References
- Ahn, J., & Kwon, N. (2012). The analysis on domestic research trends for convergence and integrated science education. Journal of Korean Association for Science Education, 32(2), 265-278. https://doi.org/10.14697/jkase.2012.32.2.265
- American Association for the Advancement of Science (AAAS). (1989). Science for all Americans: Project 2061 report on literacy goals in science, mathematics, and technology. Washington, DC: AAAS.
- American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: a project 2061 report. New York: Oxford University Press.
- Assier, P. (2014). Laser light art. Retrieved from http://www.thewestrologist.com/tag/alberti/
- Aston, P., Martin, E., Bassler, M., & Toman, R. (2000). Neoclassicism and romanticism: architecture, sculpture, painting, drawings, 1750-1848. Cologne: Konemann.
- Baigrie, B. S. (1996). Picturing knowledge: historical and philosophical problems concerning the use of art in science. Toronto: University of Toronto Press.
- Baigrie, B. S. (2007). Electricity and magnetism: a historical perspective. London: Greenwood Press.
- Baigrie, B. S. (Ed.). (2002). History of modern science and mathematics. New York: Charles Scribner's Sons.
- Bang, D., Park, E., Yoon, H., Kim, J., Lee, Y., Park, J., . . . Lee, H. (2013). The design of curricular framework for integrated science education based on big ideas. Journal of the Korean Association for Science Education, 33(5), 1041-1054. https://doi.org/10.14697/jkase.2013.33.5.1041
- Brooks, M. (2009). Drawing, visualization and young children's exploration of big ideas. International Journal of Science Education, 31(3), 319-341. https://doi.org/10.1080/09500690802595771
- Butts, R. E. (1968). William Whewell's theory of scientific method. Pittsburgh: University of Pittsburgh Press.
- Copleston, F. C. (1952). Medieval philosophy. London: Methuen.
- Crombie, A. C. (1996). Science, art, and nature in medieval and modern thought. London, U.K.: Hambledon Press.
- Curriculum Standing Committee of National Education Professional Associations (CSCNEPA). (2007). Developing a 21st century school curriculum for all Australian students. Retrieved from http://www.acsa.edu.au/pages/images/CSCNEPA_paper_June087.pdf
- Cushing, J. T. (1998). Philosophical concepts in physics: the historical relation between philosophy and scientific theories. New York: Cambridge University Press.
- Drake, S. M., & Burns, R. C. (2004). Integrated curriculum. VA: Association for Sipervision and Curriculum Development.
- Eknoyan, G. (2000). Michelangelo: art, anatomy, and the kidney. Kidney International, 57, 1190-1201. https://doi.org/10.1046/j.1523-1755.2000.00947.x
- Ferguson, G. (1954). Signs and symbols in Christian art. London, U.K.: Oxford University Press.
- Ferguson, K. (2013). Tycho and Kepler: the unlikely partnership that forever changed our understanding of the heavens: Transworld.
- Fogarty, R. (2009). How to integrate the curricula. Thousand Oaks, CA: Corwin Press.
- Galilei, G., & Helden, A. v. (2000). Sidereus nuncius. Palo Alto, CA: Octavo.
- Galili, I., & Zinn, B. (2007). Physics and art - a cultural symbiosis in physics education. Science & Education, 16, 441-460. https://doi.org/10.1007/s11191-006-9006-1
- Glick, T. F., Livesey, S. J., & Wallis, F. (Eds.). (2005). Medieval science, technology and medicine: an encyclopedia. New York: Routledge.
- Gombrich, E. H. (2000). Art and illusion: a study in the psychology of pictorial representation. Princeton: Princeton University.
- Gombrich, E. H. (2006). The story of art. New York: Phaidon Press.
- Gribbin, J. (2002). Science: a history, 1543-2001. New York: Allen Lane.
- Han, H., & Lee, H. (2012). A study on the teachers' perceptions and needs of STEAM education. Journal of Learner-Centered Curriculum and Instruction, 12(3), 573-603.
- Harman, P. M. (1980). Energy, force and matter. New York: Cambridge University Press.
- Heilbron, J. L. (1999). Electricity in the 17th and 18th centuries: a study of early modern physics. Mineola, NY: Dover Publications.
- Hesse, M. B. (1962). Force and field: the concept of action at a distance in the history of physics. Philosophy of Science, 29(4), 434-435. https://doi.org/10.1086/287897
- Hodson, D. (2008). Towards scientific literacy: A teachers' guide to the history, philosophy and sociology of science. Rotterdam, The Netherlands: Sense Publishers.
- Huff, T. E. (2003). The rise of early modern science: Islam, China and the West. New York: Cambridge University Press.
- Jho, H. (2014). Implications of the relationship between science and art in the twentieth century for science education. New Physics: Sae Mulli, 64, 550-559. https://doi.org/10.3938/NPSM.64.550
- Kang, T. (1996). Art, truth, science. Seoul: Jaewon.
- Kepler, J. (1619). Harmonices mundi libri V. Original from the Bavarian State Library.
- Kim, H. (2012). A study on relation and importance of art education in STEAM education. Studies in Basic Design & Art, 13(5), 105-113.
- Kim, W. (2012). Building conceptual framework to bring up talents capable of creative fusion: from the perspective of fusion between science and technology and art. The Journal of the Korean Society for the Gifted and Talented, 11(1), 97-119.
- Kim, W.-D. (1997). Modernism and postmodernism. Seoul: Hyunamsa.
- Kim, Y., Seo, H.-A., & Park, J. (2013). An analysis on problem-finding patterns of well-known creative scientists. Journal of the Korean Association for Science Education, 33(7), 1285-1299. https://doi.org/10.14697/jkase.2013.33.7.1285
- Kim, Y., Park, S., & Song, S. (2013). History of science. Seoul: Jeonpa-Gwahaksa.
- Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
- Lee, K.-J., & Kim, K.-J. (2012). Exploring the meaning and practicability of Korea STEAM education. The Journal of Elementary Education, 25(3), 55-81.
- Lelliott, A., & Rollnick, M. (2010). Big ideas: a review of astronomy education research 1974-2008. International Journal of Science Education, 32(13), 1771-1799. https://doi.org/10.1080/09500690903214546
- Lloyd, G. E. R. (2012). Early greek science: Thales to Aristotle. New York: Random House.
- Mahon, B. (2003). The man who changed everything. Chicester: Wiley.
- Martin, C. F. J. (1996). An introduction to medieval philosophy. Edinburgh: Edinburgh University Press.
- Maxwell, J. C. (1881). A treatise on electricity and magnetism. Oxford, U. K.: Clarendon Press.
- Meshberger, F. L. (1990). An interpretation of Michelangelo's creation of Adam based on neuroanatomy. The Journal of the American Medical Association, 264(14), 1837-1841. https://doi.org/10.1001/jama.1990.03450140059034
- Miller, A. I. (1996). Insights of genius: imagery and creativity in science and art. New York: Copernicus.
- Ministry of Education. (2013). Science syllabus primary 2014. Singapore, Singapore: Curriculum Planning & Development Division.
- Ministry of Education Science and Technology(MEST). (2011). National Science Curriculum. Seoul, Korea: MEST.
- Na, S., & Kwon, N. (2014). Exploring domestic and international elementary school convergence science education program: Korea, the U.S., and the U. K. Journal of Korean Elementary Science Education, 33(2), 231-241. https://doi.org/10.15267/keses.2014.33.2.231
- National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academy of Sciences.
- Neressian, N. J. (1984). Aether/or: the creation of scientific concepts. Studies in History and Philosophy of Science, 15(3), 175-212. https://doi.org/10.1016/0039-3681(84)90016-5
- New Zealand Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Ministry of Education.
- Organisation for Economic Co-operation and Development (OECD). (2001). Definition and selection of competencies: theoretical and conceptual foundations (DeSeCo). Retrieved from http://www.oecd.org/education/skills-beyond-school/41529556.pdf
- Park, J.-H., & Lee, J.-H. (2013). A systematic review of the studies of integrative education. Asian Journal of Education, 14(1), 97-135.
- Parkinson, G. (2008). Surrealism, art, and modern science: relativity, quantum mechanics, epistemology. London, U.K.: Yale University Press.
- Pedretti, C. (2004). Leonardo: art and science. Cobham, U.K.: TAJ Books.
- Petrie, H. G. (1992). Interdisciplinary education: are we faced with insurmountable opportunities? Review of Research in Education, 18, 299-333.
- Princeton University. (1996). The partnership of art and science: the moon of Cigoli and Galileo. Retrieved from http://www.princeton.edu/-freshman/science/galileo/galileo.html
- Ro, S.-W., & An, D.-S. (2012). A study on direction of development in STEAM education. The Journal of Education Research, 10(3), 75-96.
- Ross, W. D. (1953). Plato's theory of ideas. Oxford: Clarendon Press.
- Ross, W. D. (1960). Aristotle: a complete exposition of his works & thought. New York: Meridian Books.
- Shirley, J. W., & Hoeniger, F. D.(Eds.). (1985). Science and the arts in the Renaissance. Washington, D.C.: Folger Shakespeare Library.
- Shlain, L. (1993). Art and physics: parallel visions in space, time, and light. New York: Quill/W. Morrow.
- Solomon, J., & Aikenhead, G. S. (Eds.). (1994). STS education: international perspectives on reform. New York: Teachers College Press.
- Son, D. H. (2008). Demands of convergent education & teaching philosophy at universities. Philosophical studies, 83, 231-261.
- Son, Y.-A., Pottenger III, F. M., King, A., Young, D. B., & Choi, D.-H. (2001). Theory and practice of curriculum design for integrated science education. Journal of the Korean Association for Research in Science Education, 21(1), 231-254.
- State University of New York (SUNY). (1993). Albrecht Durer: artist drawing a nude with perspective device. Retrieved from https://www.oneonta.edu/faculty/farberas/arth/arth200/durer_artistdrawingnude.html
- Strosberg, E. (2001). Art and science. New York: Abbeville Press.
- Suh, Y.-S. (2012). Philosophical underpinnings and theoretical foundations of convergent education. Journal of the New Korean Philosophical Association, 67, 145-163.
- Suk, I., & Tamargo, R. J. (2010). Concealed neuroanatomy in Michelangelo's seperation of light from darkness in the Sistine chapel. Neurosurgery, 66(5), 851-861. https://doi.org/10.1227/01.NEU.0000368101.34523.E1
- Trifogli, C. (2000). Oxford physics in the thirteenth century: motion, infinity, place and time. Leiden: Brill.
- Turner, H. (1996). Religion: impediment or saviour of science? Science & Education, 5(2), 155-164. https://doi.org/10.1007/BF00428615
- Vitz, P. C., & Glimcher, A. B. (1984). Modern art and modern science: the parallel analysis of vision. New York: Praeger.
- Voelkel, J. R. (2006). Johannes Kepler and the new astronomy (Y. Park, Trans.). Seoul: Bada.
- Weisberg, R. W. (2006). Creativity: understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: John Wiley & Sons.
- Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York: Cambridge University Press.
- Wilson, E. O. (2007). Consilience: the unity of knowledge (J. Choi and D. Jang, Trans.). Seoul: Science Books.
- Wineburg, S. S., & Grossman, P. L. (Eds.). (2000). Interdisciplinary curriculum: challenges to implementation. New York: Teachers College Press.
- Woo, J.-H., & Yoo, M.-H. (2013). Analysis of the cases in elementary STEAM programs' convergence and integration type for the gifted. Journal of Science Education for the Gifted, 5(2), 82-95.
- Yakman, G. (2007). STEAM education: an overview of creating a model of integrative education. Paper presented at the ITEEA annual conference.
- Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: a research-based framework for socioscientific issues education. Science Education, 89(3), 357-377. https://doi.org/10.1002/sce.20048
Cited by
- Possibilities of Integrated HOS(History of Science) Cases as a Subject of Environmental Education vol.28, pp.4, 2014, https://doi.org/10.17965/kjee.2015.28.4.242
- The Perception of Primary Students on the Aesthetic Features of Science and the Relationship between Science and Art vol.21, pp.2, 2017, https://doi.org/10.24231/rici.2017.21.2.132
- 과학자의 창의적 문제해결을 통한 발명교육의 시사점 탐색: 로버트 후크를 중심으로 vol.41, pp.3, 2014, https://doi.org/10.21796/jse.2017.41.3.405
- Interdisciplinary Approach to Combine Science and Art: Understanding of the Paintings of René Magritte from the Viewpoint of Quantum Mechanics vol.24, pp.3, 2014, https://doi.org/10.1007/s10699-019-09600-z
- A Comparative Study on the Various Perspectives on the Nature of Science through Textbook Analysis Centering on the Consensus View, Features of Science, and Family Resemblance Approach vol.39, pp.5, 2014, https://doi.org/10.14697/jkase.2019.39.5.681
- 과학자의 연구 사례에 관한 비네트 개발 및 효과 탐색 vol.40, pp.1, 2014, https://doi.org/10.15267/keses.2021.40.1.81
- Social Role Narrative of Disabled Artists and Both Their Work in General and in Relation to Science and Technology vol.11, pp.3, 2014, https://doi.org/10.3390/soc11030102