메뉴 건너뛰기




Volumn 28, Issue 2, 1996, Pages 115-135

Laboratory work as scientific method: Three decades of confusion and distortion

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0003257464     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/0022027980280201     Document Type: Article
Times cited : (191)

References (82)
  • 1
    • 84987215773 scopus 로고
    • The problem of terminology in the study of student conceptions in science
    • Abimbola, I. O. (1988) The problem of terminology in the study of student conceptions in science. Science Education, 72(2), 175-184.
    • (1988) Science Education , vol.72 , Issue.2 , pp. 175-184
    • Abimbola, I.O.1
  • 2
    • 0003985285 scopus 로고
    • Washington: Ginn
    • American Association for the Advancement of Science (1967) Science-A Process Approach (Washington: Ginn).
    • (1967) Science-A Process Approach
  • 6
    • 33748210186 scopus 로고
    • Achieving STS goals through experiential learning
    • Brusic, S. A. (1992) Achieving STS goals through experiential learning. Theory into Practice, 31(1), 44-51.
    • (1992) Theory into Practice , vol.31 , Issue.1 , pp. 44-51
    • Brusic, S.A.1
  • 8
    • 0009100047 scopus 로고
    • The internal assessment of practical skills in science in England and Wales, 1960-1991: Some issues in historical perspective
    • Buchan, A. S. And Jenkins, E. W. (1992) The internal assessment of practical skills in science in England and Wales, 1960-1991: Some issues in historical perspective. International Journal of Science Education, 14(4), 367-380.
    • (1992) International Journal of Science Education , vol.14 , Issue.4 , pp. 367-380
    • Buchan, A.S.1    Jenkins, E.W.2
  • 11
  • 12
    • 84987251971 scopus 로고
    • A study of consistency in the use of students’ conceptual frameworks across different task contexts
    • Clough, E. E. And Driver, R. (1986) A study of consistency in the use of students’ conceptual frameworks across different task contexts. Science Education, 70(4), 473-496.
    • (1986) Science Education , vol.70 , Issue.4 , pp. 473-496
    • Clough, E.E.1    Driver, R.2
  • 14
    • 0039047338 scopus 로고
    • Instruction and learning by discovery
    • R. S. Peters (ed.), London: Routledge & Kegan Paul
    • DEARDEN, R. F. (1967) Instruction and learning by discovery. In R. S. Peters (ed.) The Concept of Education (London: Routledge & Kegan Paul), 135-155.
    • (1967) The Concept of Education , pp. 135-155
    • Dearden, R.F.1
  • 16
    • 0041503436 scopus 로고
    • A constructivist pedagogical strategy: The epistemological disturbance (experiment and preliminary results)
    • D. E. Herget (ed.), Tallahassee: Florida State University
    • DESAUTELS, J. And Larochelle, M. (1990) A constructivist pedagogical strategy: The epistemological disturbance (experiment and preliminary results). In D. E. Herget (ed.) More History and Philosophy of Science in Science Teaching (Tallahassee: Florida State University), 236-257.
    • (1990) More History and Philosophy of Science in Science Teaching , pp. 236-257
    • Desautels, J.1    Larochelle, M.2
  • 17
  • 19
    • 0000929110 scopus 로고
    • Students’ thinking and the learning of science: A constructivist view
    • Driver, R. And Bell, B. (1986) Students’ thinking and the learning of science: A constructivist view. School Science Review, 67(240), 443-456.
    • (1986) School Science Review , vol.67 , Issue.240 , pp. 443-456
    • Driver, R.1    Bell, B.2
  • 20
    • 84987226637 scopus 로고
    • Abandoning the scientistic legacy of science education
    • Duschl, R. A. (1988) Abandoning the scientistic legacy of science education. Science Education, 72(1), 51-62.
    • (1988) Science Education , vol.72 , Issue.1 , pp. 51-62
    • Duschl, R.A.1
  • 22
    • 84984062245 scopus 로고
    • Epistemological perspectives on conceptual change: Implications for educational practice
    • Duschl, R. A. And Gitomer, D. (1991) Epistemological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching, 28(9), 839-858.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.9 , pp. 839-858
    • Duschl, R.A.1    Gitomer, D.2
  • 24
    • 0345252527 scopus 로고
    • Practical work and the laboratory in ‘Science for All’
    • E. Hegarty-Hazel (ed.), London: Routledge
    • FENSHAM, P. J. (1990) Practical work and the laboratory in ‘Science for All’. In E. Hegarty-Hazel (ed.) The Student Laboratory and the Science Curriculum (London: Routledge), 291-311.
    • (1990) The Student Laboratory and the Science Curriculum , pp. 291-311
    • Fensham, P.J.1
  • 30
    • 21344484278 scopus 로고
    • Bringing pupils’ learning closer to a scientific construction of knowledge: A permanent feature of innovations in science teaching
    • Gil-Perez, D. And Carrascosa-Alis, J. (1994) Bringing pupils’ learning closer to a scientific construction of knowledge: A permanent feature of innovations in science teaching. Science Education, 78(3), 301-315.
    • (1994) Science Education , vol.78 , Issue.3 , pp. 301-315
    • Gil-Perez, D.1    Carrascosa-Alis, J.2
  • 31
    • 0040157069 scopus 로고
    • Variables in discovery learning
    • L. S. Shulman and E. R. Keislar, Chicago: Rand McNally
    • GLASER, R. (1966) Variables in discovery learning. In L. S. Shulman and E. R. Keislar (eds) Learning by Discovery: A Critical Appraisal (Chicago: Rand McNally), 13-26.
    • (1966) Learning by Discovery: A Critical Appraisal , pp. 13-26
    • Glaser, R.1
  • 33
    • 0039089840 scopus 로고
    • Discovery learning in school science: The myth and the reality
    • Harris, D. And Taylor, M. (1983) Discovery learning in school science: The myth and the reality. Journal of Curriculum Studies, 15(3), 277-289.
    • (1983) Journal of Curriculum Studies , vol.15 , Issue.3 , pp. 277-289
    • Harris, D.1    Taylor, M.2
  • 34
    • 33748129641 scopus 로고
    • Introduction
    • M. Hayes (ed.), London: Edward Arnold
    • Hayes, M. (1982) Introduction. In M. Hayes (ed.) Starting Primary Science (London: Edward Arnold), 1-5.
    • (1982) Starting Primary Science , pp. 1-5
    • Hayes, M.1
  • 35
    • 84987189614 scopus 로고
    • An appropriate conception of teaching science: A view from studies of science learning
    • HEWSON, P. W. And Hewson, M. G. (1988) An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614.
    • (1988) Science Education , vol.72 , Issue.5 , pp. 597-614
    • Hewson, P.W.1    Hewson, M.G.2
  • 36
    • 0002806086 scopus 로고
    • Philosophy of science, science and science education
    • Hodson, D. (1985) Philosophy of science, science and science education. Studies in Science Education, 12, 25-57.
    • (1985) Studies in Science Education , vol.12 , pp. 25-57
    • Hodson, D.1
  • 37
    • 33644602124 scopus 로고
    • The nature of scientific observation
    • Hodson, D. (1986A) The nature of scientific observation. School Science Review, 68(242), 17-29.
    • (1986) School Science Review , vol.68 , Issue.242 , pp. 17-29
    • Hodson, D.1
  • 38
    • 0346271164 scopus 로고
    • Rethinking the role and status of observation in science education
    • Hodson, D. (1986B) Rethinking the role and status of observation in science education. Journal of Curriculum Studies, 18(4), 381-396.
    • (1986) Journal of Curriculum Studies , vol.18 , Issue.4 , pp. 381-396
    • Hodson, D.1
  • 39
    • 34249839647 scopus 로고
    • Assessment of practical work: Some considerations in philosophy of science
    • Hodson, D. (1992) Assessment of practical work: Some considerations in philosophy of science. Science and Education, 1(2), 115-144.
    • (1992) Science and Education , vol.1 , Issue.2 , pp. 115-144
    • Hodson, D.1
  • 40
    • 0040694978 scopus 로고
    • Philosophic stance of secondary school science teachers, curriculum experiences and children’s understanding of science: Some preliminary findings
    • Hodson, D. (1993A) Philosophic stance of secondary school science teachers, curriculum experiences and children’s understanding of science: Some preliminary findings. Interchange, 24(1, 2), 41-52.
    • (1993) Interchange , vol.24 , Issue.1-2 , pp. 41-52
    • Hodson, D.1
  • 41
    • 0242687064 scopus 로고
    • Teaching and learning about science: Considerations in the philosophy and sociology of science
    • D. Edwards, E. Scanlon and D. West, London: Paul Chapman/Open University
    • Hodson, D. (1993B) Teaching and learning about science: Considerations in the philosophy and sociology of science. In D. Edwards, E. Scanlon and D. West (eds) Teaching, Learning and Assessment in Science Education (London: Paul Chapman/Open University), 5-32.
    • (1993) Teaching, Learning and Assessment in Science Education , pp. 5-32
    • Hodson, D.1
  • 42
    • 84987252041 scopus 로고
    • In search of a rationale for multicultural science education
    • Hodson, D. (1993C) In search of a rationale for multicultural science education. Science Education, 77(6), 685-711.
    • (1993) Science Education , vol.77 , Issue.6 , pp. 685-711
    • Hodson, D.1
  • 43
    • 0002087344 scopus 로고
    • Re-thinking old ways: Towards a more critical approach to practical work in school science
    • Hodson, D. (1993D) Re-thinking old ways: Towards a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.
    • (1993) Studies in Science Education , vol.22 , pp. 85-142
    • Hodson, D.1
  • 44
    • 0041661219 scopus 로고
    • Science forali: Motives, meanings and implications
    • HODSON, D. And Reid, D. J. (1988) Science forali: Motives, meanings and implications. School Science Review, 69(249), 653-661.
    • (1988) School Science Review , vol.69 , Issue.249 , pp. 653-661
    • Hodson, D.1    Reid, D.J.2
  • 45
    • 26444549926 scopus 로고
    • London: Heinemann
    • Inner London Education Authority (1987) Science in Process (London: Heinemann).
    • (1987) Science in Process
  • 47
    • 0009174582 scopus 로고
    • Epistemology, practical work and academic skills in science education
    • KlRSCHNER, P. A. (1992) Epistemology, practical work and academic skills in science education. Science and Education, 1(3), 273-299.
    • (1992) Science and Education , vol.1 , Issue.3 , pp. 273-299
    • Klrschner, P.A.1
  • 48
    • 33748129642 scopus 로고
    • Practical work
    • R. Lock and D. Foster, London: Croom Helm
    • Lock, R. (1987) Practical work. In R. Lock and D. Foster (eds) Teaching Science 11-13 (London: Croom Helm), 45-66.
    • (1987) Teaching Science 11-13 , pp. 45-66
    • Lock, R.1
  • 49
    • 0039458076 scopus 로고
    • Constructivism and science education: Some epistemological problems
    • MATTHEWS, M. R. (1993A) Constructivism and science education: Some epistemological problems. Journal of Science Education and Technology, 2(1), 359-370.
    • (1993) Journal of Science Education and Technology , vol.2 , Issue.1 , pp. 359-370
    • Matthews, M.R.1
  • 51
    • 33748133529 scopus 로고
    • Sciencing: Science education for early childhood
    • McNAIRY, M. R. (1985) Sciencing: Science education for early childhood. School Science and Mathematics, 85(5), 383-393.
    • (1985) School Science and Mathematics , vol.85 , Issue.5 , pp. 383-393
    • McNairy, M.R.1
  • 53
    • 33748162298 scopus 로고
    • Wellington: Learning Media
    • MINISTRY of Education (New Zealand) (1989) Forms 1-5 Science Syllabus: Draft (Wellington: Learning Media).
    • (1989) Forms 1-5 Science Syllabus: Draft
  • 57
    • 84987189589 scopus 로고
    • The philosophical basis of observation in science and science education
    • NORRIS, S. P. (1985) The philosophical basis of observation in science and science education. Journal of Research in Science Teaching, 22(9), 817-833.
    • (1985) Journal of Research in Science Teaching , vol.22 , Issue.9 , pp. 817-833
    • Norris, S.P.1
  • 58
    • 33748154960 scopus 로고
    • An alternative to Piagetian psychology for science and mathematics education
    • Novak, J. D. (1978) An alternative to Piagetian psychology for science and mathematics education. Studies in Science Education, 5, 1-30.
    • (1978) Studies in Science Education , vol.5 , pp. 1-30
    • Novak, J.D.1
  • 59
    • 33748197891 scopus 로고
    • London: Longman/Penguin
    • NUFFIELD CHEMISTRY (1967) Handbook for Teachers (London: Longman/Penguin).
    • (1967) Handbook for Teachers
  • 60
    • 33748178982 scopus 로고
    • London: Collins
    • Nuffield Junior Science (1967) Teachers Guide i (London: Collins).
    • (1967) Teachers Guide I
  • 61
    • 33748178982 scopus 로고
    • London: Longman/Penguin
    • Nuffield Physics (1967) Teachers Guide I (London: Longman/Penguin).
    • (1967) Teachers Guide I
  • 62
    • 0039042390 scopus 로고
    • Classroom conceptual change: The lesson to be learned from the history of science
    • H. Helm and J. D. Novak, Ithaca: Department of Education, Cornell University
    • NUSSBAUM, J. (1983) Classroom conceptual change: The lesson to be learned from the history of science. In H. Helm and J. D. Novak (eds) Misconceptions in Science and Mathematics (Ithaca: Department of Education, Cornell University), 272-281.
    • (1983) Misconceptions in Science and Mathematics , pp. 272-281
    • Nussbaum, J.1
  • 63
    • 0039812254 scopus 로고
    • Classroom conceptual change: Philosophical perspectives
    • Nussbaum, J. (1989) Classroom conceptual change: Philosophical perspectives. International Journal of Science Education, 11(5), 530-540.
    • (1989) International Journal of Science Education , vol.11 , Issue.5 , pp. 530-540
    • Nussbaum, J.1
  • 66
    • 84984051827 scopus 로고
    • Learning science: A generative process
    • Osborne, R. J. and Wittrock, M. C. (1983) Learning science: A generative process. Science Education, 67(4), 489-508.
    • (1983) Science Education , vol.67 , Issue.4 , pp. 489-508
    • Osborne, R.J.1    Wittrock, M.C.2
  • 67
    • 0003135715 scopus 로고
    • The generative learning model and its implications for science education
    • OSBORNE, R. and Wittrock, M. (1985) The generative learning model and its implications for science education. Studies in Science Education, 12, 59-87.
    • (1985) Studies in Science Education , vol.12 , pp. 59-87
    • Osborne, R.1    Wittrock, M.2
  • 72
    • 84983965420 scopus 로고
    • Students’ transition from an engineering model to a scientific model of experimentation
    • Schauble, L., Klopfer, L. E. and RAGHAVAN, K. (1991) Students’ transition from an engineering model to a scientific model of experimentation. Journal of Research in Science Teaching, 28(9), 859-882.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.9 , pp. 859-882
    • Schauble, L.1    Klopfer, L.E.2    Raghavan, K.3
  • 73
    • 0002676357 scopus 로고
    • The teaching of science as enquiry
    • J. J. Schwab and P. F. Brandwein, Cambridge, MA: Harvard University Press
    • SCHWAB, J.J. (1962) The teaching of science as enquiry. In J. J. Schwab and P. F. Brandwein (eds) The Teaching of Science (Cambridge, MA: Harvard University Press), 3-103.
    • (1962) The Teaching of Science , pp. 3-103
    • Schwab, J.J.1
  • 75
    • 0001243618 scopus 로고
    • A case for a process approach: The Warwick experience
    • Screen, P. (1988) A case for a process approach: The Warwick experience. Physics Education, 23(3), 146-149.
    • (1988) Physics Education , vol.23 , Issue.3 , pp. 146-149
    • Screen, P.1
  • 76
    • 84987200016 scopus 로고
    • Cognitive psychology and conceptual change: Implications for teaching science
    • Shuell, T. (1987) Cognitive psychology and conceptual change: Implications for teaching science. Science Education, 71(2), 239-250.
    • (1987) Science Education , vol.71 , Issue.2 , pp. 239-250
    • Shuell, T.1
  • 77
    • 0003088025 scopus 로고
    • The philosophical and sociological foundations of science education: The demythologizing of school science
    • Smolicz, J. J. and Nunan, E. E. (1975) The philosophical and sociological foundations of science education: The demythologizing of school science. Studies in Science Education, 2, 101-143.
    • (1975) Studies in Science Education , vol.2 , pp. 101-143
    • Smolicz, J.J.1    Nunan, E.E.2
  • 78
    • 1542679763 scopus 로고
    • Children’s views and classroom experiences
    • Tasker, R. (1981) Children’s views and classroom experiences. Australian Science Teachers’ Journal, 27(3), 33-37.
    • (1981) Australian Science Teachers’ Journal , vol.27 , Issue.3 , pp. 33-37
    • Tasker, R.1
  • 79
    • 0003508328 scopus 로고
    • Skills and processes in science education: An introduction
    • J. J. Wellington (ed.), London: Routledge
    • Wellington, J. J. (1989) Skills and processes in science education: An introduction. In J. J. Wellington (ed.) Skills and Processes in Science Education (London: Routledge), 5-20.
    • (1989) Skills and Processes in Science Education , pp. 5-20
    • Wellington, J.J.1
  • 80
    • 0040101645 scopus 로고
    • Episodes and the purpose and conduct of practical work
    • B. E. Woolnough (ed.), Milton Keynes: Open University Press
    • WHITE, R. T. (1991) Episodes and the purpose and conduct of practical work. In B. E. Woolnough (ed.) Practical Science: The Role and Reality of Practical Work in School Science (Milton Keynes: Open University Press), 78-86.
    • (1991) Practical Science: The Role and Reality of Practical Work in School Science , pp. 78-86
    • White, R.T.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.