메뉴 건너뛰기




Volumn 44, Issue 1, 2009, Pages 48-57

Conceptual change-multiple routes, multiple mechanisms: A commentary on Ohlsson (2009)

Author keywords

[No Author keywords available]

Indexed keywords


EID: 60649100075     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520802616291     Document Type: Article
Times cited : (25)

References (70)
  • 1
    • 0030269225 scopus 로고    scopus 로고
    • The development of evidence evaluation skills
    • Amsel, E., & Brock, S. (1996). The development of evidence evaluation skills. Cognitive Development, 11, 523-550.
    • (1996) Cognitive Development , vol.11 , pp. 523-550
    • Amsel, E.1    Brock, S.2
  • 2
    • 34548829379 scopus 로고    scopus 로고
    • The effects of monological and dialogical argumentation on concept learning in evolutionary theory
    • Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.
    • (2007) Journal of Educational Psychology , vol.99 , pp. 626-639
    • Asterhan, C.S.C.1    Schwarz, B.B.2
  • 3
    • 0004243822 scopus 로고
    • Princeton, NJ: Princeton University Press
    • Browne, J. (1995). Charles Darwin; Voyaging. Princeton, NJ: Princeton University Press.
    • (1995) Charles Darwin; Voyaging
    • Browne, J.1
  • 4
    • 0011978392 scopus 로고
    • Dynamics of theory change: The role of predictions
    • Brush, S. G. (1995). Dynamics of theory change: The role of predictions. PSA 1994, 2, 133-145.
    • (1995) PSA 1994 , vol.2 , pp. 133-145
    • Brush, S.G.1
  • 5
    • 60649104916 scopus 로고    scopus 로고
    • Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Minnesota Studies in the Philosophy of Science: 15. Cognitive models of science (pp. 129-186). Minneapolis: University of Minnesota Press.
    • Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Minnesota Studies in the Philosophy of Science: Vol. 15. Cognitive models of science (pp. 129-186). Minneapolis: University of Minnesota Press.
  • 6
    • 17444380790 scopus 로고    scopus 로고
    • Commonsense conceptions of emergent processes: Why some misconceptions are robust
    • Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14, 161-199.
    • (2005) The Journal of the Learning Sciences , vol.14 , pp. 161-199
    • Chi, M.T.H.1
  • 7
    • 60649112124 scopus 로고    scopus 로고
    • Three types of conceptual change: Belief revision, mental model transformation, and categorical shift
    • S. Vosniadou Ed, New York: Routledge
    • Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge.
    • (2008) International handbook of research on conceptual change , pp. 61-82
    • Chi, M.T.H.1
  • 9
    • 34347331704 scopus 로고    scopus 로고
    • Learning to argue
    • A. M. O'Donnell, C. Hmelo-Silver, & G. Erkens Eds, Mahwah, NJ: Erlbaum
    • Chinn, C. A. (2006). Learning to argue. In A. M. O'Donnell, C. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 355-383). Mahwah, NJ: Erlbaum.
    • (2006) Collaborative learning, reasoning, and technology , pp. 355-383
    • Chinn, C.A.1
  • 10
    • 60649099447 scopus 로고    scopus 로고
    • Promoting growth in scientific reasoning: A yearlong study of middle-school students learning through model-based inquiry
    • Paper presented at the, New York
    • Chinn, C. A. (2008). Promoting growth in scientific reasoning: A yearlong study of middle-school students learning through model-based inquiry. Paper presented at the annual meeting of the American Educational Research Association, New York.
    • (2008) annual meeting of the American Educational Research Association
    • Chinn, C.A.1
  • 11
    • 60649111556 scopus 로고    scopus 로고
    • Effects of explicit and refutational texts on science learning: A test of four theories
    • Manuscript in preparation
    • Chinn, C. A. (2009). Effects of explicit and refutational texts on science learning: A test of four theories. Manuscript in preparation.
    • (2009)
    • Chinn, C.A.1
  • 12
    • 84970205820 scopus 로고
    • The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
    • Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
    • (1993) Review of Educational Research , vol.63 , pp. 1-49
    • Chinn, C.A.1    Brewer, W.F.2
  • 13
    • 0000307606 scopus 로고    scopus 로고
    • An empirical test of a taxonomy of responses to anomalous data in science
    • Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35, 623-654.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 623-654
    • Chinn, C.A.1    Brewer, W.F.2
  • 15
    • 60649110534 scopus 로고    scopus 로고
    • Learning through inquiry on the topics of photosynthesis and cellular respiration
    • Manuscript in preparation
    • Chinn, C. A., Hung, C.-C., Buckland, L. A., & Pluta, W. F. (2009). Learning through inquiry on the topics of photosynthesis and cellular respiration. Manuscript in preparation.
    • (2009)
    • Chinn, C.A.1    Hung, C.-C.2    Buckland, L.A.3    Pluta, W.F.4
  • 16
    • 0035997826 scopus 로고    scopus 로고
    • Children's responses to anomalous scientific data: How is conceptual change impeded?
    • Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327-343.
    • (2002) Journal of Educational Psychology , vol.94 , pp. 327-343
    • Chinn, C.A.1    Malhotra, B.A.2
  • 17
    • 0035541539 scopus 로고    scopus 로고
    • Distinguishing between understanding and belief
    • Chinn, C. A., & Samarapungavan, A. (2001). Distinguishing between understanding and belief. Theory Into Practice, 40, 235-241.
    • (2001) Theory Into Practice , vol.40 , pp. 235-241
    • Chinn, C.A.1    Samarapungavan, A.2
  • 18
    • 85141079158 scopus 로고    scopus 로고
    • Learning to use scientific models: Multiple dimensions of conceptual change
    • R. A. Duschl & R. E. Grandy Eds, Rotterdam, the Netherlands: Sense
    • Chinn, C. A., & Samarapungavan, A. (2008). Learning to use scientific models: Multiple dimensions of conceptual change. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 191-225). Rotterdam, the Netherlands: Sense.
    • (2008) Teaching scientific inquiry: Recommendations for research and implementation , pp. 191-225
    • Chinn, C.A.1    Samarapungavan, A.2
  • 19
    • 84873952165 scopus 로고
    • Not all preconceptions are misconceptions: Finding "anchoring conceptions" for grounding instruction on students' intuitions
    • Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding "anchoring conceptions" for grounding instruction on students' intuitions. International Journal of Science Education, 11, 554-565.
    • (1989) International Journal of Science Education , vol.11 , pp. 554-565
    • Clement, J.1    Brown, D.E.2    Zietsman, A.3
  • 20
    • 0042336210 scopus 로고    scopus 로고
    • Analogy and conceptual change, or you can't step into the same mind twice
    • E. Dietrich & A. B. Markman Eds, Mahwah, NJ: Erlbaum
    • Dietrich, E. (2000). Analogy and conceptual change, or you can't step into the same mind twice. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 265-294). Mahwah, NJ: Erlbaum.
    • (2000) Cognitive dynamics: Conceptual and representational change in humans and machines , pp. 265-294
    • Dietrich, E.1
  • 21
    • 0038270838 scopus 로고    scopus 로고
    • Anomalies as a catalyst for middle school students' knowledge construction and scientific reasoning during science inquiry
    • Echevarria, M. (2003). Anomalies as a catalyst for middle school students' knowledge construction and scientific reasoning during science inquiry. Journal of Educational Psychology, 2, 357-374.
    • (2003) Journal of Educational Psychology , vol.2 , pp. 357-374
    • Echevarria, M.1
  • 22
    • 48749148075 scopus 로고
    • Structure-mapping: A theoretical framework for analogy
    • Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7, 155-170.
    • (1983) Cognitive Science , vol.7 , pp. 155-170
    • Gentner, D.1
  • 24
    • 85011798420 scopus 로고    scopus 로고
    • Learning to understand the forms of causality implicit in scientifically accepted explanations
    • Grotzer, T. A. (2003). Learning to understand the forms of causality implicit in scientifically accepted explanations. Studies in Science Education, 39, 1-74.
    • (2003) Studies in Science Education , vol.39 , pp. 1-74
    • Grotzer, T.A.1
  • 25
    • 0001217924 scopus 로고
    • Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education
    • Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116-159.
    • (1993) Reading Research Quarterly , vol.28 , pp. 116-159
    • Guzzetti, B.J.1    Snyder, T.E.2    Glass, G.V.3    Gamas, W.S.4
  • 26
    • 12144265019 scopus 로고    scopus 로고
    • Experimental research on just-world theory: Problems, developments, and future challenges
    • Hafer, C. L., & Bègue, L. (2005). Experimental research on just-world theory: Problems, developments, and future challenges. Psychological Bulletin, 131, 128-167.
    • (2005) Psychological Bulletin , vol.131 , pp. 128-167
    • Hafer, C.L.1    Bègue, L.2
  • 27
    • 7444227528 scopus 로고    scopus 로고
    • Teacher, text, and experience: A case of young children's scientific inquiry
    • Hapgood S., Magnusson, S. J., & Palincsar, A. S. (2004). Teacher, text, and experience: A case of young children's scientific inquiry. Journal of the Learning Sciences, 13, 455-505.
    • (2004) Journal of the Learning Sciences , vol.13 , pp. 455-505
    • Hapgood, S.1    Magnusson, S.J.2    Palincsar, A.S.3
  • 29
    • 0242596393 scopus 로고    scopus 로고
    • Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment
    • Hickey, D. T., Kindfield, A. C. H., Horwitz, P., & Christie, M. A. T. (2003). Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment. American Educational Research Journal, 40, 495-538.
    • (2003) American Educational Research Journal , vol.40 , pp. 495-538
    • Hickey, D.T.1    Kindfield, A.C.H.2    Horwitz, P.3    Christie, M.A.T.4
  • 31
    • 32644453818 scopus 로고    scopus 로고
    • Complex systems in education: Scientific and educational importance and implications for the learning sciences
    • Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15, 11-34.
    • (2006) Journal of the Learning Sciences , vol.15 , pp. 11-34
    • Jacobson, M.J.1    Wilensky, U.2
  • 32
    • 0141957367 scopus 로고    scopus 로고
    • Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance
    • Johnson, S. K., & Stewart, J. (2002). Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance. Science Education, 86, 463-480.
    • (2002) Science Education , vol.86 , pp. 463-480
    • Johnson, S.K.1    Stewart, J.2
  • 33
    • 4944253530 scopus 로고    scopus 로고
    • Reasoning from data: How students collect and interpret data in science investigations
    • Kanari, Z., & Millar, R. (2004). Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching, 41, 748-769.
    • (2004) Journal of Research in Science Teaching , vol.41 , pp. 748-769
    • Kanari, Z.1    Millar, R.2
  • 34
    • 0030327088 scopus 로고    scopus 로고
    • On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving
    • Keane, M. T. (1996). On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving. Quarterly Journal of Experimental Psychology, 49A, 1062-1085.
    • (1996) Quarterly Journal of Experimental Psychology , vol.49 A , pp. 1062-1085
    • Keane, M.T.1
  • 36
    • 34347326621 scopus 로고    scopus 로고
    • Project-based learning
    • R. K. Sawyer Ed, Cambridge, UK: Cambridge University Press
    • Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-333). Cambridge, UK: Cambridge University Press.
    • (2006) The Cambridge handbook of the learning sciences , pp. 317-333
    • Krajcik, J.S.1    Blumenfeld, P.C.2
  • 38
    • 0002479337 scopus 로고
    • Falsification and the methodology of scientific research programmes
    • I. Lakatos & A. Musgrave Eds, Cambridge, UK: Cambridge University Press
    • Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge, UK: Cambridge University Press.
    • (1970) Criticism and the growth of knowledge , pp. 91-196
    • Lakatos, I.1
  • 40
    • 3042745725 scopus 로고    scopus 로고
    • Using an iconic modelling tool to support the learning of genetics concepts
    • Law, N., & Lee, Y. (2004). Using an iconic modelling tool to support the learning of genetics concepts. Journal of Biological Education, 38, 118-141.
    • (2004) Journal of Biological Education , vol.38 , pp. 118-141
    • Law, N.1    Lee, Y.2
  • 41
    • 0042027462 scopus 로고    scopus 로고
    • On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal
    • Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learning and Instruction, 11, 357-380.
    • (2001) Learning and Instruction , vol.11 , pp. 357-380
    • Limón, M.1
  • 43
    • 0345217948 scopus 로고    scopus 로고
    • Princeton, NJ: Princeton University Press
    • Longino, H. E. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.
    • (2002) The fate of knowledge
    • Longino, H.E.1
  • 46
    • 84920400421 scopus 로고    scopus 로고
    • Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations
    • M. C. Lovett & P. Shah Eds, Mahwah, NJ: Erlbaum
    • McNeill, K. L., & Krajcik, J. (2007). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In M. C. Lovett & P. Shah (Eds.), Thinking with data (pp. 233-265). Mahwah, NJ: Erlbaum.
    • (2007) Thinking with data , pp. 233-265
    • McNeill, K.L.1    Krajcik, J.2
  • 47
    • 38849120687 scopus 로고    scopus 로고
    • Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning
    • McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching, 45, 53-78.
    • (2008) Journal of Research in Science Teaching , vol.45 , pp. 53-78
    • McNeill, K.L.1    Krajcik, J.2
  • 48
    • 40949149181 scopus 로고    scopus 로고
    • Raising cognitive load with linear multimedia to promote conceptual change
    • Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92, 278-296.
    • (2008) Science Education , vol.92 , pp. 278-296
    • Muller, D.A.1    Sharma, M.D.2    Reimann, P.3
  • 49
    • 60649108086 scopus 로고    scopus 로고
    • Ohlsson, S. (2009/this issue). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44, 20-40.
    • Ohlsson, S. (2009/this issue). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44, 20-40.
  • 51
    • 0026941545 scopus 로고
    • Children's judgments in theory choice tasks: Scientific rationality in childhood
    • Samarapungavan, A. (1992). Children's judgments in theory choice tasks: Scientific rationality in childhood. Cognition, 45, 1-32.
    • (1992) Cognition , vol.45 , pp. 1-32
    • Samarapungavan, A.1
  • 52
    • 60649112040 scopus 로고    scopus 로고
    • Students' models of the immune response: Difficulties in coordinating spatio-temporal, structural, and functional aspects of distributed models
    • Manuscript in preparation
    • Samarapungavan, A. (2009). Students' models of the immune response: Difficulties in coordinating spatio-temporal, structural, and functional aspects of distributed models. Manuscript in preparation.
    • (2009)
    • Samarapungavan, A.1
  • 54
    • 0040620857 scopus 로고
    • Do children have epistemic constructions about explanatory frameworks: Examples from naive ideas about the origin of species
    • A. Ram & K. Eiselt Eds, Hillsdale, NJ: Erlbaum
    • Samarapungavan, A., & Wiers, R. W. (1994). Do children have epistemic constructions about explanatory frameworks: Examples from naive ideas about the origin of species. In A. Ram & K. Eiselt (Eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 778-783). Hillsdale, NJ: Erlbaum.
    • (1994) Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society , pp. 778-783
    • Samarapungavan, A.1    Wiers, R.W.2
  • 55
    • 0031116702 scopus 로고    scopus 로고
    • Children's thoughts on the origin of species: A study of explanatory coherence
    • Samarapungavan, A., & Wiers, R. W (1997). Children's thoughts on the origin of species: A study of explanatory coherence. Cognitive Science, 21, 147-177.
    • (1997) Cognitive Science , vol.21 , pp. 147-177
    • Samarapungavan, A.1    Wiers, R.W.2
  • 56
    • 13944250656 scopus 로고    scopus 로고
    • The quality of students' use of evidence in written scientific explanations
    • Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23, 23-55.
    • (2005) Cognition and Instruction , vol.23 , pp. 23-55
    • Sandoval, W.A.1    Millwood, K.A.2
  • 58
    • 20744442430 scopus 로고    scopus 로고
    • Metamodeling knowledge: Developing students' understanding of scientific modeling
    • Schwartz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23, 165-205.
    • (2005) Cognition and Instruction , vol.23 , pp. 165-205
    • Schwartz, C.V.1    White, B.Y.2
  • 59
    • 0000811260 scopus 로고
    • Evolution and continuity in scientific change
    • Shapere, D. (1989). Evolution and continuity in scientific change. Philosophy of Science, 56, 419-437.
    • (1989) Philosophy of Science , vol.56 , pp. 419-437
    • Shapere, D.1
  • 60
    • 33744974258 scopus 로고    scopus 로고
    • Helping students understand challenging topics in science through ontology training
    • Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289.
    • (2006) Cognition and Instruction , vol.24 , pp. 261-289
    • Slotta, J.D.1    Chi, M.T.H.2
  • 61
    • 0022289224 scopus 로고
    • On differentiation: A case study of the development of the concepts of size, weight, and density
    • Smith, C., Carey, S., & Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight, and density. Cognition, 21, 177-237.
    • (1985) Cognition , vol.21 , pp. 177-237
    • Smith, C.1    Carey, S.2    Wiser, M.3
  • 62
    • 0000337725 scopus 로고    scopus 로고
    • Teaching for understanding: A study of students' preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density
    • Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students' preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15, 317-393.
    • (1997) Cognition and Instruction , vol.15 , pp. 317-393
    • Smith, C.1    Maclin, D.2    Grosslight, L.3    Davis, H.4
  • 63
    • 84858405076 scopus 로고
    • Misconceptions reconceived: A constructivist analysis of knowledge in transition
    • Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1993/1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3, 115-163.
    • (1993) The Journal of the Learning Sciences , vol.3 , pp. 115-163
    • Smith III, J.P.1    diSessa, A.A.2    Roschelle, J.3
  • 64
    • 34547341621 scopus 로고    scopus 로고
    • Knowing, believing, and understanding: What goals for science education?
    • Smith, M. U., & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education? Science & Education, 13, 553-582.
    • (2004) Science & Education , vol.13 , pp. 553-582
    • Smith, M.U.1    Siegel, H.2
  • 67
    • 0001444366 scopus 로고
    • The conceptual structure of the chemical revolution
    • Thagard, P. (1990). The conceptual structure of the chemical revolution. Philosophy of Science, 57, 183-209.
    • (1990) Philosophy of Science , vol.57 , pp. 183-209
    • Thagard, P.1
  • 68
    • 0001984805 scopus 로고    scopus 로고
    • Inquiry, modeling, and metacognition: Making science accessible to all students
    • White, B. Y., & Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118.
    • (1998) Cognition and Instruction , vol.16 , pp. 3-118
    • White, B.Y.1    Frederiksen, J.R.2
  • 69
    • 0042819943 scopus 로고    scopus 로고
    • Is heat hot? Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena
    • Wiser, M., & Amin, T. (2001). "Is heat hot?" Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331-355.
    • (2001) Learning and Instruction , vol.11 , pp. 331-355
    • Wiser, M.1    Amin, T.2
  • 70
    • 34248184511 scopus 로고    scopus 로고
    • The development of scientific thinking skills in elementary and middle school
    • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.
    • (2007) Developmental Review , vol.27 , pp. 172-223
    • Zimmerman, C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.