References
- Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural. Science Education, 82, 417-436.
- Collie, R. J., & Martin, A. J. (2017a). Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement. Learning and Individual Differences, 55, 29-39. https://doi.org/10.1016/j.lindif.2017.03.003
- Collie, R. J., & Martin, A. J. (2017b). Students' adaptability in mathematics: Examining self-reports and teachers' reports and links with engagement and achievement outcomes. Contemporary Educational Psychology, 49, 355-366. https://doi.org/10.1016/j.cedpsych.2017.04.001
- Cullen, K. L., Edwards, B. D., Casper, W. C., & Gue, K. R. (2014). Employees' Adaptability and Perceptions of Change-Related Uncertainty: Implications for Perceived Organizational Support, Job Satisfaction, and Performance. Journal of Business and Psychology, 29(2), 269-280. https://doi.org/10.1007/s10869-013-9312-y
- Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
- Fullan, M. G. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-17.
- Glaser, B. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.
- Guskey, T. R. (2003). Professional development and teacher change. Teachers and Teaching: Theory YUand Practice, 8(3.4), 381-392. https://doi.org/10.1080/135406002100000512
- Helsby, G. (2005). Multiple truths and contested realities. In C. Day, A. Fernandez, T. E. Hauge, & J. Muller (Eds.), The life and work of teachers (pp. 93-108). Routledge.
- Hong, O., Kim, K., Lee, J., & Kim Y. (2022). Concept and characteristics of intelligent science lab. Journal of the Korean Association for Science Education, 42(2), 177-184.
- Jeong, J., Lee, K., & Kim, J. (2006). Analysis of inquiry teaching levels of beginning science teachers in middle school science laboratories. The Journal of The Korean Earth Science Society, 27(4), 364-373.
- Jho, H., & Song, J. (2011). The observation type of primary students and the effect of their views of science on observation activity in anomalous situation. Journal of Korean Elementary Science Education, 30(4), 405-414. https://doi.org/10.15267/KESES.2011.30.4.405
- Kang, D., & Lee, B. (2020). Analysis of mathematics-related contents in middle school science textbook. New Physics: Sae Mulli, 70(1), 39-49. https://doi.org/10.3938/NPSM.70.39
- Kim, Y., & Choi. Y. (2013). Development of teaching adaptive resilience scale for special class teachers. Korean Council of Physical, Multiple & Health Disabilities, 56(3), 151-171. https://doi.org/10.20971/kcpmd.2013.56.3.151
- Kim, M., Kim, S., & Noh, T. (2019). An analysis of pre-service science teachers' pck for lessons using analogies. Journal of the Korean Association for Science Education, 39(3), 441-456.
- Kim, H. (2023). An importance-performance analysis of secondary science teachers' adaptive practice. Journal of the Korean Association for Science Education, 43(3), 295-306.
- Kim, H., & Lee, B. (2006). Why secondary students perceive that physics is uninteresting and difficult? Sae Mulli, 52(6), 521-529.
- Kirk, J., & Wall, C. (2010). Resilience and loss in work identities: a narrative analysis of some retired teachers' work-life histories. British Educational Research Journal, 36(4), 627-641.
- Lee, B., & Choi, E. (2008). Effect of learning chinese characters on understanding the vocabulary of physics. Sae Mulli, 57(2), 114-119.
- Lee, S., & Lee, B. (2018). High-school physics teachers' difficulties in teaching textbook physics inquiries. Journal of the Korean Association for Science Education, 38(4), 519-526.
- Loughland, T., & Alonzo, D. (2018). Teacher Adaptive Practices: Examining Links with Teacher Self-Efficacy, Perceived Autonomy Support and Teachers' Sense of Adaptability. Educational Practice and Theory, 40(2), 55-70. https://doi.org/10.7459/ept/40.2.04
- Loughland, T., & Alonzo, D. (2019). Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning. Australian Journal of Teacher Education (Online), 44(7), 18-30. https://doi.org/10.14221/ajte.2019v44n7.2
- Martin, A. J., Nejad, H., Colmar, S., Liem, G. A. D., & Collie, R. J. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36-43. https://doi.org/10.1016/j.lindif.2015.02.004
- Ministry of Education (2022a). The 2022 revised national highschool curriculum. Notication NO. 2022-33 [annex 4].
- Ministry of Education (2022b). The 2022 revised national science curriculum. Notication NO. 2022-33 [annex 9].
- Orgill, M., & Bodner, G. (2004). What research tells us about using analogies to teach chemistry. Chemistry Education Research and Practice, 5(1), 15-32. https://doi.org/10.1039/B3RP90028B
- Park., S., & Choi, W. (2023). Perception of science core competencies of high school students who participated in the 'skills' based inquiry class of the 2015 revised science curriculum. Journal of the Korean Association for Science Education, 43(2), 87-98.
- Park., S., & Lee, B. (2009). Analysis of teachers' understanding and application of the physics' content of the 7th national curriculum with a focus on mechanics. Sae Mulli, 59(6), 442-449.
- Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612-624. https://doi.org/10.1037/0021-9010.85.4.612
- Sachs, J. (2000). Rethinking the practice of teacher professionalism. In C. Day, A. Fernandez, T. E. Hauge, & J. Muller(Eds.), The life and work of teachers (pp. 75-87). Routledge.
- Son, J., Choi, J., Noh, H., Shim, K., Cha, J., Lee, K., & Lee. B. (2021). A survey of the perceptions of teachers and experts about the performance of science core schools. New Physics: Sae Mulli, 71(2), 142-149. https://doi.org/10.3938/NPSM.71.142
- Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers' analogical explanations. Journal of Research in Science Teaching, 31(3), 227-242. https://doi.org/10.1002/tea.3660310304
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
- Uhm, C. (2012). A discussion on the concept and implication of change capability. Journal of Learner-Centered Curriculum and Instruction, 12(2), 191-215.
- Yoon, H. (2004). Pre-service elementary teachers' difficulties in sience lessons. Journal of Korean Elementary Science Education, 23(1), 74-84.
- Yoon, H., & Kim, H. (2021). Science teachers' implementation of online classes during covid-19 situation: interpretation through the concept of 'bricolage'. Teacher Education Research, 60(2), 227-246. https://doi.org/10.15812/TER.60.2.202106.227
- Yu, E., Byun, T., Baek, J., Shim, H., & Ryu, K. (2021). International research trends related to inquiry in science education: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. Journal of the Korean Association for Science Education, 41(1), 33-46.
- Zook, K. B. (1991). Effects of analogical processes on learning and misrepresentation. Educational Psychology Review, 3(1), 41-72. https://doi.org/10.1007/BF01323662