메뉴 건너뛰기




Volumn 38, Issue 2, 2001, Pages 137-158

Professional development and reform in science education: The role of teachers' practical knowledge

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0038564122     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U     Document Type: Article
Times cited : (556)

References (108)
  • 1
    • 0003926156 scopus 로고
    • New York: Oxford University Press
    • AAAS (American Association for the Advancement of Science) (1993). Project 2061: Benchmarks for science literacy. New York: Oxford University Press.
    • (1993) Project 2061: Benchmarks for Science Literacy
  • 3
    • 0041317390 scopus 로고    scopus 로고
    • Success of the attempts to improve science teachers' conceptions of nature of science: A review of the literature
    • Padova, Italy
    • Abd-el-Khalick, F., & Lederman, N.G. (1999). Success of the attempts to improve science teachers' conceptions of nature of science: A review of the literature. Paper presented at the fifth History and Philosophy of Science & Science Teaching conference, Padova, Italy.
    • (1999) Fifth History and Philosophy of Science & Science Teaching Conference
    • Abd-el-Khalick, F.1    Lederman, N.G.2
  • 4
    • 0000714647 scopus 로고    scopus 로고
    • Beginning science teacher cognition and its origins in the preservice secondary science teacher program
    • Adams, P.E., & Krockover, G.H. (1997). Beginning science teacher cognition and its origins in the preservice secondary science teacher program. Journal of Research in Science Teaching, 34, 633-653.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 633-653
    • Adams, P.E.1    Krockover, G.H.2
  • 5
    • 0013067930 scopus 로고    scopus 로고
    • Stimulating constructivist teaching styles through use of an observation rubric
    • Adams, P.E., & Krockover, G.H. (1999). Stimulating constructivist teaching styles through use of an observation rubric. Journal of Research in Science Teaching, 36, 955-971.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 955-971
    • Adams, P.E.1    Krockover, G.H.2
  • 6
    • 84987223854 scopus 로고
    • The development of a new instrument - Views on Science-Technology-Society (VOSTS)
    • Aikenhead, G.S., & Ryan, A.G. (1992). The development of a new instrument - Views on Science-Technology-Society (VOSTS). Science Education, 76, 477-491.
    • (1992) Science Education , vol.76 , pp. 477-491
    • Aikenhead, G.S.1    Ryan, A.G.2
  • 8
    • 0030546941 scopus 로고    scopus 로고
    • A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science
    • Appleton, K., & Asoko, H. (1996). A case study of a teacher's progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80, 165-180.
    • (1996) Science Education , vol.80 , pp. 165-180
    • Appleton, K.1    Asoko, H.2
  • 9
    • 0001239343 scopus 로고    scopus 로고
    • Developing practice, developing practitioners
    • L. Darling-Hammond & G. Sykes (Eds.), San Fransisco: Jossey-Bass
    • Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession. Handbook of policy and practice (pp. 3-32). San Fransisco: Jossey-Bass.
    • (1999) Teaching As the Learning Profession. Handbook of Policy and Practice , pp. 3-32
    • Ball, D.L.1    Cohen, D.K.2
  • 10
    • 0032385308 scopus 로고    scopus 로고
    • Mathematics teaching cases as a catalyst for informed strategic inquiry
    • Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14, 81-93.
    • (1998) Teaching and Teacher Education , vol.14 , pp. 81-93
    • Barnett, C.1
  • 12
    • 0033096452 scopus 로고    scopus 로고
    • Evaluation of story-line methodology in research on teachers' practical knowledge
    • Beijaard, D., Van Driel, J.H., & Verloop, N. (1999). Evaluation of story-line methodology in research on teachers' practical knowledge. Studies in Educational Evaluation, 25, 47-62.
    • (1999) Studies in Educational Evaluation , vol.25 , pp. 47-62
    • Beijaard, D.1    Van Driel, J.H.2    Verloop, N.3
  • 13
    • 0041316301 scopus 로고    scopus 로고
    • The professional development of teachers
    • R.J. Simons, J. van der Linden, & T. Duffy (Eds.), Dordrecht, Boston, London: Kluwer
    • Beijaard, D., Verloop, N., Wubbels, Th., & Feiman-Nemser, S. (2000). The professional development of teachers. In R.J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning (pp. 261-279). Dordrecht, Boston, London: Kluwer.
    • (2000) New Learning , pp. 261-279
    • Beijaard, D.1    Verloop, N.2    Wubbels, Th.3    Feiman-Nemser, S.4
  • 14
    • 0012064505 scopus 로고    scopus 로고
    • Changing practice by changing practice: Toward more authentic science and science curriculum development
    • Bencze, T., & Hodson, D. (1999). Changing practice by changing practice: Toward more authentic science and science curriculum development. Journal of Research in Science Teaching, 36, 521-540.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 521-540
    • Bencze, T.1    Hodson, D.2
  • 17
    • 84964169574 scopus 로고
    • Teachers' beliefs about the nature of science and their relationships to classroom practice
    • Brickhouse, N.W. (1990). Teachers' beliefs about the nature of science and their relationships to classroom practice. Journal of Teacher Education, 41, 53-62.
    • (1990) Journal of Teacher Education , vol.41 , pp. 53-62
    • Brickhouse, N.W.1
  • 18
    • 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
  • 19
    • 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
  • 20
    • 0002253635 scopus 로고
    • Research on goals for the science curriculum
    • D.L. Gabel (Ed.), New York: Macmillan
    • Bybee, R.W., & DeBoer, G.E. (1994). Research on goals for the science curriculum. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 357-387). New York: Macmillan.
    • (1994) Handbook of Research on Science Teaching and Learning , pp. 357-387
    • Bybee, R.W.1    DeBoer, G.E.2
  • 21
    • 0002805098 scopus 로고
    • Teachers' knowledge and learning to teach
    • W.R. Houston (Ed.), New York: Macmillan
    • Carter, K. (1990). Teachers' knowledge and learning to teach. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
    • (1990) Handbook of Research on Teacher Education , pp. 291-310
    • Carter, K.1
  • 23
  • 24
    • 84989141846 scopus 로고
    • Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators
    • Clermont, C.P., Borko, H., & Krajcik, J.S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31, 419-441.
    • (1994) Journal of Research in Science Teaching , vol.31 , pp. 419-441
    • Clermont, C.P.1    Borko, H.2    Krajcik, J.S.3
  • 25
    • 84970532813 scopus 로고
    • Pedagogical content knowing: An integrative model for teacher preparation
    • Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
    • (1993) Journal of Teacher Education , vol.44 , pp. 263-272
    • Cochran, K.F.1    DeRuiter, J.A.2    King, R.A.3
  • 27
    • 84973820856 scopus 로고
    • Stories of experience and narrative inquiry
    • Connelly, F.M., & Clandinin, D.J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
    • (1990) Educational Researcher , vol.19 , Issue.5 , pp. 2-14
    • Connelly, F.M.1    Clandinin, D.J.2
  • 28
    • 0038883309 scopus 로고
    • Changing science teaching: Lessons from a long-term evaluation of a short in-service course
    • Constable, H., & Long, A. (1991). Changing science teaching: Lessons from a long-term evaluation of a short in-service course. International Journal of Science Education, 13, 405-419.
    • (1991) International Journal of Science Education , vol.13 , pp. 405-419
    • Constable, H.1    Long, A.2
  • 29
    • 0004248750 scopus 로고
    • London, Washington: Falmer Press
    • Cortazzi, M. (1993). Narrative analysis. London, Washington: Falmer Press.
    • (1993) Narrative Analysis
    • Cortazzi, M.1
  • 30
    • 84983941357 scopus 로고
    • Science teacher beliefs and their influence on curriculum implementation: Two case studies
    • Cronin-Jones, L.L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
    • (1991) Journal of Research in Science Teaching , vol.28 , pp. 235-250
    • Cronin-Jones, L.L.1
  • 33
    • 0042317701 scopus 로고    scopus 로고
    • Public understanding of science as a separate subject in secondary schools in the netherlands
    • De Vos, W., & Reiding, J. (1999). Public understanding of science as a separate subject in secondary schools in the Netherlands. International Journal of Science Education, 21, 711-719.
    • (1999) International Journal of Science Education , vol.21 , pp. 711-719
    • De Vos, W.1    Reiding, J.2
  • 34
    • 0001894934 scopus 로고
    • Themes in teacher education research
    • W.R. Houston (Ed.), New York: Macmillan
    • Doyle, W. (1990). Themes in teacher education research. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 3-24). New York: Macmillan.
    • (1990) Handbook of Research on Teacher Education , pp. 3-24
    • Doyle, W.1
  • 35
    • 84987206736 scopus 로고
    • Curriculum change, student evaluation, and teacher practical knowledge
    • Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493-506.
    • (1992) Science Education , vol.76 , pp. 493-506
    • Duffee, L.1    Aikenhead, G.2
  • 37
    • 0031287914 scopus 로고    scopus 로고
    • Narrative research: Political issues and implications
    • Elbaz-Luwisch, F. (1997). Narrative research: Political issues and implications. Teaching and Teacher Education, 13, 75-83.
    • (1997) Teaching and Teacher Education , vol.13 , pp. 75-83
    • Elbaz-Luwisch, F.1
  • 38
    • 0002623619 scopus 로고    scopus 로고
    • Perspectives on learning to teach
    • F.B. Murray (Ed.), San Francisco: Jossey Bass
    • Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F.B. Murray (Ed.), The teacher educator's handbook (pp. 63-91). San Francisco: Jossey Bass.
    • (1996) The Teacher Educator's Handbook , pp. 63-91
    • Feiman-Nemser, S.1    Remillard, J.2
  • 39
    • 0002098602 scopus 로고    scopus 로고
    • Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research
    • Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of Research in Science Teaching, 33, 513-540.
    • (1996) Journal of Research in Science Teaching , vol.33 , pp. 513-540
    • Feldman, A.1
  • 41
    • 0041316293 scopus 로고    scopus 로고
    • Handelingsaspecten bij wederzijds leren van ervaren docenten
    • Galesloot, L.J., Koetsier, C.P., & Wubbels, Th. (1997). Handelingsaspecten bij wederzijds leren van ervaren docenten [Aspects of acting in reciprocal learning of experienced teachers]. Pedagogische Studiën, 74, 249-260.
    • (1997) Pedagogische Studiën , vol.74 , pp. 249-260
    • Galesloot, L.J.1    Koetsier, C.P.2    Wubbels, Th.3
  • 42
    • 84987210361 scopus 로고
    • Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science
    • Gallagher, J.J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
    • (1991) Science Education , vol.75 , pp. 121-133
    • Gallagher, J.J.1
  • 43
    • 0000246650 scopus 로고
    • Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching
    • Geddis, A.N. (1993). Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education, 15, 673-683.
    • (1993) International Journal of Science Education , vol.15 , pp. 673-683
    • Geddis, A.N.1
  • 44
    • 0001846446 scopus 로고
    • Narrative structures in social explanation
    • C. Antaki (Ed.)., London: Sage
    • Gergen, M.M. (1988). Narrative structures in social explanation. In C. Antaki (Ed.)., Analysing social explanation (pp. 94-112). London: Sage.
    • (1988) Analysing Social Explanation , pp. 94-112
    • Gergen, M.M.1
  • 45
    • 84989057027 scopus 로고
    • Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices
    • Glasson, G.E., & Lalik, R.V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30, 187-207.
    • (1993) Journal of Research in Science Teaching , vol.30 , pp. 187-207
    • Glasson, G.E.1    Lalik, R.V.2
  • 46
    • 84965520746 scopus 로고
    • Craft knowledge and the education of teachers
    • G. Grant (Ed.), Washington: AERA.
    • Grimmett, P.P., & Mackinnon, A.M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of research in education (Vol. 18, pp. 385-456). Washington: AERA.
    • (1992) Review of Research in Education , vol.18 , pp. 385-456
    • Grimmett, P.P.1    Mackinnon, A.M.2
  • 47
    • 0012065558 scopus 로고
    • Teachers' thought about changing to constructivist teaching/learning approaches within junior secondary science classrooms
    • Hand, B., & Treagust, D.F. (1994). Teachers' thought about changing to constructivist teaching/learning approaches within junior secondary science classrooms. Journal of Education for Teaching, 20, 97-112.
    • (1994) Journal of Education for Teaching , vol.20 , pp. 97-112
    • Hand, B.1    Treagust, D.F.2
  • 49
    • 0040067864 scopus 로고    scopus 로고
    • Teacher beliefs and intentions regarding the implementation of science eduction reform strands
    • Haney, J.J., Czerniak, C.M., & Lumpe, A.T. (1996). Teacher beliefs and intentions regarding the implementation of science eduction reform strands. Journal of Research in Science Teaching, 33, 971-993.
    • (1996) Journal of Research in Science Teaching , vol.33 , pp. 971-993
    • Haney, J.J.1    Czerniak, C.M.2    Lumpe, A.T.3
  • 50
    • 0033407217 scopus 로고    scopus 로고
    • Educating prospective teachers of biology: Findings, limitations and recommendations
    • Hewson, P.W., Tabachnick, B.R., Zeichner, K.M., & Lemberger, J. (1999). Educating prospective teachers of biology: Findings, limitations and recommendations. Science Education, 83, 373-384.
    • (1999) Science Education , vol.83 , pp. 373-384
    • Hewson, P.W.1    Tabachnick, B.R.2    Zeichner, K.M.3    Lemberger, J.4
  • 51
    • 0000887752 scopus 로고
    • Networks that alter teaching: Conceptualizations, exchanges and experiments
    • Huberman, M. (1995). Networks that alter teaching: Conceptualizations, exchanges and experiments. Teachers and Teaching: Theory and Practice, 1, 193-211.
    • (1995) Teachers and Teaching: Theory and Practice , vol.1 , pp. 193-211
    • Huberman, M.1
  • 52
    • 0041816839 scopus 로고
    • High school science teachers' conceptualisations of teaching and learning: Theory and practice
    • Johnston, K. (1991). High school science teachers' conceptualisations of teaching and learning: Theory and practice. European Journal of Teacher Education, 14, 65-78.
    • (1991) European Journal of Teacher Education , vol.14 , pp. 65-78
    • Johnston, K.1
  • 53
    • 38249015392 scopus 로고
    • Images: A way of understanding the practical knowledge of student teachers
    • Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123-136.
    • (1992) Teaching and Teacher Education , vol.8 , pp. 123-136
    • Johnston, S.1
  • 54
    • 0000963963 scopus 로고
    • Improving inservice training: The message of research
    • Joyce, B. & Showers, B. (1980). Improving inservice training: The message of research. Educational Leadership, 37, 379-385.
    • (1980) Educational Leadership , vol.37 , pp. 379-385
    • Joyce, B.1    Showers, B.2
  • 55
    • 84970126184 scopus 로고
    • Ways of evaluating teacher cognition: Inferences concerning the goldilocks principle
    • Kagan, D.M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60, 419-469.
    • (1990) Review of Educational Research , vol.60 , pp. 419-469
    • Kagan, D.M.1
  • 56
  • 57
    • 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
  • 58
    • 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
  • 59
    • 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
  • 60
    • 0010838584 scopus 로고    scopus 로고
    • Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship
    • Lederman, N.G. (1999). Teachers' understanding of the 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
  • 61
    • 84989103249 scopus 로고
    • The nature and development of preservice science teachers' conceptions of subject matter and pedagogy
    • Lederman, N.G., Gess-Newsome, J., & Latz, M.S. (1994). The nature and development of preservice science 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
  • 62
    • 34247478276 scopus 로고    scopus 로고
    • From hands-on to inquiry - Changing teachers' beliefs and classroom practice through systemic reform
    • New Orleans, LA
    • Levitt, K. (2000). From hands-on to inquiry - Changing teachers' beliefs and classroom practice through systemic reform. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
    • (2000) Annual Meeting of the National Association of Research in Science Teaching
    • Levitt, K.1
  • 65
    • 0008775856 scopus 로고    scopus 로고
    • Novice teachers' encounter with national science education reform: Entanglements or intelligent interconnections?
    • Lynch, S. (1997). Novice teachers' encounter with National Science Education Reform: Entanglements or intelligent interconnections? Journal of Research in Science Teaching, 34, 3-18.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 3-18
    • Lynch, S.1
  • 67
    • 0032389943 scopus 로고    scopus 로고
    • The classroom practice of preservice teachers and their conceptions of teaching and learning science
    • Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82, 197-214.
    • (1998) Science Education , vol.82 , pp. 197-214
    • Mellado, V.1
  • 69
    • 0034342965 scopus 로고    scopus 로고
    • School science culture: A case study of barriers to developing professional knowledge
    • Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193-211.
    • (2000) Science Education , vol.84 , pp. 193-211
    • Munby, H.1    Cunningham, M.2    Lock, C.3
  • 71
    • 0031501535 scopus 로고    scopus 로고
    • Professional, personal, and political dimensions of action research
    • Noffke, S.E. (1997). Professional, personal, and political dimensions of action research. Review of Educational Research, 22, 305-343.
    • (1997) Review of Educational Research , vol.22 , pp. 305-343
    • Noffke, S.E.1
  • 72
    • 0003608696 scopus 로고    scopus 로고
    • Washington DC: National Research Council
    • NRC (National Research Council) (1996). National science education standards. Washington DC: National Research Council.
    • (1996) National Science Education Standards
  • 73
    • 0041816838 scopus 로고    scopus 로고
    • Teacher as knower and learner: Reflections on situated knowledge in science teaching
    • Osborne, M.D. (1998). Teacher as knower and learner: Reflections on situated knowledge in science teaching. Journal of Research in Science Teaching, 35, 427-439.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 427-439
    • Osborne, M.D.1
  • 74
    • 84964146442 scopus 로고
    • Teachers' beliefs and educational research: Cleaning up a messy construct
    • Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
    • (1992) Review of Educational Research , vol.62 , pp. 307-332
    • Pajares, M.F.1
  • 75
    • 0042818852 scopus 로고    scopus 로고
    • Teachers designing curriculum as professional development: A model for transformational science teaching
    • Parke, H.M., & Coble, C.R. (1997). Teachers designing curriculum as professional development: A model for transformational science teaching. Journal of Research in Science Teaching, 34, 773-790.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 773-790
    • Parke, H.M.1    Coble, C.R.2
  • 77
    • 0002829435 scopus 로고
    • Peer coaching: Developmental approach to enhancing teacher thinking
    • Philips, M., & Glickman, C. (1991). Peer coaching: Developmental approach to enhancing teacher thinking. Journal of Staff Development, 12, 20-25.
    • (1991) Journal of Staff Development , vol.12 , pp. 20-25
    • Philips, M.1    Glickman, C.2
  • 78
    • 38249008896 scopus 로고
    • The change of teachers' conceptions: A strategy for in-service science teachers' education
    • Porlán Ariza, A., & García Gómez, M.S. (1992). The change of teachers' conceptions: A strategy for in-service science teachers' education. Teaching and Teacher Education, 8, 537-548.
    • (1992) Teaching and Teacher Education , vol.8 , pp. 537-548
    • Porlán Ariza, A.1    García Gómez, M.S.2
  • 79
    • 84983946018 scopus 로고
    • Accomodation of a scientific conception: Toward a theory of conceptual change
    • Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
    • (1982) Science Education , vol.66 , pp. 211-227
    • Posner, G.J.1    Strike, K.A.2    Hewson, P.W.3    Gertzog, W.A.4
  • 80
    • 84989078074 scopus 로고
    • From field science to classroom science: A case study of constrained emergence in a second-career science teacher
    • Powell, R. (1994). From field science to classroom science: A case study of constrained emergence in a second-career science teacher. Journal of Research in Science Teaching, 31, 273-291.
    • (1994) Journal of Research in Science Teaching , vol.31 , pp. 273-291
    • Powell, R.1
  • 81
    • 0013245612 scopus 로고    scopus 로고
    • Transferring theory into practice: A model for professional development for science education reform
    • Radford, D.L. (1998). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35, 73-88.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 73-88
    • Radford, D.L.1
  • 82
    • 0033130295 scopus 로고    scopus 로고
    • Orientations, purposes and reflection: A framework for understanding action research
    • Rearick, M.L., & Feldman, A. (1999). Orientations, purposes and reflection: A framework for understanding action research. Teaching and Teacher Education, 15, 333-349.
    • (1999) Teaching and Teacher Education , vol.15 , pp. 333-349
    • Rearick, M.L.1    Feldman, A.2
  • 83
    • 0002606733 scopus 로고    scopus 로고
    • The role of attitudes and beliefs in learning to teach
    • J. Sikula (Ed.), New York: Macmillan
    • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119), New York: Macmillan.
    • (1996) Handbook of Research on Teacher Education , pp. 102-119
    • Richardson, V.1
  • 84
    • 84987184906 scopus 로고
    • Absorption, refraction, reflection: An exploration of beginning science teacher thinking
    • Roberts, D.A., & Chastko, A.M. (1990). Absorption, refraction, reflection: An exploration of beginning science teacher thinking. Science Education. 74, 197-224.
    • (1990) Science Education. , vol.74 , pp. 197-224
    • Roberts, D.A.1    Chastko, A.M.2
  • 87
    • 84906585267 scopus 로고    scopus 로고
    • Constructing knowledge together: Teacher teams as learning communities
    • Montreal, Canada
    • Ryan, S. (1999). Constructing knowledge together: Teacher teams as learning communities. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
    • (1999) Annual Meeting of the American Educational Research Association
    • Ryan, S.1
  • 88
    • 84989104434 scopus 로고
    • Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification
    • Sanders, L.R., Borko, H., & Lockard, J.D. (1993). Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30, 723-736.
    • (1993) Journal of Research in Science Teaching , vol.30 , pp. 723-736
    • Sanders, L.R.1    Borko, H.2    Lockard, J.D.3
  • 90
    • 0002007673 scopus 로고
    • Paradigms and research programs in the study of teaching: A contemporary perspective
    • M.C. Wittrock (Ed.), New York: Macmillan
    • Shulman, L.S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 3-36). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 3-36
    • Shulman, L.S.1
  • 91
    • 0001797108 scopus 로고
    • Knowledge and teaching: Foundations of the new reform
    • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
    • (1987) Harvard Educational Review , vol.57 , pp. 1-22
    • Shulman, L.S.1
  • 92
    • 0042317702 scopus 로고
    • Berufslaufbahn und identität im lehrerberuf
    • E. Terhart (Ed.), Köln: Böhlau
    • Sikes, P.J., Measor, L., & Woods, P. (1991). Berufslaufbahn und Identität im Lehrerberuf [Professional career and identity in the teaching profession]. In E. Terhart (Ed.), Unterrichten als Beruf (pp. 231-248). Köln: Böhlau.
    • (1991) Unterrichten Als Beruf , pp. 231-248
    • Sikes, P.J.1    Measor, L.2    Woods, P.3
  • 94
    • 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
  • 95
    • 0033239042 scopus 로고    scopus 로고
    • Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge
    • Southerland, S.A., & Gess-Newsome, J. (1999). Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83, 131-150.
    • (1999) Science Education , vol.83 , pp. 131-150
    • Southerland, S.A.1    Gess-Newsome, J.2
  • 97
    • 0034384940 scopus 로고    scopus 로고
    • Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the timss video studies
    • Stigler, J.W., Gallimore, R., Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35, 87-100.
    • (2000) Educational Psychologist , vol.35 , pp. 87-100
    • Stigler, J.W.1    Gallimore, R.2    Hiebert, J.3
  • 98
    • 0001338466 scopus 로고    scopus 로고
    • The frame and the tapestry: Standards-based reform and professional development
    • L. Darling-Hammond & G. Sykes (Eds.), San Fransisco: Jossey-Bass
    • Thompson, C.L., & Zeuli, J.S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession. Handbook of policy and practice (pp. 341-375). San Fransisco: Jossey-Bass
    • (1999) Teaching As the Learning Profession. Handbook of Policy and Practice , pp. 341-375
    • Thompson, C.L.1    Zeuli, J.S.2
  • 99
    • 0038864562 scopus 로고
    • Referents for making sense of science teaching
    • Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Education, 15, 241-254.
    • (1993) International Journal of Science Education , vol.15 , pp. 241-254
    • Tobin, K.1
  • 100
    • 0009379106 scopus 로고
    • Constraints to curriculum reform: Teachers and the myths of schooling
    • Tobin, K., & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Education Technology Research and Development, 40, 81-92.
    • (1992) Education Technology Research and Development , vol.40 , pp. 81-92
    • Tobin, K.1    Dawson, G.2
  • 101
    • 0030533175 scopus 로고    scopus 로고
    • Cultural myths as constraints to the enacted science curriculum
    • Tobin, K., & McRobbie, C.J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223-241.
    • (1996) Science Education , vol.80 , pp. 223-241
    • Tobin, K.1    McRobbie, C.J.2
  • 102
    • 0002523980 scopus 로고
    • Professional knowledge for teachers
    • W.R. Houston (Ed.), New York: Macmillan
    • Tom, A.R., & Valli, L. (1990). Professional knowledge for teachers. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 372-392). New York: Macmillan.
    • (1990) Handbook of Research on Teacher Education , pp. 372-392
    • Tom, A.R.1    Valli, L.2
  • 104
    • 2142668729 scopus 로고    scopus 로고
    • The evolution of pedagogical content knowledge in prospective secondary chemistry teachers
    • San Diego, CA
    • Veal, W.R. (1998). The evolution of pedagogical content knowledge in prospective secondary chemistry teachers. Paper presented at annual meeting of the National Association for Research in Science Teaching, San Diego, CA.
    • (1998) Annual Meeting of the National Association for Research in Science Teaching
    • Veal, W.R.1
  • 105
    • 0000515877 scopus 로고
    • Praktijkkennis van docenten: Een blinde vlek van de onderwijskunde
    • Verloop, N. (1992). Praktijkkennis van docenten: Een blinde vlek van de onderwijskunde [Craft knowledge of teachers: A blind spot in educational research]. Pedagogische Studiën, 69, 410-423.
    • (1992) Pedagogische Studiën , vol.69 , pp. 410-423
    • Verloop, N.1
  • 106
    • 84987184998 scopus 로고
    • Science teaching and teachers' knowledge: Prospects for reform of elementary classrooms
    • Wallace, J., & Louden, W. (1992). Science teaching and teachers' knowledge: Prospects for reform of elementary classrooms. Science Education, 76, 507-521.
    • (1992) Science Education , vol.76 , pp. 507-521
    • Wallace, J.1    Louden, W.2
  • 107
    • 0042818851 scopus 로고    scopus 로고
    • Elementary and secondary teachers' beliefs about and instructional emphasis on the national mathematics education and science education standards
    • New Orleans, LA
    • Whigham, M., Andre, T., & Yang, E. (2000). Elementary and secondary teachers' beliefs about and instructional emphasis on the National Mathematics Education and Science Education standards. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
    • (2000) Annual Meeting of the National Association of Research in Science Teaching
    • Whigham, M.1    Andre, T.2    Yang, E.3
  • 108
    • 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 Education, 81, 137-159.
    • (1997) Science Education , vol.81 , pp. 137-159
    • Yerrick, R.1    Parke, H.2    Nugent, J.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.