메뉴 건너뛰기




Volumn 43, Issue 8, 2006, Pages 747-785

Relations among three aspects of first-year college students' epistemologies of science

Author keywords

[No Author keywords available]

Indexed keywords

INTERVIEWS; SCIENTIFIC KNOWLEDGE; SEMESTERS;

EID: 33750194983     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20113     Document Type: Article
Times cited : (54)

References (43)
  • 1
    • 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
  • 5
    • 84917403941 scopus 로고    scopus 로고
    • Beliefs about science: How does science instruction contribute?
    • B. Hofer & P. Pintrich (Eds.), Mahwah, NJ: Erlbaum
    • Bell, P. & Linn, M.C. (2002). Beliefs about science: How does science instruction contribute? In B. Hofer & P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 321-346). Mahwah, NJ: Erlbaum.
    • (2002) Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing , pp. 321-346
    • Bell, P.1    Linn, M.C.2
  • 7
    • 0002683175 scopus 로고    scopus 로고
    • Sources of conceptual change
    • E. Scholnick, K. Nelson, S. Gelman, & P. Miller (Eds.), Mahwah, NJ: Erlbaum
    • Carey, S. (1999). Sources of conceptual change. In E. Scholnick, K. Nelson, S. Gelman, & P. Miller (Eds.), Conceptual development: Piaget's legacy (pp. 293-326). Mahwah, NJ: Erlbaum.
    • (1999) Conceptual Development: Piaget's Legacy , pp. 293-326
    • Carey, S.1
  • 8
    • 84943232393 scopus 로고
    • "An experiment is when you try it and see if it works:" A study of grade 7 students' understanding of the construction of scientific knowledge
    • Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). "An experiment is when you try it and see if it works:" A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529.
    • (1989) International Journal of Science Education , vol.11 , pp. 514-529
    • Carey, S.1    Evans, R.2    Honda, M.3    Jay, E.4    Unger, C.5
  • 9
    • 21144478298 scopus 로고
    • On understanding the nature of scientific knowledge
    • Carey, S. & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235-251.
    • (1993) Educational Psychologist , vol.28 , pp. 235-251
    • Carey, S.1    Smith, C.2
  • 10
    • 0036114988 scopus 로고    scopus 로고
    • Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks
    • Chinn, C.A. & Malhotra, B.A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-219.
    • (2002) Science Education , vol.86 , pp. 175-219
    • Chinn, C.A.1    Malhotra, B.A.2
  • 12
    • 0035647331 scopus 로고    scopus 로고
    • On the substance of a sophisticated epistemology
    • Elby, A. & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85, 554-567.
    • (2001) Science Education , vol.85 , pp. 554-567
    • Elby, A.1    Hammer, D.2
  • 13
    • 0000077872 scopus 로고
    • Epistemological beliefs in introductory physics
    • Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12, 151-183.
    • (1994) Cognition and Instruction , vol.12 , pp. 151-183
    • Hammer, D.1
  • 15
    • 1842616053 scopus 로고    scopus 로고
    • Epistemological understanding as a metacognitive process: Thinking aloud during online searching
    • Hofer, B. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychology, 39, 43-55.
    • (2004) Educational Psychology , vol.39 , pp. 43-55
    • Hofer, B.1
  • 16
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • Hofer, B. & Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.1    Pintrich, P.2
  • 20
    • 0003924923 scopus 로고
    • New York: Cambridge University Press
    • Kuhn, D. (1991). The skills of argument. New York: Cambridge University Press.
    • (1991) The Skills of Argument
    • Kuhn, D.1
  • 23
    • 0002259262 scopus 로고
    • When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching
    • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-63.
    • (1990) American Educational Research Journal , vol.27 , pp. 29-63
    • Lampert, M.1
  • 24
    • 84984080164 scopus 로고
    • Students' and teachers' conceptions of the nature of science: A review of research
    • Lederman, N. (1992). Students' and teachers' conceptions of the nature of science: A review of research. Journal of Research in Science Teaching, 29, 331-359.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 331-359
    • Lederman, N.1
  • 25
    • 0036682835 scopus 로고    scopus 로고
    • Views of Nature of Science Questionnaire: Toward valid and meaningful assessment of learner's conceptions of nature of science
    • Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of Nature of Science Questionnaire: Toward valid and meaningful assessment of learner's conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521.
    • (2002) Journal of Research in Science Teaching , vol.39 , pp. 497-521
    • Lederman, N.G.1    Abd-El-Khalick, F.2    Bell, R.L.3    Schwartz, R.S.4
  • 26
    • 84987199935 scopus 로고
    • Students' perceptions of tentativeness in science: Development, use, and sources of change
    • Lederman, N. & O'Malley, 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.1    O'Malley, M.2
  • 27
    • 0038361646 scopus 로고    scopus 로고
    • Progression in historical understanding among students ages 7-12
    • P. Stearns, P. Seixas, & S. Wineburg (Eds.), New York: New York University Press
    • Lee, P. & Ashby, R. (2000). Progression in historical understanding among students ages 7-12. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 199-222). New York: New York University Press.
    • (2000) Knowing, Teaching and Learning History: National and International Perspectives , pp. 199-222
    • Lee, P.1    Ashby, R.2
  • 28
    • 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
  • 31
    • 21844489132 scopus 로고
    • The implications of cognitive studies for teaching physics
    • Redish, E.F. (1994). The implications of cognitive studies for teaching physics. American Journal of Physics, 62, 796-803.
    • (1994) American Journal of Physics , vol.62 , pp. 796-803
    • Redish, E.F.1
  • 34
    • 1342269010 scopus 로고    scopus 로고
    • Student conceptualizations of the nature of science in response to a socioscientific issue
    • Sadler, T. & Zeidler, D. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 19, 387-409.
    • (2004) International Journal of Science Education , vol.19 , pp. 387-409
    • Sadler, T.1    Zeidler, D.2
  • 35
    • 0037208190 scopus 로고    scopus 로고
    • Conceptual and epistemic aspects of students' scientific explanations
    • Sandoval, W. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12, 5-51.
    • (2003) Journal of the Learning Sciences , vol.12 , pp. 5-51
    • Sandoval, W.1
  • 36
    • 0037397974 scopus 로고    scopus 로고
    • High school students' ideas about theories and theory change after a biological inquiry unit
    • Sandoval, W.A. & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40, 369-392.
    • (2003) Journal of Research in Science Teaching , vol.40 , pp. 369-392
    • Sandoval, W.A.1    Morrison, K.2
  • 37
    • 0002242225 scopus 로고
    • Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics
    • D.A. Grouws (Ed.), New York: Macmillan
    • Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.
    • (1992) Handbook of Research on Mathematics Teaching and Learning , pp. 334-370
    • Schoenfeld, A.H.1
  • 38
    • 33847616261 scopus 로고
    • Effects of beliefs about the nature of knowledge on comprehension
    • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 498-504
    • Schommer, M.1
  • 39
    • 4043149431 scopus 로고    scopus 로고
    • Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry
    • published online May 12
    • Schwartz, R., Lederman, N., & Crawford, B. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, published online May 12, www.interscience.wiley.com
    • (2004) Science Education
    • Schwartz, R.1    Lederman, N.2    Crawford, B.3
  • 40
    • 0000030647 scopus 로고    scopus 로고
    • Sixth graders' epistemologies of science: The impact of school science experiences on epistemological development
    • Smith, C., Maclin, D., Houghton, C., & Hennessey, M.G. (2000). Sixth graders' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349-422.
    • (2000) Cognition and Instruction , vol.18 , pp. 349-422
    • Smith, C.1    Maclin, D.2    Houghton, C.3    Hennessey, M.G.4
  • 41
    • 84984080142 scopus 로고
    • How do students' views of science influence knowledge integration?
    • Songer, N.B. & Linn, M.C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761-784.
    • (1991) Journal of Research in Science Teaching , vol.28 , pp. 761-784
    • Songer, N.B.1    Linn, M.C.2
  • 43
    • 2442600414 scopus 로고    scopus 로고
    • Folk theories of "inquiry:" How preservice teachers reproduce the discourse and practices of an atheoretical scientific method
    • Windschitl, M. (2004). Folk theories of "inquiry:" How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-512.
    • (2004) Journal of Research in Science Teaching , vol.41 , pp. 481-512
    • Windschitl, M.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.