Acknowledgement
이 성과는 정부(과학기술정보통신부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(No. NRF-2019R1F1A1040353).
References
- Bendall, S., Goldberg, F., & Galili, I. (1993). Prospective elementary teachers' prior knowledge about light. Journal of Research in Science Teaching, 30(9), 1169-1187. https://doi.org/10.1002/tea.3660300912
- Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235-251. https://doi.org/10.1207/s15326985ep2803_4
- Clement, J. (1989). Learning via model construction and criticism. Protocol evidence on sources of creativity in science. In G. Glover, R. Ronning, and C. Reynolds (Ed.) Handbook of Creativity: Assessment, Theory and Research (pp. 341-381) New York, NY: Plenum.
- Cho, H. S. & Nam, J. (2017). Analysis of trends of model and modeling-related research in science education in Korea. Journal of the Korean Association for Science Education, 37(4), 539-552. https://doi.org/10.14697/jkase.2017.37.4.539
- Fetherstonhaugh, T., & Treagust, D. F. (1992). Students' understanding of light and its properties: Teaching to engender conceptual change. Science Education, 76(6), 653-672. https://doi.org/10.1002/sce.3730760606
- Giere, R. N. (2005). Understanding scientific reasoning. Boston: Cengage Learning.
- Halloun, I. (2004). Modeling theory in science education. Boston: Kluwer Academic Publishers.
- Harrison, A. G., & Treagust, David F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026. https://doi.org/10.1080/095006900416884
- Heywood, D. S. (2005). Primary trainee teachers' learning and teaching about light: Some pedagogic implications for initial teacher training. International Journal of Science Education, 27(12), 1447-1475. https://doi.org/10.1080/09500690500153741
- 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. https://doi.org/10.1080/09500690110110142
- Kang N.-H., Choi, W.-H., Lee, J.-K., & Kwak, Y.-S. (2020). Secondary school science education. Seoul: Kyoyookbook Publication Co.
- Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
- Kwon, G. P. (2013). Elementary school teachers' understanding of image. Journal of Korean Elementary Science Education, 32(4), 527-534. https://doi.org/10.15267/keses.2013.32.4.527
- Kwon, G. P., Bang, S. Y., Lee, S. M., & Lee, G. H. (2006). Context-dependency of students' conceptions in optics: Focused on vision & mirror image. Journal of the Korean Association for Science Education, 26(3), 406-414.
- Langley, D., Ronen, M., & Eylon, B. S. (1997). Light propagation and visual patterns: Preinstruction learners' conceptions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(4), 399-424. https://doi.org/10.1002/(SICI)1098-2736(199704)34:4<399::AID-TEA8>3.0.CO;2-M
- Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press.
- Lee, D. (2015). Middle school students' and science teachers' conceptual world and modeling of color perception (Doctoral dissertation). Seoul National University, Seoul.
- Lee, J., Kim, D., & Kim, J. (2014). Development and application of peer instruction materials for in-service teachers' training through ray drawing: Focus on refraction of light. Journal of Science Education, 38(1), 182-195. https://doi.org/10.21796/jse.2014.38.1.182
- Ministry of Education (2015). Science curriculum. MOE Notification No. 2015-74 [supplement 9].
- Mumba, F., Mbewe, S., & Chabalengula, V. M. (2015). Elementary school teachers' familiarity, conceptual knowledge, and interest in light. International Journal of Science Education, 37(2), 185-209. https://doi.org/10.1080/09500693.2014.971906
- National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
- Oh, P. S., & Lee, J. S. (2014). Criteria for evaluating scientific models used by pre-service elementary teachers. Journal of the Korean Association for Science Education, 34(2), 135-146. https://doi.org/10.14697/jkase.2014.34.2.0135
- Park, J., Lee, S., Shim, H., Lee, G., & Shin, M. (2018). Analyzing the characteristics of pre-service elementary school teachers' modeling and epistemic criteria with the blackbox simulation program. Journal of the Korean Association for Science Education, 38(3), 305-317. https://doi.org/10.14697/jkase.2018.38.3.305
- Park, H., Choi, J., Kim, C., Kim, H. Yoo, J., Jang S., & Choe, S. (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. https://doi.org/10.14697/jkase.2016.36.1.0015
- Reiner, M. (1998). Thought experiments and collaborative learning in physics. International Journal of Science Education, 20(9), 1043-1058. https://doi.org/10.1080/0950069980200903
- Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205. https://doi.org/10.1207/s1532690xci2302_1
- van Zee, E. H., Hammer, D., Bell, M., Roy, P., & Peter, J. (2005). Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light. Science Education, 89(6), 1007-1042. https://doi.org/10.1002/sce.20084