한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)
- 제28권2호
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- Pages.105-120
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- 2009
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- 1598-3099(pISSN)
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- 2733-8436(eISSN)
How did Elementary Teachers Handle Critical Experiments in Science Classrooms?
- 권성기 ;
- ;
- Kwon, Sung-Gi (Daegu National University of Education) ;
- Lee, Mi-Kyoung (Daegu Wolseo Elementary School) ;
- Nam, Il-Kyun (Daegu Imdang Elementary School)
- 발행 : 2009.05.31
초록
Critical Experiments (CE) in science classrooms mean, tentatively, critical situations as comparable to anomalous cases in scientific revolutions where the results of science experiments in schools are unclear, differ from the theory, or students misunderstand the purpose of the experiments. The purpose of this research is to identify what CE occurred during science classes and to investigate how elementary teachers handled them. To analyze how teachers recognized and handled CE, we selected nine typical CE from the