메뉴 건너뛰기




Volumn 87, Issue 5, 2003, Pages 640-662

Learning the Electric Field Concept as Oriented Research Activity

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0042377521     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.10100     Document Type: Article
Times cited : (19)

References (73)
  • 2
    • 0038917201 scopus 로고
    • El trabajo didáctico de los obstáculos, en el corazón de los aprendizajes científicos
    • Astolfi, J. P. (1994). El trabajo didáctico de los obstáculos, en el corazón de los aprendizajes científicos. Enseñanza de las Ciencias, 12(2), 206-216.
    • (1994) Enseñanza de las Ciencias , vol.12 , Issue.2 , pp. 206-216
    • Astolfi, J.P.1
  • 5
    • 2442575434 scopus 로고    scopus 로고
    • The electrostatics-electrokinetics transition: Historical and educational difficulties
    • Benseghir, A., & Closset, J. L. (1996). The electrostatics-electrokinetics transition: Historical and educational difficulties. International Journal of Science Education, 18, 2.
    • (1996) International Journal of Science Education , vol.18 , pp. 2
    • Benseghir, A.1    Closset, J.L.2
  • 9
    • 85033881256 scopus 로고
    • Classroom protocol analysis: A fruitful method of research in science education
    • Edited by D. Psillos, Aristotle University of Thessaloniki, Greece
    • de Jong, O. (1995). Classroom protocol analysis: A fruitful method of research in science education. European Research in Science Education II, Proceedings of the Second Ph.D. Summer School, Edited by D. Psillos, Aristotle University of Thessaloniki, Greece.
    • (1995) European Research in Science Education II, Proceedings of the Second Ph.D. Summer School
    • De Jong, O.1
  • 10
    • 84876012676 scopus 로고
    • Students' conceptions and the learning of science
    • Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11, 481-490.
    • (1989) International Journal of Science Education , vol.11 , pp. 481-490
    • Driver, R.1
  • 11
    • 53249111189 scopus 로고
    • A constructivist approach to curriculum development in science
    • Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
    • (1986) Studies in Science Education , vol.13 , pp. 105-122
    • Driver, R.1    Oldham, V.2
  • 12
    • 0003490212 scopus 로고
    • Columbia University, New York: Teacher College Press
    • Duschl, R. A. (1990). Restructuring science education. Columbia University, New York: Teacher College Press.
    • (1990) Restructuring Science Education
    • Duschl, R.A.1
  • 13
    • 84984062245 scopus 로고
    • Epistemological perspectives on conceptual change: Implications for educational practice
    • Duschl, R. A., & Gitomer, D. H. (1991). Epistemological perspectives on conceptual change: Implications for educational practice. Journal of research in Science Teaching, 28(9), 839-858.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.9 , pp. 839-858
    • Duschl, R.A.1    Gitomer, D.H.2
  • 14
    • 0012098699 scopus 로고    scopus 로고
    • Conceptual change in science and the learning of science
    • B. J. Fraser & K. G. Tobin (Eds.). Norwell, MA: Kluwer Academic Publishers
    • Duschl, R. A., & Hamilton, R. J. (1998). Conceptual change in science and the learning of science. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education. Norwell, MA: Kluwer Academic Publishers.
    • (1998) International Handbook of Science Education
    • Duschl, R.A.1    Hamilton, R.J.2
  • 16
    • 0040136883 scopus 로고
    • Macro-micro relationships: The missing link between electrostatics and electrodynamics in students' reasoning
    • Eylon, B. S., & Ganiel, U. (1990). Macro-micro relationships: The missing link between electrostatics and electrodynamics in students' reasoning. International Journal of Science Education, 12(1), 79-94.
    • (1990) International Journal of Science Education , vol.12 , Issue.1 , pp. 79-94
    • Eylon, B.S.1    Ganiel, U.2
  • 17
    • 2442606072 scopus 로고
    • Histoire des sciences et reflexion epistemologique des elèves
    • Fillon, P. (1991). Histoire des sciences et reflexion epistemologique des elèves. Aster, 12, 91-120.
    • (1991) Aster , vol.12 , pp. 91-120
    • Fillon, P.1
  • 19
    • 0008528804 scopus 로고
    • Tendencias actuales en la formación del profesorado de ciencias
    • Furió, C. (1994b). Tendencias actuales en la formación del profesorado de ciencias. Enseñanza de las Ciencias, 12(2), 188-199.
    • (1994) Enseñanza de las Ciencias , vol.12 , Issue.2 , pp. 188-199
    • Furió, C.1
  • 21
    • 2442513775 scopus 로고    scopus 로고
    • Deficiencias epistemológicas de la enseñanza habitual de los conceptos de campo y potencial eléctrico
    • Furió, C., & Guisasola, J. (1997). Deficiencias epistemológicas de la enseñanza habitual de los conceptos de campo y potencial eléctrico. Enseñanza de las Ciencias, 15(2), 259-271.
    • (1997) Enseñanza de las Ciencias , vol.15 , Issue.2 , pp. 259-271
    • Furió, C.1    Guisasola, J.2
  • 22
    • 2442578293 scopus 로고    scopus 로고
    • Construcción del concepto de potencial eléctrico mediante el aprendizaje por investigación
    • Furió, C., & Guisasola, J. (1998a). Construcción del concepto de potencial eléctrico mediante el aprendizaje por investigación. Revista de Enseñanza de la Física, 11(1), 25-37.
    • (1998) Revista de Enseñanza de la Física , vol.11 , Issue.1 , pp. 25-37
    • Furió, C.1    Guisasola, J.2
  • 23
    • 0032393363 scopus 로고    scopus 로고
    • Difficulties in learning the concept of electric field
    • Furió, C., & Guisasola, J. (1998b). Difficulties in learning the concept of electric field. Science Education, 82(4), 511-526.
    • (1998) Science Education , vol.82 , Issue.4 , pp. 511-526
    • Furió, C.1    Guisasola, J.2
  • 25
    • 77951130546 scopus 로고    scopus 로고
    • Problemas históricos y dificultades de aprendizaje en la interpretación newtoniana de fenómenos electrostáticos considerados elementales
    • Furió, C., Guisasola, J., & Zubimendi, J. L. (1998). Problemas históricos y dificultades de aprendizaje en la interpretación newtoniana de fenómenos electrostáticos considerados elementales. Investigaçoes em Ensino de Ciências, 3(3).
    • (1998) Investigaçoes em Ensino de Ciências , vol.3 , Issue.3
    • Furió, C.1    Guisasola, J.2    Zubimendi, J.L.3
  • 26
    • 2442568353 scopus 로고
    • Contribución de la resolución de problemas como investigación al paradigma constructivista de aprendizaje de las ciencias
    • Furió, C., Iturbe, J., & Reyes, V. (1994). Contribución de la resolución de problemas como investigación al paradigma constructivista de aprendizaje de las ciencias. Investigación en la Escuela, 24, 89-99.
    • (1994) Investigación en la Escuela , vol.24 , pp. 89-99
    • Furió, C.1    Iturbe, J.2    Reyes, V.3
  • 27
    • 2442555588 scopus 로고
    • Tres paradigmas básicos en la enseñanza de las ciencias
    • Gil, D. (1983). Tres paradigmas básicos en la enseñanza de las ciencias. Enseñanza de las Ciencias, 1(1), 26-33.
    • (1983) Enseñanza de las Ciencias , vol.1 , Issue.1 , pp. 26-33
    • Gil, D.1
  • 28
    • 2442575433 scopus 로고
    • Science learning as a conceptual and methodological change
    • Gil, D., & Carrascosa, J. (1985). Science learning as a conceptual and methodological change. European Journal of Science Education, 5, 70-81.
    • (1985) European Journal of Science Education , vol.5 , pp. 70-81
    • Gil, D.1    Carrascosa, J.2
  • 29
    • 84987199091 scopus 로고
    • What to do about science "misconceptions"
    • Gil, D., & Carrascosa, J. (1990). What to do about science "misconceptions." Science Education, 74(5), 531-540.
    • (1990) Science Education , vol.74 , Issue.5 , pp. 531-540
    • Gil, D.1    Carrascosa, J.2
  • 30
    • 21344484278 scopus 로고
    • Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching
    • Gil, D., & Carrascosa, J. (1994). Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching. Science Education, 78(3), 301-315.
    • (1994) Science Education , vol.78 , Issue.3 , pp. 301-315
    • Gil, D.1    Carrascosa, J.2
  • 32
    • 2442587138 scopus 로고
    • Los programas-guia de actividades: Una concreción del modelo constructivista de aprendizaje de las ciencias
    • Gil, D., & Martinez-Torregrosa, J. (1987). Los programas-guia de actividades: Una concreción del modelo constructivista de aprendizaje de las ciencias. Investigación en la Escuela, 3, 3-12.
    • (1987) Investigación en la Escuela , vol.3 , pp. 3-12
    • Gil, D.1    Martinez-Torregrosa, J.2
  • 34
    • 84987186252 scopus 로고
    • Promise and prospect
    • Gruender, C. D., & Tobin, K. (1991). Promise and prospect. Science Education, 75(1), 98-115.
    • (1991) Science Education , vol.75 , Issue.1 , pp. 98-115
    • Gruender, C.D.1    Tobin, K.2
  • 36
    • 2442629959 scopus 로고    scopus 로고
    • El trabajo científico y las tareas en la electrostática en textos de Bachillerato
    • Guisasola, J. (1997). El trabajo científico y las tareas en la electrostática en textos de Bachillerato. Alambique, 11, 45-54.
    • (1997) Alambique , vol.11 , pp. 45-54
    • Guisasola, J.1
  • 37
    • 2442632014 scopus 로고    scopus 로고
    • Enseñanza/aprendizaje de la teoría eléctrica que explica los fenómenos electrostáticos básicos
    • Guisasola, J. (1999). Enseñanza/aprendizaje de la teoría eléctrica que explica los fenómenos electrostáticos básicos. Alambique, 19, 9-18.
    • (1999) Alambique , vol.19 , pp. 9-18
    • Guisasola, J.1
  • 38
    • 2442622940 scopus 로고    scopus 로고
    • "Erein Projektua": Proyecto de ciencias para la ESO basado en el planteamiento de situaciones problemáticas
    • Guisasola, J., & De La Iglesia, R. (1997). "Erein Projektua": Proyecto de ciencias para la ESO basado en el planteamiento de situaciones problemáticas. Alambique, 13, 83-93.
    • (1997) Alambique , vol.13 , pp. 83-93
    • Guisasola, J.1    De La Iglesia, R.2
  • 40
    • 84987189614 scopus 로고
    • On appropiate conception of teaching science: A view from studies of science learning
    • Hewson, P. W., & Hewson, M. G. (1988). On appropiate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614.
    • (1988) Science Education , vol.72 , Issue.5 , pp. 597-614
    • Hewson, P.W.1    Hewson, M.G.2
  • 41
    • 0035422410 scopus 로고    scopus 로고
    • Comparing the epistemological underpinnings of students' and scientifics' reasoning about conclusions
    • Hogan, K., & Maglienti, M. (2001). Comparing the epistemological underpinnings of students' and scientifics' reasoning about conclusions. Journal of Research in Science Teaching, 38(6), 663-687.
    • (2001) Journal of Research in Science Teaching , vol.38 , Issue.6 , pp. 663-687
    • Hogan, K.1    Maglienti, M.2
  • 42
    • 2442618767 scopus 로고    scopus 로고
    • Diseño curricular: Indagación y razonamiento en el lenguaje de las ciencias
    • Jimenez Aleixandre, M. P. (1998). Diseño curricular: Indagación y razonamiento en el lenguaje de las ciencias. Enseñanza de las Ciencias, 16(2), 203-216.
    • (1998) Enseñanza de las Ciencias , vol.16 , Issue.2 , pp. 203-216
    • Jimenez Aleixandre, M.P.1
  • 43
    • 84987166905 scopus 로고
    • Beginning teachers' knowledge of an attitude toward history and philosophy of science
    • King, B. (1991). Beginning teachers' knowledge of an attitude toward history and philosophy of science. Science Education, 75, 135-141.
    • (1991) Science Education , vol.75 , pp. 135-141
    • King, B.1
  • 48
    • 0039398346 scopus 로고
    • Constructivismo humano: Un consenso emergente
    • Novak, J. D. (1988). Constructivismo humano: un consenso emergente. Enseñanza de las Ciencias, 6, 213-223.
    • (1988) Enseñanza de las Ciencias , vol.6 , pp. 213-223
    • Novak, J.D.1
  • 49
    • 84984051827 scopus 로고
    • Learning science: A generative process
    • Osborne, R., & Wittrock, M. (1983). Learning science: A generative process. Science Education, 67, 490-508.
    • (1983) Science Education , vol.67 , pp. 490-508
    • Osborne, R.1    Wittrock, M.2
  • 50
    • 2442625083 scopus 로고
    • La producción y la comprensión de la ciencia: La elaboración en el aprendizaje de la ciencia escolar
    • Otero, J. (1989). La producción y la comprensión de la ciencia: La elaboración en el aprendizaje de la ciencia escolar. Enseñanza de la Ciencias, 7(3), 223-228.
    • (1989) Enseñanza de la Ciencias , vol.7 , Issue.3 , pp. 223-228
    • Otero, J.1
  • 51
    • 2442498952 scopus 로고    scopus 로고
    • Historical evolution of the field view and textbook accounts
    • Pocovi, C., & Finley, F. (2002). Historical evolution of the field view and textbook accounts. Science and Education, 11(5), 459-474.
    • (2002) Science and Education , vol.11 , Issue.5 , pp. 459-474
    • Pocovi, C.1    Finley, F.2
  • 52
    • 84983946018 scopus 로고
    • Accommodation of a scientific conception: Toward a theory of conceptual change
    • Posner, G., Strike, K., Hewson, P., & Gertzog, W. (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.1    Strike, K.2    Hewson, P.3    Gertzog, W.4
  • 53
    • 2442430013 scopus 로고    scopus 로고
    • Teaching introductory electricity in Connecting Research
    • A. Tiberghien, E. L. Jossem, & J. Barojas (Eds.). International Commission on Physics Education (ICPE). ICPE Books
    • Psillos, D. (1998). Teaching introductory electricity in Connecting Research. In A. Tiberghien, E. L. Jossem, & J. Barojas (Eds.), Physics education with teacher. International Commission on Physics Education (ICPE). ICPE Books.
    • (1998) Physics Education with Teacher
    • Psillos, D.1
  • 56
    • 21844527523 scopus 로고
    • Students' understanding of superposition of electric fields
    • Rainson, S., Tranströmer, G., & Viennot, L. (1994). Students' understanding of superposition of electric fields. American Journal of Physics, 62(11), 1026-1032.
    • (1994) American Journal of Physics , vol.62 , Issue.11 , pp. 1026-1032
    • Rainson, S.1    Tranströmer, G.2    Viennot, L.3
  • 57
    • 37049182849 scopus 로고
    • Mathematics and science learning: A new conception
    • Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477-487.
    • (1983) Science , vol.220 , pp. 477-487
    • Resnick, L.B.1
  • 58
    • 0342761780 scopus 로고    scopus 로고
    • Designing for cognitive communication: Epistemic fidelity or mediating collaborating inquiry
    • D. L. Day & D. K. Kovacs (Eds.). London
    • Roschelle, J. (1996). Designing for cognitive communication: Epistemic fidelity or mediating collaborating inquiry. In D. L. Day & D. K. Kovacs (Eds.), Computers, comunication and mental models. London.
    • (1996) Computers, Comunication and Mental Models
    • Roschelle, J.1
  • 59
    • 2442551364 scopus 로고    scopus 로고
    • The co-evolution of situated language and physics knowing
    • Roth, W. M. (1996). The co-evolution of situated language and physics knowing. Journal of Science Education and Technology, 12, 128-139.
    • (1996) Journal of Science Education and Technology , vol.12 , pp. 128-139
    • Roth, W.M.1
  • 60
    • 0002676357 scopus 로고
    • The teaching of science as inquiry
    • J. Schwab & P. Brandwein (Eds.). Cambridge, MA: Harvard University Press
    • Schwab, J. (1962). The teaching of science as inquiry. In J. Schwab & P. Brandwein (Eds.), The teaching of science (pp. 1-104). Cambridge, MA: Harvard University Press.
    • (1962) The Teaching of Science , pp. 1-104
    • Schwab, J.1
  • 63
    • 2442618766 scopus 로고
    • Análisis de la introducción del concepto de campo
    • Solbes, J., & Martin, J. (1991). Análisis de la introducción del concepto de campo. Revista Española de Física, 5(3), 34-39.
    • (1991) Revista Española de Física , vol.5 , Issue.3 , pp. 34-39
    • Solbes, J.1    Martin, J.2
  • 64
    • 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(4), 377-386.
    • (1997) Science Education , vol.81 , Issue.4 , pp. 377-386
    • Solbes, J.1    Vilches, A.2
  • 66
    • 0007271258 scopus 로고
    • A historical analysis of electric currents in textbook: A century of influence in physics education
    • Stocklmayer, S. M., & Treagust, D. F. (1994). A historical analysis of electric currents in textbook: A century of influence in physics education. Science and Education, 3, 131-154.
    • (1994) Science and Education , vol.3 , pp. 131-154
    • Stocklmayer, S.M.1    Treagust, D.F.2
  • 67
    • 0040728915 scopus 로고    scopus 로고
    • Images of electricity: How do novices and experts model electric current?
    • Stocklmayer, S. M., & Treagust, D. F. (1996). Images of electricity: How do novices and experts model electric current? International Journal of Science Education, 18(2), 163-178.
    • (1996) International Journal of Science Education , vol.18 , Issue.2 , pp. 163-178
    • Stocklmayer, S.M.1    Treagust, D.F.2
  • 68
    • 2442469893 scopus 로고
    • The presentation of energy and fields in physics texts: A case of literary inertia
    • Strube, P. (1988). The presentation of energy and fields in physics texts: A case of literary inertia. Physics Education, 23, 366-371.
    • (1988) Physics Education , vol.23 , pp. 366-371
    • Strube, P.1
  • 70
    • 2442509456 scopus 로고
    • Students' reasoning about the superposition of electric fields
    • Viennot, L., & Rainson, S. (1992). Students' reasoning about the superposition of electric fields. International Journal of Science Education, 14(4), 475-487.
    • (1992) International Journal of Science Education , vol.14 , Issue.4 , pp. 475-487
    • Viennot, L.1    Rainson, S.2
  • 72
    • 84987166873 scopus 로고
    • Constructivist perspectives on science and mathematical learning
    • Wheatley, G. H. (1990). Constructivist perspectives on science and mathematical learning. Science Education, 75(1), 9-21.
    • (1990) Science Education , vol.75 , Issue.1 , pp. 9-21
    • Wheatley, G.H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.