메뉴 건너뛰기




Volumn 23, Issue 11, 2001, Pages 1177-1199

Describing the cognitive landscape in learning and teaching about forces

(2)  Heywood, Dave a   Parker, Joan a  

a NONE

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0040483113     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690110049051     Document Type: Article
Times cited : (21)

References (32)
  • 2
    • 0000198377 scopus 로고    scopus 로고
    • Learning in science: A comparison of deep and surface approaches
    • CHIN, C. and BROWN, D. E. (2000) Learning in science: a comparison of deep and surface approaches. Journal of Research in Science Teaching, 37, 109-138.
    • (2000) Journal of Research in Science Teaching , vol.37 , pp. 109-138
    • Chin, C.1    Brown, D.E.2
  • 4
    • 84987251928 scopus 로고
    • Applying the 'cognitive conflict' strategy for conceptual change: Some implications, difficulties and problems
    • DREYFUS, A., JUNGWIRTH, E. and ELIOVITCH, R. (1990) Applying the 'cognitive conflict' strategy for conceptual change: some implications, difficulties and problems. Science Education, 74, 555-569.
    • (1990) Science Education , vol.74 , pp. 555-569
    • Dreyfus, A.1    Jungwirth, E.2    Eliovitch, R.3
  • 6
    • 0002343933 scopus 로고
    • London: Department for Education and Enterprise
    • DFEE (1989) Science in the National Curriculum (London: Department for Education and Enterprise).
    • (1989) Science in the National Curriculum
  • 8
    • 0003763274 scopus 로고    scopus 로고
    • London: Department for Education and Employment & Qualifications and Curriculum Authority
    • DFEE (1999) The National Curriculum for England. Science (London: Department for Education and Employment & Qualifications and Curriculum Authority).
    • (1999) The National Curriculum for England. Science
  • 12
    • 84881059216 scopus 로고
    • A conceptual change approach to learning science
    • HEWSON, P. W. (1981) A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
    • (1981) European Journal of Science Education , vol.3 , pp. 383-396
    • Hewson, P.W.1
  • 14
    • 0040726784 scopus 로고    scopus 로고
    • Confronting the analogy: Primary teachers exploring the usefulness of analogies in the teaching and learning of electricity
    • HEYWOOD, D. and PARKER, J. (1997) Confronting the analogy: primary teachers exploring the usefulness of analogies in the teaching and learning of electricity. International Journal of Science Education, 19, 869-885.
    • (1997) International Journal of Science Education , vol.19 , pp. 869-885
    • Heywood, D.1    Parker, J.2
  • 15
    • 0039830562 scopus 로고
    • A survey of primary school teachers conceptions of force and motion
    • KRUGER, C., SUMMERS, M. K. and PALACIO, D. J. (1990a) A survey of primary school teachers conceptions of force and motion. Educational Research, 32 (2), 83-94.
    • (1990) Educational Research , vol.32 , Issue.2 , pp. 83-94
    • Kruger, C.1    Summers, M.K.2    Palacio, D.J.3
  • 16
    • 84990423986 scopus 로고
    • An investigation into some english primary school teachers' understanding of the concepts of force and gravity
    • KRUGER, C., SUMMERS, M. K. and PALACIO, D. J. (1990b) An investigation into some English primary school teachers' understanding of the concepts of force and gravity. British Educational Research Journal, 16 (41), 383-397.
    • (1990) British Educational Research Journal , vol.16 , Issue.41 , pp. 383-397
    • Kruger, C.1    Summers, M.K.2    Palacio, D.J.3
  • 17
    • 84984067829 scopus 로고
    • Development of explanation: Incremental and fundamental changes in children's physics knowledge
    • METZ, K. (1991) Development of explanation: incremental and fundamental changes in children's physics knowledge. Journal of Research in Science Teaching, 28, 785-798.
    • (1991) Journal of Research in Science Teaching , vol.28 , pp. 785-798
    • Metz, K.1
  • 18
    • 0040726785 scopus 로고
    • Beyond individual differences
    • MARTON, F. (1983) Beyond individual differences. Educational Psychology, 3, 289-303.
    • (1983) Educational Psychology , vol.3 , pp. 289-303
    • Marton, F.1
  • 19
    • 0001789655 scopus 로고
    • On qualitative differences in learning 1: Outcome and process
    • MATON, F. and SALJO, R. (1976) On qualitative differences in learning 1: outcome and process. British Journal of Educational Psychology, 46, 4-11.
    • (1976) British Journal of Educational Psychology , vol.46 , pp. 4-11
    • Maton, F.1    Saljo, R.2
  • 20
    • 84989029549 scopus 로고
    • Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic - Constructivist perspective
    • NIAZ, M. (1995) Cognitive conflict as a teaching strategy in solving chemistry problems: a dialectic - constructivist perspective. Journal of Research in Science Teaching, 32, 959-970.
    • (1995) Journal of Research in Science Teaching , vol.32 , pp. 959-970
    • Niaz, M.1
  • 21
    • 0001101437 scopus 로고    scopus 로고
    • The earth and beyond: Developing primary teachers' understanding of basic astronomical events
    • PARKER, J. and HEYWOOD, D. (1998) The earth and beyond: developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 220 (5), 503-520.
    • (1998) International Journal of Science Education , vol.220 , Issue.5 , pp. 503-520
    • Parker, J.1    Heywood, D.2
  • 22
    • 0039541362 scopus 로고    scopus 로고
    • Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces
    • PARKER, J. and HEYWOOD, D. (2000) Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces. International Journal of Science Education, 22, 89-111.
    • (2000) International Journal of Science Education , vol.22 , pp. 89-111
    • Parker, J.1    Heywood, D.2
  • 24
    • 84983946018 scopus 로고
    • Accommodation of a scientific conception : Toward a theory of conceptual change
    • POSNER, G. J., STRIKE, K. A., HEWSON, P. W. and GERTZOG, W. A. (1982) Accommodation 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
  • 25
    • 84973848880 scopus 로고
    • Those who understand: Knowledge growth in teaching
    • SHULMAN, L. S. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 5 (2), 4-14.
    • (1986) Educational Researcher , vol.5 , Issue.2 , pp. 4-14
    • Shulman, L.S.1
  • 28
    • 0008677993 scopus 로고    scopus 로고
    • The process of conceptual change in force and motion during computer supported physics instruction
    • TAO, P. and GUNSTONE, R. F. (2000) The process of conceptual change in force and motion during computer supported physics instruction. Journal of Research in Science and Technology, 36 (7), 859-882.
    • (2000) Journal of Research in Science and Technology , vol.36 , Issue.7 , pp. 859-882
    • Tao, P.1    Gunstone, R.F.2
  • 30
    • 85010652444 scopus 로고    scopus 로고
    • Applying conceptual conflict strategies in the learning of the energy concept
    • TRUMPER, R. (1997) Applying conceptual conflict strategies in the learning of the energy concept. Research in Science and Technology Education, 15, 5-18.
    • (1997) Research in Science and Technology Education , vol.15 , pp. 5-18
    • Trumper, R.1
  • 32
    • 0037934490 scopus 로고    scopus 로고
    • Explanations from intra-and inter-group discourse: Students building knowledge in the science classroom
    • WOODRUFF, E. and MEYER, K. (1997) Explanations from intra-and inter-group discourse: students building knowledge in the science classroom. Research in Science Education, 27, 25-39.
    • (1997) Research in Science Education , vol.27 , pp. 25-39
    • Woodruff, E.1    Meyer, K.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.