Nussbaum, J.(1985). The Earth as a cosmic body. In R Driver, E. Guesne & A. Tiberghien(Eds.). Children's Ideas in Science. Buckingham: Open University Press
- Norman, D, A.(1983). Some observations on mental models. In D. Gentner & A. L. Stevens(Eds.), Mental Models. Hillsdale, NT: Lawrence Erlbaum Associates, 7-14
- Osborne, R., & Freyberg, P.(1985). Children's Science Learning in Science. Auckland: Heineman
- Pintrich, P. R., Mark, R. W., & Boyle, R. A.(1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199 https://doi.org/10.3102/00346543063002167
- Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A.(1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227 https://doi.org/10.1002/sce.3730660207
- Radish, E. F.(2003). Teaching Physics. John Wliey & Sons, INC
- Rouse, W. B., & Morris, N. M.(1986). On looking into the black box: Prospects and limits in the search for mental models. Psychological Bulletin, 100, 349-363 https://doi.org/10.1037/0033-2909.100.3.349
- Samarapungavan, A, Vosniadou, S., & Brewer, W. F.(1996). Mental models of the Earth, Sun, and Moon: Indian children's cosmologies. Cognitive Development. 11, 491-521 https://doi.org/10.1016/S0885-2014(96)90015-5
- Saunders, W. L., & Jesunathadas, J.(1998). The effect of task content upon proportional reasoning. Journal of Research in Science Teaching, 25(1), 59-67 https://doi.org/10.1002/tea.3660250106
-
Schnotz, W., & Preu
$\beta$ , A.(1999). Task-dependent construction of mental models as a basis for conceptual change. In W. Schnotz, S. Vosniadou & M. Carretero(Eds.), New Perspectives on Conceptual Change. New York: Pergamon, 193-222 - Strike, K. A., & Posner, G. J.(1985). Conceptual change view of learning and understanding. In L. West & L. Pines(Eds.), Cognitive Structure and Conceptual Change. Orlando: Academic Press, 211-231
- Vosniadou, S.(1991), Conceptual Development in Astronomy. In S. M. Glynn, R. H. Yeany, & B. K. Britton(Eds.), The Psychology of Learning Science. Hillsdale. NJ: Lawrence. Erlbaum Associates. 149-177
- Vosniadou, S., & Brewer. W. F.(1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology. 24, 535-585 https://doi.org/10.1016/0010-0285(92)90018-W
- Vosniadou, S., & Brewer, W. F.(1994). Mental models of the day/night cycle. Cognitive Science. 18. 123-183 https://doi.org/10.1016/0364-0213(94)90022-1
- Vosniadou, S.(1994). Capturing and modeling the process of conceptual change. Learning and Instruction. 4. 45-70 https://doi.org/10.1016/0959-4752(94)90018-3
- Vosniadou, S., & Ioannides, C.(1998). From conceptual development to science education: a psychological point of view. International Journal of Science Education, 2(10), 1213-1230
- Vosniadou, S.(1999). Conceptual change research: State of the art and future direction. In W. Schnotz, S. Vosniadou & M. Carretero(Eds.), New Perspectives on Conceptual Change. New York : Pergamon, 3-13
- Vosniadou, S., Kayser, D., Champesme, M., Ioannides, C., & Dimitracopoulou, A.(1999). Modelling elementary school students' solution of mechanics problems. In D. Kayser & S. Vosniadou(Eds.), Modelling Changes in Understanding: Case Studies in Physical Reasoning. Oxford: Pergamon, 61-105
- Vosniadou, S. Learning, Cognition and the Problem of Conceptual Change. In vosnladou.pps. http://primus.arts.u-szeged.hu/pedkonf/vosniadou.html(2003.4.4. 검색)
- Wandersee. J. H., Mintzes, J. J., & Novak. J. D.(1994). Research on alternative conceptions in science. In D. L. Gabel(Ed.), Handbook of Research on Science Teaching and Learning. Macmillan Publishing Company, 177-210
- Wellman, H. M., & Gelman, S. A.(1992). Cognitive development. Foundational theories of core domains. Annual Review of Psychology, 43. 337-375 https://doi.org/10.1146/annurev.ps.43.020192.002005
- Wittmann, M. C. (2002). The obiect coordination class applied to wave pulses: Analysing student reasoning in wave physics. International Journal of Science Education, 24(1), 97-118 https://doi.org/10.1080/09500690110066944