References
- Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domain. Science & Education, 22, 2087- 2107. doi:10.1007/s11191-012-9520-2
- Appleton, K. (1997). Analysis and description of students' learning during science classes using a constructivist-based model. Journal of Research in Science Teaching, 34(3), 303-318. http://doi.org/10.1002/(SICI)1098-2736(199703)34:3<303::AID-TEA6 >3.0.CO;2-W
- Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research. Educational Researcher, 41(1), 16-25. http://doi.org/10.3102/0013189X11428813
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. http://doi.org/10.3102/0013189X033008003
- Brandwein, P. F., & Schwab, J. J. (1962). The teaching of science: The Teaching of Science as Enquiry and Science in the Elementary School. Cambridge, MA: Harvard University Press.
- Clement, J. (1989). Learning via Model construction and criticism: Protocol evidence on sources of creativity in ccience. In Handbook of Creativity (pp. 341-381). Boston, MA: Springer US. http://doi.org/10.1007/978-1-4757-5356-1_20
- Duschl, R. A., & Grandy, R. E. (Eds.). (2008). Teaching Scientific Inquiry: Recommendations for Research and Implementation. Rotterdam, The Netherlands: Sense.
- Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79. http://doi.org/10.1002/tea.3660280107
- Gray, R., & Kang, N.-H. (2014). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46- 65. http://doi.org/10.1080/09500693.2012.715779
- Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799-822. http://doi.org/10.1002/tea.3660280907
- Harrison, A. G., & Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026. doi:10.1080/095006900416884
- Hodson, D. (1996). Laboratory work as scientific method: three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115-135. http://doi.org/10.1080/0022027980280201
- Jeong, J.-H., & Kang, N.-H. (2016). Comparison of Korean and US Achievement Expectations for Physics in School Education. New Physics: Sae Mulli, 66(6), 705-718. https://doi.org/10.3938/NPSM.66.705
- Justi, R. S., & Gilbert, J. K. (2002). Modelling, teachers' views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387. doi:10.1080/09500690110110142
- Justi, R., & Gilbert, J. (2003). Teachers' views on the nature of models. International Journal of Science Education, 25(11), 1369-1386. http://doi.org/10.1080/0950069032000070324
- Kang, N.-H., & Lee, E. M. (2013). An analysis of inquiry activities in high school physics textbooks for the 2009 revised science curriculum. Journal of the Korean Association for Science Education, 33(1), 132-143. https://doi.org/10.14697/jkase.2013.33.1.132
- Kang, N.-H., Orgill, M., & Crippen, K. J. (2008). Understanding teachers' conceptions of classroom inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education, 19(4), 337-354. http://doi.org/10.1007/s10972-008-9097-4
-
Kang, N. -H., & Wallace, C. S. (2005). Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89, 140-165. http://doi.org/10.1002/sce.20013
$\mid$ ISSN 0036-8326 - Kim, Y., Paik, S.-H., Choi, S. Y., Kang, N.-H., Maeng, S., & Joung, Y. J. (2015). Analysis on the trends of science education studies related to students' science learning in Korea. Journal of the Korean Association for Science Education, 35(4), 751-772. http://doi.org/10.14697/jkase.2015.35.4.0751
- Knorr-Cetina, K. (1991). Epistemic cultures: Forms of reason in science. History of Political Economy, 23(1), 105-122. doi:10.1215/00182702-23-1-105
- Kuhn, T. S. (1970). The Structure of Scientific Revolutions (2nd ed.). Chicago: The University of Chicago Press.
- Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
- Lehrer, R., & Schauble, L. (2000). Developing Model-Based Reasoning in Mathematics and Science. Journal of Applied Developmental Psychology, 21(1), 39-48. http://doi.org/10.1016/S0193-3973(99)00049-0
- Louca, L. T. & Zacharia, Z. C. (2012). Modeling-based learning in science education: Cognitive, metacognitive, social, material and epistemological contributions. Educational Review, 64, 471-492. https://doi.org/10.1080/00131911.2011.628748
- Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. https://doi.org/10.3102/0013189X017002013
- Mills, G. E. (2007). Action Research: A Guide for the Teacher Researcher (3rd ed.). Upper Saddle River, NJ: Pearson.
- Mody, C. M. (2015). Scientific practice and science education. Science Education, 99(6), 1026-1032. doi:10.1002/sce.21190
- Nagel, E. (1960). The Structure of Science: Problems in the Logic of Scientific Explanation. Indianapolis, USA: Hackett.
- National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academies Press. doi:10.17226/13165
- Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive Models of Science (pp. 3-44). Minneapolis, MN: University of Minesota Press.
- NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies.
- Oh, P. S. (2016). Roles of models in abductive reasoning: A schematization through theoretical and empirical studies. Journal of The Korean Association For Science Education, 36(4), 551-561. http://doi.org/10.14697/jkase.2016.36.4.0551
- Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130. doi:10.1080/09500693.2010.502191
- Park, J. (2016). Discussions about the three aspects of scientific literacy: Focus on integrative understanding, settlement in curriculum, and civic education. Journal of the Korean Association For Science Education, 36(3), 413-422. http://doi.org/10.14697/jkase.2016.36.3.0413
- Park, H.-K., Choi, J.-R., Kim, C.-J., Kim, H.-B., Yoo, J., Jang, S., & Choe, S.-U. (2016). The change in modeling ability of science-gifted students through the co-construction of scientific Model. Journal of the Korean Association for Science Education, 36(1), 15-28. http://doi.org/10.14697/jkase.2016.36.1.0015
- Pickering, A. (Ed.). (1992). Science as Practice and Culture. Chicago.
- Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199-201. http://doi.org/10.1207/s15326985ep3904_1
- Schwartz, C. V. & White, B. Y. (2005). Meta-modeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23, 165-205. https://doi.org/10.1207/s1532690xci2302_1
- Stroupe, D. (2015). Describing "Science Practice" in learning settings. Science Education, 99(6), 1033-1040. doi:10.1002/sce.21191
- Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students' understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368. http://doi.org/10.1080/09500690110066485
- Van Driel, J. H., & Verloop, N. (2003). Experienced teachers' knowledge of teaching and learning of models and modelling in science education. International Journal of Science Education, 24(12), 1255-1272. https://doi.org/10.1080/09500690210126711
- Windschitl, M., & Thompson, J. (2006). Transcending simple forms of school science investigation: The impact of preservice instruction on teachers' understandings of model-based inquiry. American Educational Research Journal, 43(4), 783-835. http://doi.org/10.3102/00028312043004783
- Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. doi:10.1002/sce.20259
Cited by
- Investigation of Preservice Elementary Teachers' Perception on Science Inquiry Regarding Science Practices vol.21, pp.6, 2017, https://doi.org/10.24231/rici.2017.21.6.644
- 2015 개정 교육과정에 따른 과학탐구실험 교과서에 나타난 참탐구 요소 분석 vol.63, pp.3, 2017, https://doi.org/10.5012/jkcs.2019.63.3.183
- 2009·2015 개정 교육과정 화학 I 및 화학 II 교과서 및 교사용 지도서에 제시된 산·염기 모델 내용에 대한 '이그노런스' 분석 vol.64, pp.3, 2017, https://doi.org/10.5012/jkcs.2020.64.3.175
- 인식론 및 존재론적 관점에서 두 유형의 산·염기 모델에 대한 화학 교사들의 인지 수준 분석 vol.64, pp.5, 2017, https://doi.org/10.5012/jkcs.2020.64.5.267
- 과학 모델링 수업에서 나타난 초등 교사의 수업 실행 변화 -모델링 PCK를 중심으로- vol.40, pp.5, 2020, https://doi.org/10.14697/jkase.2020.40.5.543
- 교사학습공동체 교사들의 과학 실천 기반 수업을 위한 PCK 구성 vol.40, pp.5, 2017, https://doi.org/10.14697/jkase.2020.40.5.565
- 고등학교 과학영재 학생들의 산-염기 모델의 인지 수준 분석 vol.65, pp.1, 2021, https://doi.org/10.5012/jkcs.2021.65.1.37