메뉴 건너뛰기




Volumn 21, Issue 11, 1999, Pages 1123-1140

Primary student teachers’ conceptions of the nature of science

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0010906607     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/095006999290101     Document Type: Article
Times cited : (70)

References (20)
  • 2
    • 84950435620 scopus 로고
    • What is science? Preservice elementary teachers’ conceptions of the nature of science
    • ABELL, S. and SMITH, D. (1994) What is science? Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16, 473-487.
    • (1994) International Journal of Science Education , vol.16 , pp. 473-487
    • Abell, S.1    Smith, D.2
  • 3
    • 0040624656 scopus 로고
    • The relevance of the new’ philosophy of science for the science curriculum
    • ABIMBOLA, I. (1983) The relevance of the new’ philosophy of science for the science curriculum. School Science and Mathematics, 83, 181-193.
    • (1983) School Science and Mathematics , vol.83 , pp. 181-193
    • Abimbola, I.1
  • 4
    • 0000686650 scopus 로고
    • Student teachers’ conceptions of science, teaching and learning: A case study in preservice science education
    • AGUIRRE, J., HAGGERTY, S. and LINDER, C. (1990) Student teachers’ conceptions of science, teaching and learning: a case study in preservice science education. International Journal of Science Education, 12, 381-390.
    • (1990) International Journal of Science Education , vol.12 , pp. 381-390
    • Aguirre, J.1    Haggerty, S.2    Linder, C.3
  • 6
    • 85011225629 scopus 로고
    • Project 2061: Science for All Americans (New York: Oxford University Press
    • AAAS (American Association for the Advancement of Science) (1990) Project 2061: Science for All Americans (New York: Oxford University Press).
    • (1990)
  • 7
    • 0003926154 scopus 로고
    • New York: Oxford University Press)
    • AAAS (American Association for the Advancement of Science) (1993) Benchmarks for Science Literacy (New York: Oxford University Press).
    • (1993) Benchmarks for Science Literacy
  • 8
    • 0039898217 scopus 로고
    • Preservice elementary teachers’ conceptions of science: Science, theories and evolution
    • BLOOM, J. (1989) Preservice elementary teachers’ conceptions of science: science, theories and evolution. International Journal of Science Education, 11, 401-415.
    • (1989) International Journal of Science Education , vol.11 , pp. 401-415
    • Bloom, J.1
  • 9
    • 84984003081 scopus 로고
    • Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science
    • CLEMINSON, A. (1990) Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science. Journal of Research in Science Teaching, 27, 429-445.
    • (1990) Journal of Research in Science Teaching , vol.27 , pp. 429-445
    • Cleminson, A.1
  • 10
    • 85011193978 scopus 로고
    • Science: Student Outcome Statements. Working edition (Perth: author)
    • EDUCATION DEPARTMENT OF WESTERN AUSTRALIA (1994) Science: Student Outcome Statements. Working edition (Perth: author).
    • (1994)
  • 11
    • 84987166905 scopus 로고
    • Beginning teachers’ knowledge of and attitudes toward history and philosophy of science
    • KING, B. (1991) Beginning teachers’ knowledge of and attitudes toward history and philosophy of science. Science Education, 75, 135-141.
    • (1991) Science Education , vol.75 , pp. 135-141
    • King, B.1
  • 12
    • 0031529370 scopus 로고    scopus 로고
    • Assessing literacy in science: Evaluation of scientific news briefs
    • KORPAN, C., BISANZ, G., BISANZ, J. and HENDERSON, J. (1997) Assessing literacy in science: evaluation of scientific news briefs. Science Education, 81, 515-532.
    • (1997) Science Education , vol.81 , pp. 515-532
    • Korpan, C.1    Bisanz, G.2    Bisanz, J.3    Henderson, J.4
  • 13
    • 0001416333 scopus 로고
    • Science teachers’ philosophical assumptions: How well do we understand them?
    • KOULAIDIS, V. and OGBORN, J. (1995) Science teachers’ philosophical assumptions: how well do we understand them? International Journal of Science Education, 17, 273-283.
    • (1995) International Journal of Science Education , vol.17 , pp. 273-283
    • Koulaidis, V.1    Ogborn, J.2
  • 14
    • 8644235684 scopus 로고    scopus 로고
    • Science Education Unit. University of Cape Town, Rodenbosch, South Africa
    • LAUGKSCH, R. and SPARGO, P. (1996a) Test of Basic Scientific Literacy. Science Education Unit. University of Cape Town, Rodenbosch, South Africa.
    • (1996) Test of Basic Scientific Literacy
    • Laugksch, R.1    Spargo, P.2
  • 15
    • 0002001527 scopus 로고    scopus 로고
    • Construction of paper-and-pencil Test of Basic Scientific Literacy based on selected literacy goals recommended by the American Association for the Advancement of Science
    • LAUGKSCH, R. and SPARGO, P. (1996b) Construction of paper-and-pencil Test of Basic Scientific Literacy based on selected literacy goals recommended by the American Association for the Advancement of Science. Public Understanding of Science, 5, 331-359.
    • (1996) Public Understanding of Science , vol.5 , pp. 331-359
    • Laugksch, R.1    Spargo, P.2
  • 16
    • 84984080164 scopus 로고
    • Students’ and teachers’ conceptions of the nature of science: A review of the research
    • LEDERMAN, N. (1992) Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29, 331-359.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 331-359
    • Lederman, N.1
  • 17
    • 0001074276 scopus 로고
    • Science teachers’ conceptions of the nature of science: Do they really influence teacher behaviour?
    • LEDERMAN, N. and ZEIDLER, D. (1987) Science teachers’ conceptions of the nature of science: do they really influence teacher behaviour? Science Education, 71, 721-734.
    • (1987) Science Education , vol.71 , pp. 721-734
    • Lederman, N.1    Zeidler, D.2
  • 18
    • 0031496288 scopus 로고    scopus 로고
    • From the summit of truth to its slippery slopes: Science education’ s journey through positivist-postmodern journey through positivist-postmodern territory
    • LOVING, C. C. (1997) From the summit of truth to its slippery slopes: science education’ s journey through positivist-postmodern journey through positivist-postmodern territory. American Education Research Journal, 34, 421-452.
    • (1997) American Education Research Journal , vol.34 , pp. 421-452
    • Loving, C.C.1
  • 19
    • 84987216736 scopus 로고
    • Student’ s preconceptions about the epistemology of science
    • RYAN, A. G. and AIKENHEAD, G. S. (1992) Student’ s preconceptions about the epistemology of science. Science Education, 76, 559-580.
    • (1992) Science Education , vol.76 , pp. 559-580
    • Ryan, A.G.1    Aikenhead, G.S.2
  • 20
    • 0030503986 scopus 로고    scopus 로고
    • Large scale exploration of pupils’ understanding of the nature of science
    • SOLOMON, J., SCOTT, L. and DUVEEN, J. (1996) Large scale exploration of pupils’ understanding of the nature of science. Science Education, 80, 493-508.
    • (1996) Science Education , vol.80 , pp. 493-508
    • Solomon, J.1    Scott, L.2    Duveen, J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.