참고문헌
- Appleton, K., & Kint, I. (1999). How do beginning elementary teachers cope with science: Development of pedagogical content knowledge in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
- Bybee, R. W. (1993). Reforming science education. New York, NY: Teachers College Press.
- Cho, H., & Ko, Y. (2008). Re-conceptualization of secondary science teacher's pedagogical content knowledge (PCK) and its application. Journal of the Korean Association for Science Education, 28(6), 618-632.
- Cho, Y., & Woo, J. (1998). An analysis of teacher's questioning behavior in elementary science classrooms -Focusing on children’s thinking abilities. Journal of Educational Studies, 27, 51-69.
- Choi, C., Cho, M., & Yeo, S. (2012). Analysis on teachers’ perception of questioning and teaching practices in elementary science class. Journal of Korean Elementary Science Education, 31(1), 57-70. https://doi.org/10.15267/KESES.2012.31.1.057
- Choi, K., Park, J., Choi, B., Nam, J., Choi, G., & Lee, K. (2004). Analysis of verbal interaction between teachers and students in middle school science classroom. Journal of the Korean Association for Science Education, 24(6), 1039-1048.
- Choi, S., Lee E., & Kang, H. (2006). The effects of the visual-analogical learning on student creativity and science achievement in elementary school science. Journal of the Korean Association for Science Education, 26(2), 167-176.
- Choo, K. (2014). Narrative inquiry on curriculum reconstruction of new elementary school teachers. Journal of Curriculum Integration, 8(2), 70-97.
- Choo, K., & Sin, J. (2015). A study on elementary school teachers’ perception of curriculum integration and types of restructuring. Teacher Education Research, 54(1), 120-137. https://doi.org/10.15812/ter.54.1.201503.120
- Czerniak, C., & Shriver, M. (1994). An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Educations, 5(3), 77-86. https://doi.org/10.1007/BF02614577
- Fosnot, C. T. (1988). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York, NY: University Teacher College.
- Han, J. Y. (2010). Co-teaching with in-service teacher: teacher education method for beginning science teacher. Teacher Education Research, 49(3), 241-255. https://doi.org/10.15812/ter.49.3.201012.241
- Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
- Jenkins, E. (1998). The schooling of laboratory science. In J. Wellington (Ed.), Practical work in school science. London: Routledge.
- Jeon, H., Yu, M., Hong, H., & Park, E. (2009). Study on teaching anxiety and efforts for professional development of beginning secondary science teachers. Journal of the Korean Association for Science Education, 29(1), 68-78.
- Kim, E. (1987). Cognitive psychology: Theory and application. Seoul, Korea: Jeongmin-sa.
- Kim, J., Oh, W., & Park, S. (1999). Grade 7th pupils’ ideas about identification and control of variables in inquiry problems. Journal of the Korean Association for Science Education, 19(4), 674-683.
- Kwak, Y. (2011). A study on actual conditions and ways to improve primary school science teaching. Journal of the Korean Earth Science Society, 32(4), 422-434. https://doi.org/10.5467/JKESS.2011.32.4.422
- Kwak, Y., & Kim J. (2003). Qualitative research on common features of best practices in the secondary school science classroom. Journal of the Korean Association for Science Education, 23(2), 144-154.
- Kwon, H., & Noh, T. (1999). A study on science teachers’ practices and perceptions of using analogies. Journal of the Korean Association for Science Education, 19(4), 665-673.
- Lee, S., Jhun, Y., Hong, J., Shin, Y., Choi, J., & Lee, I. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-107.
- Lee, S., & Lim, C. (1997). Preservice elementary teachers’ understanding on the basic science concepts. Journal of Korean Elementary Science Education, 16(2), 325-339.
- Loughran, J., Mulhall, P., & Berry, A. (2004). Research of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of research in science teaching, 41(4), 370-391. https://doi.org/10.1002/tea.20007
- Park, E., Lee, E, Lee H., Lim, S., & Cho, U. (1998). Study of the development of an induction program for the first-year teacher. The Journal of Korean Teacher Education, 15(1), 220-239.
- Park, J. (2011). A case study on elementary science classes from the viewpoint of good teaching -Focused on teaching case in the field of life. Biology Education, 39(2), 277-287. https://doi.org/10.15717/bioedu.2011.39.2.277
- Park, J., & Noh, S. (2011). Application of instruction consulting to improve the elementary preservice teachers’ professionalism for inquiry-based classes. Journal of Korean Elementary Science Education, 30(2), 152-161. https://doi.org/10.15267/keses.2011.30.2.152
- Park, M., Ahn, H., & Nam, M. (2005). The difficulties experienced by the novice elementary school teachers in the mathematics classes. Journal of the Korean School Mathematics Society, 8(2), 291-314.
- Park, S., & Oliver, J. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
- Mewborn, D. S. (1999). Reflective thinking among pre-service elementary mathematics teachers. Journal for Research in Mathematics Education, 30(3), 316-341. https://doi.org/10.2307/749838
- Ministry of Education, Science, and Technology [MEST]. (2009). School science curriculum. Notification No. 2009-41. Seoul, Korea: Author.
- Nam, Y., & Kim, H. (2012). An analysis of newly-appointed elementary teacher’s anxiety state in science class. Journal of Research in Elementary Curriculum Instruction, 15, 1-17.
- Noh, T., Kim, Y., Yang, C., & Kang, H. (2011). A case study on beginning teachers' teaching professionalism based on pedagogical content knowledge in science-gifted education. Journal of the Korean Association for Science Education, 31(8), 1214-1228. https://doi.org/10.14697/JKASE.2011.31.8.1214
- Shin, H., & Kim, H. (2010). Analysis of elementary teachers’ and students’ views about difficulties on open science inquiry activities. Journal of Korean Elementary Science Education, 29(3), 262-276.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.
- Stanbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. Washington, D.C.: National Center for Improving Science Teacher.
- Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: The Free Press.
- 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. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
- Willen, W. W. (1991). Questioning skill for teacher. Washington, D.C.: National Education Association.
- Yoon, H. (2004). Pre-service elementary teachers difficulties in science lessons. Journal of Korean Elementary Science Education, 23(1), 74-84.
- Yu, E., Ko, Y., Lee, S., & Kim, C. (2006). Analysis of classroom discourse and narrative characteristics in science teaching. The Journal of Korean Teacher Education, 23(2), 101-127.
피인용 문헌
- 탐구형 초등과학수업 '호흡' 차시에서 교사의 경력에 따른 교수행동 및 시각적 주의 분석 vol.37, pp.2, 2018, https://doi.org/10.15267/keses.2018.37.2.206
- PCK에 근거한 초등교사 임용후보자 선정경쟁시험의 과학과 문항 분석 vol.39, pp.5, 2016, https://doi.org/10.14697/jkase.2019.39.5.585
- Elementary science teacher education in Korea: past, present, and future vol.5, pp.1, 2019, https://doi.org/10.1186/s41029-019-0041-z
- 불간섭주의와 교사협력 - 과학수업을 위한 두 초등교사의 교사협력 사례 연구 - vol.39, pp.1, 2016, https://doi.org/10.15267/keses.2020.39.1.100