메뉴 건너뛰기




Volumn , Issue , 2013, Pages 127-151

Considering curriculum for elementary science methods courses

Author keywords

[No Author keywords available]

Indexed keywords


EID: 34848885610     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045443     Document Type: Chapter
Times cited : (10)

References (55)
  • 1
    • 0040843493 scopus 로고    scopus 로고
    • Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation
    • Abell, S. K., Bryan, L. A., & Anderson, M. A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education, 82, 491-510.
    • (1998) Science Education , vol.82 , pp. 491-510
    • Abell, S.K.1    Bryan, L.A.2    Anderson, M.A.3
  • 2
    • 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
    • 33947577401 scopus 로고
    • Verbal interaction: A means for self evaluation
    • Abraham, M. R., & Schlitt, D. M. (1973). Verbal interaction: A means for self evaluation. School Science & Mathematics, 73, 678-686.
    • (1973) School Science & Mathematics , vol.73 , pp. 678-686
    • Abraham, M.R.1    Schlitt, D.M.2
  • 6
    • 0009242854 scopus 로고
    • Research on science teacher education
    • D. L. Gabel (Ed.), Washington, DC: National Science Teachers Association
    • Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). Washington, DC: National Science Teachers Association.
    • (1994) Handbook of Research on Science Teaching and Learning , pp. 3-44
    • Anderson, R.D.1    Mitchener, C.P.2
  • 7
    • 34247227846 scopus 로고    scopus 로고
    • Math and Science Videotape Collection. (P.O. Box 2345, South Burlington, VT 05407-2345)
    • Annenberg/CPB. (1997). Minds of our own: Can we believe our eyes [Math and Science Videotape Collection]. (P.O. Box 2345, South Burlington, VT 05407-2345).
    • (1997) Minds of Our Own: Can We Believe Our Eyes
  • 8
    • 84950459042 scopus 로고
    • Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self confidence?
    • Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self confidence? International Journal of Science Education, 19, 357-369.
    • (1995) International Journal of Science Education , vol.19 , pp. 357-369
    • Appleton, K.1
  • 9
    • 0000463998 scopus 로고    scopus 로고
    • Analysis and description of students’ learning during science classes using a constructivist-based model
    • Appleton, K. (1997). Analysis and description of students’ learning during science classes using a constructivist-based model. Journal of Research in Science Teaching, 34, 303-318.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 303-318
    • Appleton, K.1
  • 10
    • 4344587330 scopus 로고    scopus 로고
    • Science activities that work: Perceptions of primary school teachers
    • Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32, 393-410.
    • (2002) Research in Science Education , vol.32 , pp. 393-410
    • Appleton, K.1
  • 13
    • 84925711195 scopus 로고
    • Science teacher preparation and professional development
    • D. Holdzkom & P. Lutz (Eds.), Washington, DC: National Science Teachers Association
    • Bethel, L. (1984). Science teacher preparation and professional development. In D. Holdzkom & P. Lutz (Eds.), Research within reach: Science education (pp. 143-158). Washington, DC: National Science Teachers Association.
    • (1984) Research within Reach: Science Education , pp. 143-158
    • Bethel, L.1
  • 17
    • 33845977446 scopus 로고
    • Preparing and hiring exemplary science teachers
    • Clough, M. P., & Berg, C. A. (1995). Preparing and hiring exemplary science teachers. Kappa Delta Pi Record, 31, 80-89.
    • (1995) Kappa Delta Pi Record , vol.31 , pp. 80-89
    • Clough, M.P.1    Berg, C.A.2
  • 18
    • 0012529329 scopus 로고    scopus 로고
    • Improving engineering education: A research-based framework for teaching
    • Clough, M. P., & Kauffman, K. J. (1999). Improving engineering education: A research-based framework for teaching. Journal of Engineering Education, 88, 527-534.
    • (1999) Journal of Engineering Education , vol.88 , pp. 527-534
    • Clough, M.P.1    Kauffman, K.J.2
  • 20
    • 0344669229 scopus 로고
    • Canberra, Australia: Australian Government Publishing Service
    • Department of Employment, Education, and Training (DEET). (1989). Discipline review of teacher education in mathematics and science. Canberra, Australia: Australian Government Publishing Service.
    • (1989) Discipline Review of Teacher Education in Mathematics and Science
  • 21
    • 3943108630 scopus 로고
    • The teacher is the key: A report on three nsf studies
    • DeRose, J. V., Lockard, J. D., & Paldy, L. G. (1979). The teacher is the key: A report on three NSF studies. The Science Teacher, 46, 31-37.
    • (1979) The Science Teacher , vol.46 , pp. 31-37
    • Derose, J.V.1    Lockard, J.D.2    Paldy, L.G.3
  • 24
    • 24944481066 scopus 로고
    • Issue Paper 90-2. East Lansing, MI: National Center for Research on Teacher Education
    • Feiman-Nemser, S. (1990). Conceptual orientations in teacher education. Issue Paper 90-2. East Lansing, MI: National Center for Research on Teacher Education.
    • (1990) Conceptual Orientations in Teacher Education
    • Feiman-Nemser, S.1
  • 25
  • 26
    • 0345277699 scopus 로고
    • Assumptions about teaching and learning
    • R. Osborne & P. Freyberg (Eds.), Auckland, NZ: Heinemann
    • Freyberg, P., & Osborne, R. (1985). Assumptions about teaching and learning. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children’s science (pp. 81-90). Auckland, NZ: Heinemann.
    • (1985) Learning in Science: The Implications of Children’S Science , pp. 81-90
    • Freyberg, P.1    Osborne, R.2
  • 27
    • 0000070021 scopus 로고
    • Concerns of teachers: A developmental conceptualization
    • Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
    • (1969) American Educational Research Journal , vol.6 , pp. 207-226
    • Fuller, F.F.1
  • 28
    • 84987216328 scopus 로고
    • The academic preparation of idaho science teachers
    • Heikkinen, M. W. (1988). The academic preparation of Idaho science teachers. Science Education, 72, 63-71.
    • (1988) Science Education , vol.72 , pp. 63-71
    • Heikkinen, M.W.1
  • 30
    • 0011685233 scopus 로고
    • State of precollege education in mathematics and sciences
    • Hurd, P. (1983). State of precollege education in mathematics and sciences. Science Education, 67, 57-67.
    • (1983) Science Education , vol.67 , pp. 57-67
    • Hurd, P.1
  • 31
    • 0346949069 scopus 로고
    • Choosing a goal for professional education
    • W. R. Houston (Ed.), New York: Macmillan
    • Kennedy, M. M. (1990). Choosing a goal for professional education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 813-825). New York: Macmillan.
    • (1990) Handbook of Research on Teacher Education , pp. 813-825
    • Kennedy, M.M.1
  • 36
    • 0042584772 scopus 로고    scopus 로고
    • Nature, sources, and development of pedagogical content knowledge for science teaching
    • J. Gess-Newsome & N. G. Lederman (Eds.), Dordrecht, The Netherlands: Kluwer Academic
    • Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic.
    • (1999) Examining Pedagogical Content Knowledge , pp. 95-132
    • Magnusson, S.1    Krajcik, J.S.2    Borko, H.3
  • 37
    • 54649083602 scopus 로고    scopus 로고
    • A framework for learning to teach science in initial primary teacher education
    • Mellado, V., Blanco, L. J., & Ruiz, C. (1998). A framework for learning to teach science in initial primary teacher education. Journal of Science Teacher Education, 9, 195-219.
    • (1998) Journal of Science Teacher Education , vol.9 , pp. 195-219
    • Mellado, V.1    Blanco, L.J.2    Ruiz, C.3
  • 38
    • 0141973515 scopus 로고    scopus 로고
    • Contributors to the decision of elementary education majors to choose science as an academic concentration
    • Moore, J. J., & Watson, S. B. (1999). Contributors to the decision of elementary education majors to choose science as an academic concentration. Journal of Elementary Science Education, 11, 37-46.
    • (1999) Journal of Elementary Science Education , vol.11 , pp. 37-46
    • Moore, J.J.1    Watson, S.B.2
  • 42
    • 84925820977 scopus 로고    scopus 로고
    • Light students’ interest in the nature of science
    • Olson, J. K. (2003). Light students’ interest in the nature of science. Science Scope, 27,18-22.
    • (2003) Science Scope , vol.27 , pp. 18-22
    • Olson, J.K.1
  • 44
    • 0036109874 scopus 로고    scopus 로고
    • Factors contributing to attitude exchange amongst preservice elementary teachers
    • Palmer, D. H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86, 122-138.
    • (2001) Science Education , vol.86 , pp. 122-138
    • Palmer, D.H.1
  • 47
    • 0032356180 scopus 로고    scopus 로고
    • Self-efficacy and alternative conceptions of science of preservice elementary teachers
    • Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553-568.
    • (1998) Science Education , vol.82 , pp. 553-568
    • Schoon, K.J.1    Boone, W.J.2
  • 48
    • 84973848880 scopus 로고
    • Those who understand: Knowledge growth in teaching
    • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
    • (1986) Educational Researcher , vol.15 , pp. 4-14
    • Shulman, L.S.1
  • 49
    • 0040162267 scopus 로고    scopus 로고
    • A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers’ images of effective primary science practice
    • Skamp, K., & Mueller, A. (2001). A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers’ images of effective primary science practice. International Journal of Science Education, 23, 227-245.
    • (2001) International Journal of Science Education , vol.23 , pp. 227-245
    • Skamp, K.1    Mueller, A.2
  • 50
    • 84984075841 scopus 로고
    • Inquiry and the science teacher
    • Tamir, P. (1983). Inquiry and the science teacher. Science Education, 67, 657-672.
    • (1983) Science Education , vol.67 , pp. 657-672
    • Tamir, P.1
  • 51
    • 84987216622 scopus 로고
    • Exemplary practice in science classrooms
    • Tobin, K., & Garnett, P. (1988). Exemplary practice in science classrooms. Science Education, 72, 197-208.
    • (1988) Science Education , vol.72 , pp. 197-208
    • Tobin, K.1    Garnett, P.2
  • 52
    • 0040121347 scopus 로고
    • What are we teaching the teachers of tomorrow?
    • Tolman, M. N., & Campbell, M. K. (1989). What are we teaching the teachers of tomorrow? Science and Children, 27, 56-59.
    • (1989) Science and Children , vol.27 , pp. 56-59
    • Tolman, M.N.1    Campbell, M.K.2
  • 54
    • 0037225455 scopus 로고    scopus 로고
    • Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?
    • Windshitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112-143.
    • (2003) Science Education , vol.87 , pp. 112-143
    • Windshitl, M.1
  • 55
    • 21144469798 scopus 로고
    • Science attitudes and preparation of preservice elementary teachers
    • Young, B. J., & Kellog, T. (1993). Science attitudes and preparation of preservice elementary teachers. Science Education, 77, 279-291.
    • (1993) Science Education , vol.77 , pp. 279-291
    • Young, B.J.1    Kellog, T.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.