메뉴 건너뛰기




Volumn 82, Issue 4, 1998, Pages 417-436

The nature of science and instructional practice: Making the unnatural natural

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0032386587     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E     Document Type: Article
Times cited : (597)

References (44)
  • 1
    • 0000686650 scopus 로고
    • Student-teachers' conceptions of science, teaching and learning: A case study in preservice science education
    • Aguirere, I. M., Haggerty, S. M., & Linder, C. J. (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
    • Aguirere, I.M.1    Haggerty, S.M.2    Linder, C.J.3
  • 2
    • 0003884991 scopus 로고
    • New York: Oxford University Press
    • American Association for the Advancement of Science (1990). Science for all Americans. New York: Oxford University Press.
    • (1990) Science for All Americans
  • 4
    • 0039898217 scopus 로고
    • Preservice elementary teachers' conceptions of science: Science, theories and evolution
    • Bloom, J. W. (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.W.1
  • 5
    • 0040642775 scopus 로고
    • The teaching of the philosophy of science in secondary classrooms: Case studies of teachers' personal theories
    • Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary classrooms: Case studies of teachers' personal theories. International Journal of Science Education, 11, 401-415.
    • (1989) International Journal of Science Education , vol.11 , pp. 401-415
    • Brickhouse, N.W.1
  • 6
    • 84964169574 scopus 로고
    • Teachers' beliefs about the nature of science and their relationship to classroom practice
    • Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
    • (1990) Journal of Teacher Education , vol.41 , pp. 53-62
    • Brickhouse, N.W.1
  • 7
    • 84984003080 scopus 로고
    • The beginning science teacher: Classroom narratives of convictions and constraints
    • Brickhouse, N. W., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29, 471-485.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 471-485
    • Brickhouse, N.W.1    Bodner, G.M.2
  • 8
    • 84987238892 scopus 로고
    • The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change
    • Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75, 185-199.
    • (1991) Science Education , vol.75 , pp. 185-199
    • Briscoe, C.1
  • 9
    • 84965520752 scopus 로고
    • Situated cognition and the culture of learning
    • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 17, 32-42.
    • (1989) Educational Researcher , vol.17 , pp. 32-42
    • Brown, J.S.1    Collins, A.2    Duguid, P.3
  • 11
    • 0040031647 scopus 로고
    • A consideration of the principles that should determine the courses in biology in the secondary schools
    • Central Association of Science and Mathematics Teachers (1907). A consideration of the principles that should determine the courses in biology in the secondary schools. School Science and Mathematics, 7, 241-247.
    • (1907) School Science and Mathematics , vol.7 , pp. 241-247
  • 12
    • 84987184936 scopus 로고
    • Development and validation of the conceptions of scientific theories test
    • Cotham, J., & Smith, E. (1981). Development and validation of the conceptions of scientific theories test. Journal of Research in Science Teaching, 18, 387-396.
    • (1981) Journal of Research in Science Teaching , vol.18 , pp. 387-396
    • Cotham, J.1    Smith, E.2
  • 13
    • 0040624870 scopus 로고
    • An analysis of the appropriateness and utilization of TOUS with special reference to high-ability students studying physics
    • Durkee, P. (1974). An analysis of the appropriateness and utilization of TOUS with special reference to high-ability students studying physics. Science Education, 58, 343-356.
    • (1974) Science Education , vol.58 , pp. 343-356
    • Durkee, P.1
  • 15
    • 84984028947 scopus 로고
    • A case study of high school teachers' decision making models for planning and teaching science
    • Duschl, R. A., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
    • (1989) Journal of Research in Science Teaching , vol.26 , pp. 467-501
    • Duschl, R.A.1    Wright, E.2
  • 16
    • 84987210361 scopus 로고
    • Perspective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science
    • Gallagher, J. J. (1991). Perspective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-134.
    • (1991) Science Education , vol.75 , pp. 121-134
    • Gallagher, J.J.1
  • 17
    • 84989051556 scopus 로고
    • Biology teachers' perceptions of subject matter structure and its relationship to classroom practice
    • Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers' perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32, 301-325.
    • (1995) Journal of Research in Science Teaching , vol.32 , pp. 301-325
    • Gess-Newsome, J.1    Lederman, N.G.2
  • 18
    • 0040101664 scopus 로고
    • Fundamental laws of chemistry
    • Haywood, H. (1927). Fundamental laws of chemistry. School Science Review, 9, 92.
    • (1927) School Science Review , vol.9 , pp. 92
    • Haywood, H.1
  • 19
    • 0040694978 scopus 로고
    • Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings
    • Hodson, D. (1993). Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings. Interchange, 24, 41-52.
    • (1993) Interchange , vol.24 , pp. 41-52
    • Hodson, D.1
  • 20
    • 84987166905 scopus 로고
    • Beginning teachers' knowledge of and attitudes toward history and philosophy of science
    • King, B. 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.B.1
  • 21
    • 0040624860 scopus 로고
    • The use of case histories in science teaching
    • Klopfer, L. E. (1964). The use of case histories in science teaching. School Science and Mathematics, 64, 660-666.
    • (1964) School Science and Mathematics , vol.64 , pp. 660-666
    • Klopfer, L.E.1
  • 22
  • 24
    • 0002551924 scopus 로고
    • Research on teacher education
    • M. C. Wittrock (Ed.), New York: Macmillan
    • Lanier, J. E., & Little, J. W. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 527-569). New York: Macmillan.
    • (1986) Handbook of Research on Teaching (3rd Ed.) , pp. 527-569
    • Lanier, J.E.1    Little, J.W.2
  • 25
    • 84987226617 scopus 로고
    • Chemistry teachers' functional paradigms
    • Lantz, O., & Kass, H. (1987). Chemistry teachers' functional paradigms. Science Education, 71, 117-134.
    • (1987) Science Education , vol.71 , pp. 117-134
    • Lantz, O.1    Kass, H.2
  • 26
    • 84984080164 scopus 로고
    • Students' and teachers' conceptions about the nature of science: A review of the research
    • Lederman, N. G. (1992). Students' and teachers' conceptions about 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.G.1
  • 27
    • 0040727138 scopus 로고    scopus 로고
    • Avoiding de-natured science: Activities that promote understandings of the nature of science
    • in press. W. McComas (Ed.), Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Lederman, N. G., & Abd-El-Khalick, F. (in press). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies. Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • The Nature of Science in Science Education: Rationales and Strategies
    • Lederman, N.G.1    Abd-El-Khalick, F.2
  • 28
    • 0040727138 scopus 로고    scopus 로고
    • Avoiding de-natured science: Activities that promote understandings of the nature of science
    • in press. W. McComas (Ed.). Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Lederman, N. G., & Abd-El-Khalick, F. (in press). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.). The nature of science and science education. Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • The Nature of Science and Science Education
    • Lederman, N.G.1    Abd-El-Khalick, F.2
  • 29
    • 84987186286 scopus 로고
    • Classroom factors related to changes in students' conceptions of the nature of science
    • Lederman, N. G., & Druger, M. (1985). Classroom factors related to changes in students' conceptions of the nature of science. Journal of Research in Science Teaching, 22, 649-662.
    • (1985) Journal of Research in Science Teaching , vol.22 , pp. 649-662
    • Lederman, N.G.1    Druger, M.2
  • 30
    • 84989103249 scopus 로고
    • The nature and development of preservice teachers' conceptions of subject matter and pedagogy
    • Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146.
    • (1994) Journal of Research in Science Teaching , vol.31 , pp. 129-146
    • Lederman, N.G.1    Gess-Newsome, J.2    Latz, M.S.3
  • 31
    • 84987199935 scopus 로고
    • Students' perceptions of tentativeness in science: Development, use, and sources of change
    • Lederman, N.G., & O'Mally, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74, 225-239.
    • (1990) Science Education , vol.74 , pp. 225-239
    • Lederman, N.G.1    O'Mally, M.2
  • 32
    • 0001074276 scopus 로고
    • Science teachers' conceptions of the nature of science: Do they really influence teaching behavior?
    • Lederman, N. G., & Zeidler, D. L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education 71, 721-734.
    • (1987) Science Education , vol.71 , pp. 721-734
    • Lederman, N.G.1    Zeidler, D.L.2
  • 33
    • 0040423314 scopus 로고    scopus 로고
    • Preservice teachers' classroom practice and their conceptions of the nature
    • Mellado, V. (1997). Preservice teachers' classroom practice and their conceptions of the nature. Science & Education, 6, 323-329.
    • (1997) Science & Education , vol.6 , pp. 323-329
    • Mellado, V.1
  • 34
    • 0003608696 scopus 로고    scopus 로고
    • Washington, DC: National Academic Press
    • National Research Council (1996). National science education standards. Washington, DC: National Academic Press.
    • (1996) National Science Education Standards
  • 36
    • 0043085384 scopus 로고    scopus 로고
    • Probing teachers' views of the nature of science: How should we do it and where should we be looking
    • F. Finley, D. Allchian, D. Rheef, & S. Fifield (Eds.), Minneapolis, MN: University of Minnesota
    • Nott, M., & Wellington, J. (1996). Probing teachers' views of the nature of science: How should we do it and where should we be looking. In F. Finley, D. Allchian, D. Rheef, & S. Fifield (Eds.), Proceedings of the Third International History, Philosophy, and Science Teaching Conference (pp. 684-872). Minneapolis, MN: University of Minnesota.
    • (1996) Proceedings of the Third International History, Philosophy, and Science Teaching Conference , pp. 684-872
    • Nott, M.1    Wellington, J.2
  • 37
    • 0001524675 scopus 로고    scopus 로고
    • Preservice teachers' views of the nature of science during a post-baccalaureate science teaching program
    • Palmquist, B. C., & Finley, F. N. (1997). Preservice teachers' views of the nature of science during a post-baccalaureate science teaching program. Journal of Research in Science Teaching, 34, 595-615.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 595-615
    • Palmquist, B.C.1    Finley, F.N.2
  • 38
    • 84987248051 scopus 로고
    • Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers
    • Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
    • (1993) Science Education , vol.77 , pp. 261-278
    • Pomeroy, D.1
  • 39
    • 84983951926 scopus 로고
    • What history of science, how much, and why?
    • Russell, T. L. (1981). What history of science, how much, and why? Science Education, 65, 51-64.
    • (1981) Science Education , vol.65 , pp. 51-64
    • Russell, T.L.1
  • 40
    • 0002389201 scopus 로고
    • The construction of subject matter knowledge in primary science teaching
    • Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1-20.
    • (1989) Teaching and Teacher Education , vol.5 , pp. 1-20
    • Smith, D.C.1    Neale, D.C.2
  • 41
    • 84987256020 scopus 로고
    • Understanding the process of science by students exposed to different science curricula in israel
    • Tamir, P. (1972). Understanding the process of science by students exposed to different science curricula in Israel. Journal of Research in Science Teaching, 9, 239-245.
    • (1972) Journal of Research in Science Teaching , vol.9 , pp. 239-245
    • Tamir, P.1
  • 42
    • 0039439489 scopus 로고    scopus 로고
    • Beliefs about the nature of science and the enacted science curriculum
    • Tobin, K., & McRobbie, C. J. (1997). Beliefs about the nature of science and the enacted science curriculum. Science & Education, 6, 331-354.
    • (1997) Science & Education , vol.6 , pp. 331-354
    • Tobin, K.1    McRobbie, C.J.2
  • 43
    • 84990130954 scopus 로고
    • The attainment of the concept "understanding science" using contrasting physics courses
    • Trent, J. (1965). The attainment of the concept "understanding science" using contrasting physics courses. Journal of Research in Science Teaching, 3, 224-229.
    • (1965) Journal of Research in Science Teaching , vol.3 , pp. 224-229
    • Trent, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.