메뉴 건너뛰기




Volumn 86, Issue 1, 2002, Pages 23-41

A Science Teacher's Reflections and Knowledge Growth about STS Instructjon after Actual Implementation

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0036116584     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.10006     Document Type: Article
Times cited : (36)

References (71)
  • 2
    • 0042724833 scopus 로고    scopus 로고
    • The Influence of history of science courses on students' views of nature of science
    • Abd-El-Khalick, F., & Lederman, N. G. (2000). The Influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
    • (2000) Journal of Research in Science Teaching , vol.37 , pp. 1057-1095
    • Abd-El-Khalick, F.1    Lederman, N.G.2
  • 3
    • 84950435620 scopus 로고
    • What is science?: Preservice elementary teachers' conceptions of the nature of science
    • Abell, S. K., & Smith, D. C. (1994). What is science?: Preservice elementary teachers' conceptions of the nature of science. International Journal of Science Education, 16, 475-487.
    • (1994) International Journal of Science Education , vol.16 , pp. 475-487
    • Abell, S.K.1    Smith, D.C.2
  • 4
    • 0043064875 scopus 로고
    • Consequences to learning science through STS: A research perspective
    • J. Solomon & G. Aikenhead (Eds.). New York: Teachers College Press
    • Aikenhead, G. (1994a). Consequences to learning science through STS: A research perspective. In J. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 169-186). New York: Teachers College Press.
    • (1994) STS Education: International Perspectives on Reform , pp. 169-186
    • Aikenhead, G.1
  • 5
    • 0141904419 scopus 로고
    • Collaborative research and development to produce an STS course for school science
    • J. Solomon & G. Aikenhead (Eds.). New York: Teachers College Press
    • Aikenhead, G. (1994b). Collaborative research and development to produce an STS course for school science. In J. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 216-227). New York: Teachers College Press.
    • (1994) STS Education: International Perspectives on Reform , pp. 216-227
    • Aikenhead, G.1
  • 7
    • 0012064505 scopus 로고    scopus 로고
    • Changing practice by changing practice: Toward more authentic science and science curriculum development
    • Bencze, L., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-539.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 521-539
    • Bencze, L.1    Hodson, D.2
  • 8
    • 0010838582 scopus 로고    scopus 로고
    • Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers
    • Bianchini, J. A., & Colburn, A. (2000). Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers. Journal of Research in Science Teaching, 37, 177-209.
    • (2000) Journal of Research in Science Teaching , vol.37 , pp. 177-209
    • Bianchini, J.A.1    Colburn, A.2
  • 9
    • 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, 437-449.
    • (1989) International Journal of Science Education , vol.11 , pp. 437-449
    • Brickhouse, N.W.1
  • 11
    • 85011195700 scopus 로고    scopus 로고
    • The public understanding of science: Implications for education
    • Cross, R. T. (1999). The public understanding of science: Implications for education. International Journal of Science Education, 21, 699-702.
    • (1999) International Journal of Science Education , vol.21 , pp. 699-702
    • Cross, R.T.1
  • 12
    • 54649084388 scopus 로고    scopus 로고
    • The effect of teachers' sociological understanding of science (SUS) on curricular innovation
    • Cunningham, C. M. (1998). The effect of teachers' sociological understanding of science (SUS) on curricular innovation. Research in Science Education, 28, 243-257.
    • (1998) Research in Science Education , vol.28 , pp. 243-257
    • Cunningham, C.M.1
  • 15
    • 0002272883 scopus 로고
    • Research on the history and philosophy of science
    • D. Gabel (Ed.). New York: Macmillan
    • Duschl, R. A. (1994). Research on the history and philosophy of science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 443-456). New York: Macmillan.
    • (1994) Handbook of Research on Science Teaching and Learning , pp. 443-456
    • Duschl, R.A.1
  • 16
    • 0000447597 scopus 로고
    • Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science
    • Gustafson, B. J., & Rowell, P. M. (1995). Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17, 589-605.
    • (1995) International Journal of Science Education , vol.17 , pp. 589-605
    • Gustafson, B.J.1    Rowell, P.M.2
  • 17
    • 0141973544 scopus 로고    scopus 로고
    • Emirates pre-service and in-service teachers' views about the nature of science
    • Haidar, A. H. (1999). Emirates pre-service and in-service teachers' views about the nature of science. International Journal of Science Education, 21, 807-822.
    • (1999) International Journal of Science Education , vol.21 , pp. 807-822
    • Haidar, A.H.1
  • 18
    • 0042584539 scopus 로고    scopus 로고
    • Confronting teacher candidates' conceptions of the nature of science
    • Hammrich, P. L. (1997). Confronting teacher candidates' conceptions of the nature of science. Journal of Science Teacher Education, 8, 141-151.
    • (1997) Journal of Science Teacher Education , vol.8 , pp. 141-151
    • Hammrich, P.L.1
  • 19
    • 0002930197 scopus 로고    scopus 로고
    • Effects of science teachers' epistemological beliefs in teaching
    • Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
    • (1996) Journal of Research in Science Teaching , vol.33 , pp. 47-63
    • Hashweh, M.Z.1
  • 20
    • 0142008191 scopus 로고
    • Organizing for STS teaching and learning
    • Heath, P. A. (1992). Organizing for STS teaching and learning. Theory into Practice, 31, 53-58.
    • (1992) Theory into Practice , vol.31 , pp. 53-58
    • Heath, P.A.1
  • 21
    • 21144466898 scopus 로고
    • Science for all: Getting it right for the 21st century
    • Hoffman, K. M., & Stage, E. K. (1993). Science for all: Getting it right for the 21st century. Educational Leadership, 50(5), 27-31.
    • (1993) Educational Leadership , vol.50 , Issue.5 , pp. 27-31
    • Hoffman, K.M.1    Stage, E.K.2
  • 22
    • 0002143472 scopus 로고
    • Who will teach the "nature of science"?: Teachers' views of science and their implications for science education
    • Lakin, S., & Wellington, J. (1994). Who will teach the "nature of science"?: Teachers' views of science and their implications for science education. International Journal of Science Education, 16, 175-190.
    • (1994) International Journal of Science Education , vol.16 , pp. 175-190
    • Lakin, S.1    Wellington, J.2
  • 23
    • 0031514979 scopus 로고    scopus 로고
    • Teachers' beliefs and instructional strategies in science: Pushing analysis further
    • Laplante, B. (1997). Teachers' beliefs and instructional strategies in science: Pushing analysis further. Science Education, 81, 277-294.
    • (1997) Science Education , vol.81 , pp. 277-294
    • Laplante, B.1
  • 24
    • 84984080164 scopus 로고
    • Students' and teachers' conceptions of the nature of science: A review of the research
    • Lederman, N. G. (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.G.1
  • 25
    • 0010838584 scopus 로고    scopus 로고
    • Teachers' understanding of nature of science and classroom practice: Factors that facilitate or impede the relationship
    • Lederman, N. G. (1999). Teachers' understanding of nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 916-929
    • Lederman, N.G.1
  • 26
    • 0033238833 scopus 로고    scopus 로고
    • Equity implications based on the conceptions of science achievement in major reform documents
    • Lee, O. (1999). Equity implications based on the conceptions of science achievement in major reform documents. Review of Educational Research, 69, 83-115.
    • (1999) Review of Educational Research , vol.69 , pp. 83-115
    • Lee, O.1
  • 27
    • 54649083438 scopus 로고    scopus 로고
    • Science teacher beliefs and intentions to implement Science-Technology-Society (STS) in the classroom
    • Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (1998). Science teacher beliefs and intentions to implement Science-Technology-Society (STS) in the classroom. Journal of Science Teacher Education, 9, 1-24.
    • (1998) Journal of Science Teacher Education , vol.9 , pp. 1-24
    • Lumpe, A.T.1    Haney, J.J.2    Czerniak, C.M.3
  • 28
    • 0002516894 scopus 로고
    • Dilemmas of knowing: Ethical and epistemological dimensions of teachers' work and development
    • Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers' work and development. Harvard Educational Review, 6, 159-180.
    • (1990) Harvard Educational Review , vol.6 , pp. 159-180
    • Lyons, N.1
  • 29
    • 0040213830 scopus 로고    scopus 로고
    • Editorial (Special issue on constructivism, epistemology and the learning of science)
    • Matthews, M. R. (2000). Editorial (Special issue on constructivism, epistemology and the learning of science). Science & Education, 9, 491-505.
    • (2000) Science & Education , vol.9 , pp. 491-505
    • Matthews, M.R.1
  • 31
    • 0002655746 scopus 로고    scopus 로고
    • Preparing students for competent scientific practice: Implications of recent research in science and technology studies
    • McGinn, M. K., & Roth, W.-M. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
    • (1999) Educational Researcher , vol.28 , Issue.3 , pp. 14-24
    • McGinn, M.K.1    Roth, W.-M.2
  • 32
    • 0040423314 scopus 로고    scopus 로고
    • Preservice teachers' classroom practice and their conceptions of the nature of science
    • Mellado, V. (1997). Preservice teachers' classroom practice and their conceptions of the nature of science. Science & Education, 6, 331-354.
    • (1997) Science & Education , vol.6 , pp. 331-354
    • Mellado, V.1
  • 34
    • 0011429678 scopus 로고
    • Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making
    • Morine-Dershimer, G. (1989). Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making. Journal of Teacher Education, 40, 46-52.
    • (1989) Journal of Teacher Education , vol.40 , pp. 46-52
    • Morine-Dershimer, G.1
  • 35
    • 38249007651 scopus 로고
    • Tracing conceptual change in preservice teachers
    • Morine-Dershimer, G. (1993). Tracing conceptual change in preservice teachers. Teaching & Teacher Education, 9, 15-26.
    • (1993) Teaching & Teacher Education , vol.9 , pp. 15-26
    • Morine-Dershimer, G.1
  • 38
    • 0003608696 scopus 로고    scopus 로고
    • Washington, DC: National Academy Press
    • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
    • (1996) National Science Education Standards
  • 42
    • 0030536825 scopus 로고    scopus 로고
    • Beyond constructivism
    • Osbome, J. F. (1996). Beyond constructivism. Science Education, 80, 53-82.
    • (1996) Science Education , vol.80 , pp. 53-82
    • Osbome, J.F.1
  • 43
    • 0001524675 scopus 로고    scopus 로고
    • Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program
    • Palmquist, B. C., & Finley, F. N. (1997). Preservice teachers' views of the nature of science during a postbaccalaureate 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
  • 44
    • 0010695267 scopus 로고    scopus 로고
    • Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issues-based approach
    • Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issues-based approach. School Science and Mathematics, 99, 174-181.
    • (1999) School Science and Mathematics , vol.99 , pp. 174-181
    • Pedretti, E.1
  • 45
    • 84973810320 scopus 로고
    • The good, the bad, and the ugly: The many faces of constructivism
    • Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
    • (1995) Educational Researcher , vol.24 , Issue.7 , pp. 5-12
    • Phillips, D.C.1
  • 46
    • 0010191851 scopus 로고    scopus 로고
    • The use of concept mapping in qualitative research: A multiple case study in mathematics education
    • Raymond, A. M. (1997). The use of concept mapping in qualitative research: A multiple case study in mathematics education. Focus on Learning Problems in Mathematics, 19(3), 1-28.
    • (1997) Focus on Learning Problems in Mathematics , vol.19 , Issue.3 , pp. 1-28
    • Raymond, A.M.1
  • 47
    • 0002538335 scopus 로고
    • Science Education: It's not enough to 'do' or 'relate'
    • winter
    • Roth, K. J. (1989). Science education: It's not enough to 'do' or 'relate.' The American Educator, 89, winter, 16-22 & 46-48.
    • (1989) The American Educator , vol.89 , pp. 16-22
    • Roth, K.J.1
  • 49
    • 53249155157 scopus 로고    scopus 로고
    • From everyday science to science education: How science and technology studies inspired curriculum design and classroom research
    • Roth, M.-W. (1997). From everyday science to science education: How science and technology studies inspired curriculum design and classroom research. Science & Education, 6, 373-396.
    • (1997) Science & Education , vol.6 , pp. 373-396
    • Roth, M.-W.1
  • 50
    • 84987189290 scopus 로고
    • Examination of preservice and in-service secondary science teachers' beliefs about science-technology-society interactions
    • Rubba, P. A., & Harkness, W. L. (1993). Examination of preservice and in-service secondary science teachers' beliefs about science-technology-society interactions. Science Education, 77, 407-431.
    • (1993) Science Education , vol.77 , pp. 407-431
    • Rubba, P.A.1    Harkness, W.L.2
  • 51
    • 84987216736 scopus 로고
    • Students' preconceptions about the epistemology of science
    • Ryan, A. G., & Aikenhead, G. S. (1992). Students' 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
  • 53
    • 84984059565 scopus 로고
    • High school students' problem-solving performance on realistic genetics problems
    • Slack, S. J., & Stewart, J. (1990). High school students' problem-solving performance on realistic genetics problems. Journal of Research in Science Teaching, 27, 55-67.
    • (1990) Journal of Research in Science Teaching , vol.27 , pp. 55-67
    • Slack, S.J.1    Stewart, J.2
  • 54
    • 0031516709 scopus 로고    scopus 로고
    • STS interactions and the teaching of physics and chemistry
    • Solbes, J., & Vilches, A. (1997). STS interactions and the teaching of physics and chemistry. Science Education, 81, 377-386.
    • (1997) Science Education , vol.81 , pp. 377-386
    • Solbes, J.1    Vilches, A.2
  • 55
    • 0033238835 scopus 로고    scopus 로고
    • Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis
    • Springer, L., Stanne, M. E., & Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69, 21-51.
    • (1999) Review of Educational Research , vol.69 , pp. 21-51
    • Springer, L.1    Stanne, M.E.2    Donovan, S.S.3
  • 56
    • 0000455432 scopus 로고    scopus 로고
    • Constructivism: Sound theory of explicating the practice of science and science teaching
    • Staver, J. R. (1998). Constructivism: Sound theory of explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35, 501-520.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 501-520
    • Staver, J.R.1
  • 60
    • 0003124201 scopus 로고    scopus 로고
    • Science learning and constructivism
    • Tsai, C.-C. (1998a). Science learning and constructivism. Curriculum and Teaching, 13, 31-52.
    • (1998) Curriculum and Teaching , vol.13 , pp. 31-52
    • Tsai, C.-C.1
  • 61
    • 0039657215 scopus 로고    scopus 로고
    • An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders
    • Tsai, C.-C. (1998b). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82, 473-489.
    • (1998) Science Education , vol.82 , pp. 473-489
    • Tsai, C.-C.1
  • 62
    • 0001622868 scopus 로고    scopus 로고
    • An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory
    • Tsai, C.-C. (1998c). An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20, 413-425.
    • (1998) International Journal of Science Education , vol.20 , pp. 413-425
    • Tsai, C.-C.1
  • 63
    • 0003309806 scopus 로고    scopus 로고
    • The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students
    • Tsai, C.-C. (1999a). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21, 1201-1222.
    • (1999) International Journal of Science Education , vol.21 , pp. 1201-1222
    • Tsai, C.-C.1
  • 64
    • 0033449284 scopus 로고    scopus 로고
    • Laboratory exercises help me memorize the scientific truths": A study of eighth graders' scientific epistemological views and learning in laboratory activities
    • Tsai, C.-C. (1999b). "Laboratory exercises help me memorize the scientific truths": A study of eighth graders' scientific epistemological views and learning in laboratory activities. Science Education, 83, 654-674.
    • (1999) Science Education , vol.83 , pp. 654-674
    • Tsai, C.-C.1
  • 65
    • 85011238709 scopus 로고    scopus 로고
    • Content analysis of Taiwanese 14 year olds' information processing operations shown in cognitive structures following physics instruction, with relations to science attainment and scientific epistemological beliefs
    • Tsai, C.-C. (1999c). Content analysis of Taiwanese 14 year olds' information processing operations shown in cognitive structures following physics instruction, with relations to science attainment and scientific epistemological beliefs. Research in Science & Technological Education, 17, 125-138.
    • (1999) Research in Science & Technological Education , vol.17 , pp. 125-138
    • Tsai, C.-C.1
  • 66
    • 0000595288 scopus 로고    scopus 로고
    • The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs
    • Tsai, C.-C. (2000a). The effects of STS-oriented instruction on female tenth graders' cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22, 1099-1115.
    • (2000) International Journal of Science Education , vol.22 , pp. 1099-1115
    • Tsai, C.-C.1
  • 67
    • 0034195374 scopus 로고    scopus 로고
    • Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments
    • Tsai, C.-C. (2000b). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.
    • (2000) Educational Research , vol.42 , pp. 193-205
    • Tsai, C.-C.1
  • 68
    • 0002178412 scopus 로고
    • Constructivism and the learning of science
    • S. M. Glynn & R. Duit (Eds.). Mahwah, NJ: Erlbaum
    • Yager, R. E. (1995). Constructivism and the learning of science. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 35-58). Mahwah, NJ: Erlbaum.
    • (1995) Learning Science in the Schools: Research Reforming Practice , pp. 35-58
    • Yager, R.E.1
  • 69
    • 84987166934 scopus 로고
    • STS approach: Reasons, intentions, accomplishments and outcomes
    • Yager, R. E., & Tamir, P. (1993). STS approach: Reasons, intentions, accomplishments and outcomes. Science Education, 77, 637-658.
    • (1993) Science Education , vol.77 , pp. 637-658
    • Yager, R.E.1    Tamir, P.2
  • 70
    • 0141938803 scopus 로고    scopus 로고
    • Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA
    • Yager, R. E., & Weld, J. D. (1999). Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA. International Journal of Science Education, 21, 169-194.
    • (1999) International Journal of Science Education , vol.21 , pp. 169-194
    • Yager, R.E.1    Weld, J.D.2
  • 71
    • 0039560316 scopus 로고    scopus 로고
    • Struggling to promote deeply rooted change: The "filtering effect" of teachers' beliefs on understanding transformational views of teaching science
    • Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The "filtering effect" of teachers' beliefs on understanding transformational views of teaching science. Science Educational, 137-159.
    • (1997) Science Educational , pp. 137-159
    • Yerrick, R.1    Parke, H.2    Nugent, J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.