References
- Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools. Mahwah, NJ: Lawrence Erlbaum.
- Chiarelott, L., & Czerniak, C. (1987). Science anxiety: Implications for science curriciulum and teaching. Clearing House, 60(5), 202-205. https://doi.org/10.1080/00098655.1987.9959323
- Czerniak, C., & Chiarelott, L. (1984). Science anxiety: An investigation of science achievement, sex and grade level factors. (ERIC Document Reproduction Service No. ED243672).
- Emer, D., Mclarney, A., Goodwin, M., & Keler, P. (2002). Which group teaching styles best promote information gain for adults with mental disorder? Journal for Specialists in Group Work, 27(2), 205-232. https://doi.org/10.1177/0193392202027002007
- Hancock, D. R., Nichols, W. D., & Jones, J. (2000). The impact of teachers' instructional strategies and students' anxiety levels on students' achievement in eighth grade German and U.S. classrooms. Journal of Research and Development in Education, 33(4), 232-240.
- Heimlich, J. E. (1990). Measuring teaching style: A correlation study between the Van Tilburg/Heimlich sensitivity measure and the Myers-Briggs type indicator of adult educators in Ohio. Unpublished doctoral dissertation, The Ohio State University, Columbus.
- Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Directions for Adult and Continuing Education, 93, 17-25.
- Hwang, K. J. (2004). A study on solving educational problems in secondary school. Korean Social studies Association, 11(2), 251-275.
- Jeong, J., & Kim, Y. (2011). An analysis of elementary school students' science anxiety according to teaching styles for science class. Elementary Science Education, 30(1), 1-9.
- Kassab, S., Al-Shboul, Q., Abu-Hijleh., M., & Hamdy, H. (2006). Teaching styles of tutors in a problem-based curriculum: Students' and tutors' perception. Medical Teacher, 28(5), 460-464. https://doi.org/10.1080/01421590600627540
- Kil, Y. (1999). An analysis of the teaching behaviors and teaching methods used by the secondary school teachers. The Journal of curriculum studies, 17(1), 301-331.
- Kim, B. (1993). The relationship between students' science anxiety and achievement. Journal of the Korean Association for Research in Science Education, 13(3), 341-358.
- Kim, H. (2006). The study on science anxiety of the first grade students in information industrial high school. Master's thesis, Korea National University of Education, Chung-Buk.
- Kim, J. (2001a). Subject pedagogic terminology encyclopedia. Jigu Publishing Co. Seoul, Korea.
- Kim, J. (2001b). Main factors forming science anxiety and differences in the science anxiety based on gender, academic level, school year, and the college department. Master's thesis, Ewha Womans University, Seoul.
- Kim, K., Kwon, B. D., Kim, C. J., & Choe, S. U. (2005). Beliefs about gifted education and classroom practices of the science teachers at science academy in Korea. Journal of Korean Association for research in Science Education, 25(4), 514-525.
- Kuchinskas, G. (1979). Whose cognitive style makes the difference? Educational Leadership, 36, 269-271.
- Kweon, H. E. (2005). The effects of project approach on science process skills, science anxiety and science-related attitudes of elementary school students. Master's thesis, Seoul National University of Education, Seoul.
- Kwon, N., & Min, Y. (2004), The investigation on the criteria for the analysis of teaching styles. The Journal of Curriculum Studies, 22(1), 75-100.
- Labillois, J. M., & Lagace-Seguin, D. G. (2007). Does a good fit matter? Exploring teaching styles, emotion regulation, and child anxiety in the classroom. Early Child Development and Care, 179(3), 303-315.
- Lee, J. (1992). Development of the science anxiety measurement scale and ananalysis of the tendency about the secondary school students' science anxiety. Master's thesis, Korea National University of Education, Chunk-Buk.
- Lee, K. (2002a). A Study on the analysis of science-anxiety of high school students. Master's thesis, Korea National University of Education, Chunk-Buk.
- Lee, K. (2002b). The effect of the emotional intelligence improvement program application in middle school science learning. Master's thesis, Ewha Womans University, Seoul.
- Leung, K. K., Lue, B. H., & Lee, M. B. (2003). Development of a teaching style inventory for tutor evaluation in problem-based learning. Medical Education, 37(5), 410-416. https://doi.org/10.1046/j.1365-2923.2003.01493.x
- Mallow, J. V. (1986). Science anxiety: Fear of science and how to overcome it. NewYork: Thomond.
- Masnick, A. M., & Klahr, D. (2003). Error matters: An initial exploration of elementary school children's understanding of experimental error. Journal of Cognition and Development, 4(1), 67-98. https://doi.org/10.1080/15248372.2003.9669683
- McNabb, J. G. (1997). Key affective behaviors of students as identified by a select group of secondary school teachers using the SCANS categories. Journal of Industrial Teacher Education, 34(4), Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v34n4/html/mcnabb.html.
- Min, Y. (2002). An analysis of teaching styles in Korean school teachers. Unpublished doctoral dissertation, Korea National University of Education, Chunk-Buk.
- Opdenakker, M. C., & Damme, J, V. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21. https://doi.org/10.1016/j.tate.2005.07.008
- Park, D. (2003). A study on obstructing factors inimprovement of secondary school teachers' teaching method. Master's thesis, Yonsei University, Seoul.
- Revard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-591. https://doi.org/10.1002/1098-237X(200009)84:5<566::AID-SCE2>3.0.CO;2-U
- Schmidt, K. (2004). A Model to integrate online teaching and learning tools into the classroom. The Journal of Technology Studies, 30(2), 86-92.
- Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71(5), 573-582. https://doi.org/10.1037/0022-0663.71.5.573
- Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in student taking general education science course. Journal of Science Education and Technology, 13(4), 435-446. https://doi.org/10.1007/s10956-004-1465-z
- Westerback, M. E., & Long, M. J. (1990). Science knowledge and the reduction of anxiety about teaching earth science in exemplary teachers as measured by the science teaching state-trait anxiety inventory. School Science and Mathematics, 90(5), 361-374. https://doi.org/10.1111/j.1949-8594.1990.tb17225.x
- Wynstra, S., & Cummings, C. (1993). High school science anxiety. The Science Teacher, 60(7), 18-21.
- Zhang, L. F. (2004). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3), 233-252. https://doi.org/10.3200/JRLP.138.3.233-252