메뉴 건너뛰기




Volumn 47, Issue 1, 2010, Pages 71-90

How do technology-enhanced inquiry science units impact classroom learning?

Author keywords

Evaluation; Inquiry learning; Knowledge integration; Technology; Visualization

Indexed keywords

CLASSROOM LEARNING; COMPLEX SCIENCE; CREDIT MODEL; DESIGN STUDIES; FIRST YEAR; INQUIRY LEARNING; INTERACTION EFFECT; INVESTIGATE EFFECTS; ITEM RESPONSE THEORY; KNOWLEDGE INTEGRATION; MAIN EFFECT; MIXED EFFECTS; PROJECT RECORDS; SCIENCE COURSE; STUDENT KNOWLEDGE;

EID: 73949148689     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20304     Document Type: Article
Times cited : (122)

References (96)
  • 1
    • 0032382331 scopus 로고    scopus 로고
    • "Oh what a difference a team makes": Why team teaching makes a difference
    • Anderson, R.S., & Speck, B.W. (1998). "Oh what a difference a team makes": Why team teaching makes a difference. Teaching and Teacher Education, 14(7), 671-686.
    • (1998) Teaching and Teacher Education , vol.14 , Issue.7 , pp. 671-686
    • Anderson, R.S.1    Speck, B.W.2
  • 2
    • 7744229721 scopus 로고    scopus 로고
    • Scientific arguments as learning artifacts: Designing for learning from the web with KIE
    • Bell, P.,&Linn, M.C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
    • (2000) International Journal of Science Education , vol.22 , Issue.8 , pp. 797-817
    • Bell, P.1    Linn, M.C.2
  • 3
    • 84917403941 scopus 로고    scopus 로고
    • Beliefs about science: How does science instruction contribute?
    • B.K. Hofer & P.R. Pintrich (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates
    • Bell, P., & Linn, M.C. (2002). Beliefs about science: How does science instruction contribute? In B.K. Hofer & P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates (pp. 321-346).
    • (2002) Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing , pp. 321-346
    • Bell, P.1    Linn, M.C.2
  • 4
    • 33845566238 scopus 로고
    • Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving
    • Bielaczyc, K., Pirolli, P., & Brown, A.L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221-252.
    • (1995) Cognition and Instruction , vol.13 , Issue.2 , pp. 221-252
    • Bielaczyc, K.1    Pirolli, P.2    Brown, A.L.3
  • 5
    • 0003056289 scopus 로고
    • Formative and summative assessment by teachers
    • Black, P. (1993). Formative and summative assessment by teachers. Studies in Science Education, 29, 49-97.
    • (1993) Studies in Science Education , vol.29 , pp. 49-97
    • Black, P.1
  • 6
    • 85084901350 scopus 로고    scopus 로고
    • Learning to teach
    • R.C. Calfee&D.C. Berliner (Eds.). New York: MacMillan
    • Borko, H.,&Putnam, R. (1996). Learning to teach. In R.C. Calfee&D.C. Berliner (Eds.), Handbook of educational psychology. New York: MacMillan (pp. 673-708).
    • (1996) Handbook of Educational Psychology , pp. 673-708
    • Borko, H.1    Putnam, R.2
  • 7
    • 0004134359 scopus 로고    scopus 로고
    • Bransford J.D., Brown A.L., Cocking R.R. (Eds.). Washington, DC: National Academy Press
    • Bransford J.D., Brown A.L., Cocking R.R. (Eds.), (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
    • (2000) How People Learn: Brain, Mind, Experience, and School
  • 8
    • 0000007578 scopus 로고    scopus 로고
    • Explanation and evidence in informal argument
    • Brem, S.K., & Rips, L.J. (2000). Explanation and evidence in informal argument. Cognitive Science, 24(4), 573-604.
    • (2000) Cognitive Science , vol.24 , Issue.4 , pp. 573-604
    • Brem, S.K.1    Rips, L.J.2
  • 9
    • 0002805098 scopus 로고
    • Teachers' knowledge and learning to teach
    • W.R. Houston (Ed.). New York: MacMillan
    • Carter, K. (1990). Teachers' knowledge and learning to teach. In W.R. Houston (Ed.), Handbook of Research on Teacher Education. New York: MacMillan (pp. 291-309).
    • (1990) Handbook of Research on Teacher Education , pp. 291-309
    • Carter, K.1
  • 11
    • 33645722052 scopus 로고    scopus 로고
    • Using visualizations to teach electrostatics
    • Casperson, J.M.,&Linn, M.C. (2006). Using visualizations to teach electrostatics. American Journal of Physics, 74(4), 316-323.
    • (2006) American Journal of Physics , vol.74 , Issue.4 , pp. 316-323
    • Casperson, J.M.1    Linn, M.C.2
  • 12
    • 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, 175-218.
    • (2002) Science Education , vol.86 , pp. 175-218
    • Chinn, C.A.1    Malhotra, B.A.2
  • 13
    • 84880416770 scopus 로고    scopus 로고
    • Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations
    • V. Jonker & A. Lazonder (Eds.). Utrecht, Netherlands: International Society of the Learning Sciences
    • Chiu, J.L., & Linn, M.C. (2008). Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations. In V. Jonker & A. Lazonder (Eds.), Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World. Utrecht, Netherlands: International Society of the Learning Sciences.
    • (2008) Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World
    • Chiu, J.L.1    Linn, M.C.2
  • 14
    • 0141953054 scopus 로고    scopus 로고
    • Scaffolding knowledge integration through curricular depth
    • Clark, D.B., &Linn, M.C. (2003). Scaffolding knowledge integration through curricular depth. Journal of Learning Sciences, 12(4), 451-494.
    • (2003) Journal of Learning Sciences , vol.12 , Issue.4 , pp. 451-494
    • Clark, D.B.1    Linn, M.C.2
  • 15
    • 33947191091 scopus 로고    scopus 로고
    • Personally-seeded discussions to scaffold online argumentation
    • Clark, D.B., & Sampson, V. (2007). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253-277.
    • (2007) International Journal of Science Education , vol.29 , Issue.3 , pp. 253-277
    • Clark, D.B.1    Sampson, V.2
  • 16
    • 41449097949 scopus 로고    scopus 로고
    • Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality
    • Clark, D.B., & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321.
    • (2008) Journal of Research in Science Teaching , vol.45 , Issue.3 , pp. 293-321
    • Clark, D.B.1    Sampson, V.2
  • 18
    • 0032286871 scopus 로고    scopus 로고
    • Using explanatory knowledge during collaborative problem solving in science
    • Coleman, E.B. (1998). Using explanatory knowledge during collaborative problem solving in science. The Journal of the Learning Sciences, 7(3 and 4), 387-428.
    • (1998) The Journal of the Learning Sciences , vol.7 , Issue.3-4 , pp. 387-428
    • Coleman, E.B.1
  • 19
    • 1542745196 scopus 로고    scopus 로고
    • National science education standards: Looking backward and forward
    • Collins, A. (1997). National science education standards: Looking backward and forward. The Elementary School Journal, 97(4), 299-313.
    • (1997) The Elementary School Journal , vol.97 , Issue.4 , pp. 299-313
    • Collins, A.1
  • 21
    • 21344485462 scopus 로고
    • Computers meet classroom: Classroom wins
    • Cuban, L. (1993). Computers meet classroom: Classroom wins. Teachers College Record, 95(2), 185-210.
    • (1993) Teachers College Record , vol.95 , Issue.2 , pp. 185-210
    • Cuban, L.1
  • 22
    • 4344633086 scopus 로고    scopus 로고
    • Knowledge integration in science teaching: Analyzing teachers' knowledge development
    • Davis, E.A. (2004). Knowledge integration in science teaching: Analyzing teachers' knowledge development. Research in Science Education, 43(1), 21-53.
    • (2004) Research in Science Education , vol.43 , Issue.1 , pp. 21-53
    • Davis, E.A.1
  • 24
    • 0002764441 scopus 로고
    • Knowledge in pieces
    • G. Forman & P. Pufall (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates
    • diSessa, A.A. (1988). Knowledge in pieces. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age. Hillsdale, NJ: Lawrence Erlbaum Associates (pp. 49-70).
    • (1988) Constructivism in the Computer Age , pp. 49-70
    • DiSessa, A.A.1
  • 25
    • 34548300275 scopus 로고    scopus 로고
    • Duschl R.A. Schweingruber H.A. Shouse A.W. (Eds.). Washington, DC: National Academies Press
    • Duschl R.A. Schweingruber H.A. Shouse A.W. (Eds.), (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
    • (2007) Taking Science to School: Learning and Teaching Science in Grades K-8
  • 26
    • 0037737095 scopus 로고    scopus 로고
    • Learning-for-use: A framework for the design of technology-supported inquiry activities
    • Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.
    • (2001) Journal of Research in Science Teaching , vol.38 , Issue.3 , pp. 355-385
    • Edelson, D.C.1
  • 27
    • 0033442813 scopus 로고    scopus 로고
    • Addressing the challenges of inquiry-based learning through technology and curriculum design
    • Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3/4), 391-450.
    • (1999) Journal of the Learning Sciences , vol.8 , Issue.3-4 , pp. 391-450
    • Edelson, D.C.1    Gordin, D.N.2    Pea, R.D.3
  • 28
    • 0035565297 scopus 로고    scopus 로고
    • What makes professional development effective? Analysis of a national sample of teachers
    • Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Education Research Journal, 38(4), 915-945.
    • (2001) American Education Research Journal , vol.38 , Issue.4 , pp. 915-945
    • Garet, M.1    Porter, A.2    Desimone, L.3    Birman, B.4    Yoon, K.5
  • 31
    • 0034239516 scopus 로고    scopus 로고
    • Hypothesis testing in science: Group consensus and the acquisition of conceptual and procedural knowledge
    • Howe, C., Tolmie, A., Duchak-Tanner, V., & Rattray, C. (2000). Hypothesis testing in science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning and Instruction, 10, 361-391.
    • (2000) Learning and Instruction , vol.10 , pp. 361-391
    • Howe, C.1    Tolmie, A.2    Duchak-Tanner, V.3    Rattray, C.4
  • 34
    • 0038949757 scopus 로고    scopus 로고
    • Instructional, curricular, and technological supports for inquiry in science classrooms
    • J. Minstrell&E.H.Van Zee (Eds.). Washington, DC: American Association for the Advancement of Science
    • Krajcik, J., Blumenfeld, P.C., Marx, R., & Soloway, E. (2000). Instructional, curricular, and technological supports for inquiry in science classrooms. In J. Minstrell&E.H.Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science (pp. 283-315).
    • (2000) Inquiring into Inquiry Learning and Teaching in Science , pp. 283-315
    • Krajcik, J.1    Blumenfeld, P.C.2    Marx, R.3    Soloway, E.4
  • 35
    • 0000040619 scopus 로고
    • A collaborative model for helping middle grade science teachers learn project-based instruction
    • Krajcik, J.S., Blumenfeld, P.C., Marx, R.W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 483-497.
    • (1994) The Elementary School Journal , vol.94 , Issue.5 , pp. 483-497
    • Krajcik, J.S.1    Blumenfeld, P.C.2    Marx, R.W.3    Soloway, E.4
  • 37
    • 0003135801 scopus 로고    scopus 로고
    • Is good thinking scientific thinking?
    • D.R. Olson & N. Torrance (Eds.). New York: Cambridge University Press
    • Kuhn, D. (1997). Is good thinking scientific thinking? In D.R. Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition. New York: Cambridge University Press (pp. 261-281).
    • (1997) Modes of Thought: Explorations in Culture and Cognition , pp. 261-281
    • Kuhn, D.1
  • 38
    • 0040435444 scopus 로고    scopus 로고
    • The development of cognitive skills to support inquiry learning
    • Kuhn, D., Black, J., Keselman, A.,&Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495-523.
    • (2000) Cognition and Instruction , vol.18 , Issue.4 , pp. 495-523
    • Kuhn, D.1    Black, J.2    Keselman, A.3    Kaplan, D.4
  • 39
    • 0000399735 scopus 로고    scopus 로고
    • Effects of dyadic interaction on argumentive reasoning
    • Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15(3), 287-315.
    • (1997) Cognition and Instruction , vol.15 , Issue.3 , pp. 287-315
    • Kuhn, D.1    Shaw, V.2    Felton, M.3
  • 40
    • 2442466908 scopus 로고    scopus 로고
    • Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms
    • Leach, J., Hind, A.,&Ryder, J. (2003). Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms. Science Education, 87(6), 831-848.
    • (2003) Science Education , vol.87 , Issue.6 , pp. 831-848
    • Leach, J.1    Hind, A.2    Ryder, J.3
  • 41
    • 84984080164 scopus 로고
    • Students' and teachers' conceptions of the nature of science: A review of the research
    • Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
    • (1992) Journal of Research in Science Teaching , vol.29 , Issue.4 , pp. 331-359
    • Lederman, N.G.1
  • 45
    • 84993725119 scopus 로고    scopus 로고
    • How should research contribute to instructional improvement? The case of lesson study
    • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
    • (2006) Educational Researcher , vol.35 , Issue.3 , pp. 3-14
    • Lewis, C.1    Perry, R.2    Murata, A.3
  • 46
    • 0347115461 scopus 로고
    • Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework
    • Linn, M.C. (1995). Designing computer learning environments for engineering and computer science: The Scaffolded Knowledge Integration framework. Journal of Science Education and Technology, 4(2), 103-126.
    • (1995) Journal of Science Education and Technology , vol.4 , Issue.2 , pp. 103-126
    • Linn, M.C.1
  • 47
    • 0038434186 scopus 로고    scopus 로고
    • WISE design for knowledge integration
    • Linn, M.C., Clark, D., & Slotta, J.D. (2003). WISE design for knowledge integration. Science Education, 87, 517-538.
    • (2003) Science Education , vol.87 , pp. 517-538
    • Linn, M.C.1    Clark, D.2    Slotta, J.D.3
  • 48
    • 84909230703 scopus 로고    scopus 로고
    • Linn M.C. Davis E.A. & Bell P. (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates
    • Linn M.C. Davis E.A. & Bell P. (Eds.), (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2004) Internet Environments for Science Education
  • 49
    • 34147152012 scopus 로고    scopus 로고
    • Science education: Integrating views of learning and instruction
    • P.A. Alexander, P.H.Winne (Eds.) (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates
    • Linn, M.C., & Eylon, B.S. (2006). Science education: Integrating views of learning and instruction. In P.A. Alexander, P.H.Winne (Eds.), Handbook of Educational Psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates (pp. 511-544).
    • (2006) Handbook of Educational Psychology , pp. 511-544
    • Linn, M.C.1    Eylon, B.S.2
  • 51
    • 33748058863 scopus 로고    scopus 로고
    • Teaching and assessing knowledge integration in science
    • Linn, M.C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J.L. (2006). Teaching and assessing knowledge integration in science. Science, 313, 1049-1050.
    • (2006) Science , vol.313 , pp. 1049-1050
    • Linn, M.C.1    Lee, H.-S.2    Tinker, R.3    Husic, F.4    Chiu, J.L.5
  • 52
    • 0038812388 scopus 로고
    • Cognitive and conceptual change in adolescence
    • Linn, M.C.,&Songer, N.B. (1991). Cognitive and conceptual change in adolescence. American Journal of Education, 99(4), 379-417.
    • (1991) American Journal of Education , vol.99 , Issue.4 , pp. 379-417
    • Linn, M.C.1    Songer, N.B.2
  • 53
    • 85084866857 scopus 로고    scopus 로고
    • Shifts and convergences in science learning and instruction
    • R. Calfee & D. Berliner (Eds.). Riverside, NJ: MacMillan
    • Linn, M.C., Songer, N.B., & Eylon, B.S. (1996). Shifts and convergences in science learning and instruction. In R. Calfee & D. Berliner (Eds.), Handbook of Educational Psychology. Riverside, NJ: MacMillan (pp. 438-490).
    • (1996) Handbook of Educational Psychology , pp. 438-490
    • Linn, M.C.1    Songer, N.B.2    Eylon, B.S.3
  • 54
    • 42549100860 scopus 로고    scopus 로고
    • Assessing knowledge integration in science: Construct, measures and evidence
    • Liu, O.L., Lee, H.S., Hofstetter, C., & Linn, M.C. (2008). Assessing knowledge integration in science: Construct, measures and evidence. Educational Assessment, 13(1), 33-55.
    • (2008) Educational Assessment , vol.13 , Issue.1 , pp. 33-55
    • Liu, O.L.1    Lee, H.S.2    Hofstetter, C.3    Linn, M.C.4
  • 55
    • 0000208012 scopus 로고
    • Item characteristics curve solutions to three intractable testing problems
    • Marco, G.L. (1977). Item characteristics curve solutions to three intractable testing problems. Journal of Educational Measurement, 14, 139-160.
    • (1977) Journal of Educational Measurement , vol.14 , pp. 139-160
    • Marco, G.L.1
  • 56
    • 84880429913 scopus 로고    scopus 로고
    • Impacts of students' experimentation using a dynamic visualization on their understanding of motion
    • V. Jonker & A. Lazonder (Eds.). Utrecht, Netherlands: International Society of the Learning Sciences
    • McElhaney, K.W., & Linn, M.C. (2008). Impacts of students' experimentation using a dynamic visualization on their understanding of motion. In V. Jonker & A. Lazonder (Eds.), Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World. Utrecht, Netherlands: International Society of the Learning Sciences.
    • (2008) Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World
    • McElhaney, K.W.1    Linn, M.C.2
  • 57
    • 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(1), 53-78.
    • (2008) Journal of Research in Science Teaching , vol.45 , Issue.1 , pp. 53-78
    • McNeill, K.L.1    Krajcik, J.2
  • 58
    • 0011940001 scopus 로고    scopus 로고
    • Young children's inquiry in biology. Building the knowledge bases to empower independent inquiry
    • J. Minstrell & E. Van Zee (Eds.). Washington, D.C.: American Association for the Advancement of Science
    • Metz, K.E. (2000). Young children's inquiry in biology. Building the knowledge bases to empower independent inquiry. In J. Minstrell & E. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Washington, D.C.: American Association for the Advancement of Science (pp. 3-13).
    • (2000) Inquiring into Inquiry Learning and Teaching in Science , pp. 3-13
    • Metz, K.E.1
  • 59
    • 33845639617 scopus 로고    scopus 로고
    • Using two languages while learning mathematics
    • Moschkovich, J. (2007). Using two languages while learning mathematics. Educational Studies in Mathematics, 64(2), 121-144.
    • (2007) Educational Studies in Mathematics , vol.64 , Issue.2 , pp. 121-144
    • Moschkovich, J.1
  • 60
    • 0003608696 scopus 로고    scopus 로고
    • National Research Council. Washington, DC: National Research Council
    • National Research Council. (1996). National science education standards. Washington, DC: National Research Council.
    • (1996) National Science Education Standards
  • 61
    • 27644480809 scopus 로고    scopus 로고
    • The nature of science as a foundation of teaching science: Evolution as a case study
    • McComas W.F. (Ed.). Boston, MA: Kluwer Academic Publishers
    • Nelson, C.E., Nickels, M.K., & Beard, J. (1998). The nature of science as a foundation of teaching science: evolution as a case study. In McComas W.F. (Ed.), The nature of science in science education: Rationales and strategies. Boston, MA: Kluwer Academic Publishers.
    • (1998) The Nature of Science in Science Education: Rationales and Strategies
    • Nelson, C.E.1    Nickels, M.K.2    Beard, J.3
  • 63
    • 0004292875 scopus 로고    scopus 로고
    • Pellegrino J.W. Chudowsky N. Glaser R. (Eds.). Washington, DC: National Academy Press
    • Pellegrino J.W. Chudowsky N. Glaser R. (Eds.), (2001). Knowing what students know.Washington, DC: National Academy Press.
    • (2001) Knowing what Students Know
  • 64
    • 1642275425 scopus 로고    scopus 로고
    • Implementation variation and fidelity in an inquiry science program: An analysis of GLOBE data reporting patterns
    • Penuel,W.R.,&Means, B. (2004). Implementation variation and fidelity in an inquiry science program: An analysis of GLOBE data reporting patterns. Journal of Research in Science Teaching, 41(3), 294-315.
    • (2004) Journal of Research in Science Teaching , vol.41 , Issue.3 , pp. 294-315
    • Penuel, W.R.1    Means, B.2
  • 66
    • 84973728374 scopus 로고
    • Significant and worthwhile change and teaching practice
    • Richardson, V. (1990). Significant and worthwhile change and teaching practice. Educational Researcher, 19(7), 10-18.
    • (1990) Educational Researcher , vol.19 , Issue.7 , pp. 10-18
    • Richardson, V.1
  • 67
    • 1342269010 scopus 로고    scopus 로고
    • Student conceptualizations of the nature of science in response to a socioscientific issue
    • Sadler, T.D., Chambers, F.W., & Zeidler, D.L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387-409.
    • (2004) International Journal of Science Education , vol.26 , Issue.4 , pp. 387-409
    • Sadler, T.D.1    Chambers, F.W.2    Zeidler, D.L.3
  • 68
    • 2442552763 scopus 로고    scopus 로고
    • Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
    • Sandoval, W.A., & Reiser, B.J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
    • (2004) Science Education , vol.88 , pp. 345-372
    • Sandoval, W.A.1    Reiser, B.J.2
  • 69
    • 0040621473 scopus 로고
    • Assessment literacy for teachers
    • Schafer, W.D. (1993). Assessment literacy for teachers. Theory Into Practice, 32(2), 118-126.
    • (1993) Theory Into Practice , vol.32 , Issue.2 , pp. 118-126
    • Schafer, W.D.1
  • 70
    • 84993812337 scopus 로고    scopus 로고
    • What good are statistics that don't generalize?
    • Shaffer, D.W., & Serlin, R.C. (2004). What good are statistics that don't generalize? Educational Researcher, 33(9), 14-25.
    • (2004) Educational Researcher , vol.33 , Issue.9 , pp. 14-25
    • Shaffer, D.W.1    Serlin, R.C.2
  • 71
    • 16244416274 scopus 로고    scopus 로고
    • Supporting science teacher learning: The role of educative curriculum materials
    • Schneider, R.M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13(3), 221-245.
    • (2002) Journal of Science Teacher Education , vol.13 , Issue.3 , pp. 221-245
    • Schneider, R.M.1    Krajcik, J.2
  • 72
    • 84993708955 scopus 로고    scopus 로고
    • What doesn't work: The challenge and failure of the what works clearinghouse to conduct meaningful reviews of studies of mathematics curricula
    • Schoenfeld, A.H. (2006). What doesn't work: The challenge and failure of the what works clearinghouse to conduct meaningful reviews of studies of mathematics curricula. Educational Researcher, 35(2), 13-21.
    • (2006) Educational Researcher , vol.35 , Issue.2 , pp. 13-21
    • Schoenfeld, A.H.1
  • 74
    • 84983918216 scopus 로고
    • Areassessment of the effects of inquiry-based science curricula of the 60's on student performance
    • Shymansky, J.A., Hedges, L.V.,&Woodworth, G. (1990).Areassessment of the effects of inquiry-based science curricula of the 60's on student performance. Journal of Research in Science Teaching, 27, 127- 144.
    • (1990) Journal of Research in Science Teaching , vol.27 , pp. 127-144
    • Shymansky, J.A.1    Hedges, L.V.2    Woodworth, G.3
  • 76
    • 0029320238 scopus 로고
    • Howdoes change occur?: Amicrogenetic study of number conservation
    • Siegler, R.S. (1995). Howdoes change occur?:Amicrogenetic study of number conservation. Cognitive Psychology, 28(3), 225-273.
    • (1995) Cognitive Psychology , vol.28 , Issue.3 , pp. 225-273
    • Siegler, R.S.1
  • 78
    • 85018141980 scopus 로고    scopus 로고
    • Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations
    • Slavin, R.E. (2008). Perspectives on evidence-based research in education-what works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.
    • (2008) Educational Researcher , vol.37 , Issue.1 , pp. 5-14
    • Slavin, R.E.1
  • 79
    • 84908908756 scopus 로고    scopus 로고
    • The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom
    • M.C. Linn & E.A. Davis & P. Bell (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates
    • Slotta, J.D. (2004). The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. In M.C. Linn & E.A. Davis & P. Bell (Eds.), Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates (pp. 203-232).
    • (2004) Internet Environments for Science Education , pp. 203-232
    • Slotta, J.D.1
  • 80
    • 0030504057 scopus 로고    scopus 로고
    • Exploring learning opportunities in coordinated network-enhanced classrooms: A case of Kids as Global Scientists
    • Songer, N.B. (1996). Exploring learning opportunities in coordinated network-enhanced classrooms: A case of Kids as Global Scientists. The Journal of the Learning Sciences, 5(4), 297-327.
    • (1996) The Journal of the Learning Sciences , vol.5 , Issue.4 , pp. 297-327
    • Songer, N.B.1
  • 81
    • 0036471245 scopus 로고    scopus 로고
    • Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?
    • Songer, N.B., Lee, H.S.,&Kam, R. (2002). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? Journal of Research in Science Teaching, 39(2), 128-150.
    • (2002) Journal of Research in Science Teaching , vol.39 , Issue.2 , pp. 128-150
    • Songer, N.B.1    Lee, H.S.2    Kam, R.3
  • 82
    • 11144288969 scopus 로고    scopus 로고
    • Connected chemistry - Incorporating interactive simulation into the chemistry classroom
    • Stieff, M., &Wilensky, U. (2003). Connected chemistry - Incorporating interactive simulation into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302.
    • (2003) Journal of Science Education and Technology , vol.12 , Issue.3 , pp. 285-302
    • Stieff, M.1    Wilensky, U.2
  • 83
    • 84987256020 scopus 로고
    • Understanding the process of science by students exposed to different science curricula in Israel
    • Tamir, P. (1972). Understanding the process of science by students exposed to different science curricula in Israel. Journal of Research in Science Teaching, 9(3), 239-245.
    • (1972) Journal of Research in Science Teaching , vol.9 , Issue.3 , pp. 239-245
    • Tamir, P.1
  • 84
    • 73949143400 scopus 로고    scopus 로고
    • How do multiple visualizations impact middle school students' understanding of velocity?
    • Berkeley: University of California
    • Tate, E.D. (2006). How do multiple visualizations impact middle school students' understanding of velocity? TELS Report. Berkeley: University of California.
    • (2006) TELS Report
    • Tate, E.D.1
  • 85
    • 34548784947 scopus 로고    scopus 로고
    • Effects of active-learning experiences on achievement, attitudes, and behaviors in high-school biology
    • Taraban, R., Box, C., Myers, R., Pollard, R.,&Bowen, C. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high-school biology. Journal of Research in Science Teaching, 44, 960-979.
    • (2007) Journal of Research in Science Teaching , vol.44 , pp. 960-979
    • Taraban, R.1    Box, C.2    Myers, R.3    Pollard, R.4    Bowen, C.5
  • 86
    • 84993683936 scopus 로고    scopus 로고
    • Design-based research: An emerging paradigm for educational inquiry
    • The Design-Based Research Collective
    • The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 5-8
  • 88
    • 53349177352 scopus 로고    scopus 로고
    • Targeted support for using technology-enhanced science inquiry modules
    • Varma, K., Husic, F., & Linn, M.C. (2008). Targeted support for using technology-enhanced science inquiry modules. Journal of Science Education and Technology, 17(4), 341-356.
    • (2008) Journal of Science Education and Technology , vol.17 , Issue.4 , pp. 341-356
    • Varma, K.1    Husic, F.2    Linn, M.C.3
  • 89
    • 0002261631 scopus 로고    scopus 로고
    • "This question is just too, too easy"! Students' perspectives on accountability in science
    • L. Schauble & R. Glaser (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates
    • Warren, B., & Rosebery, A. (1996). "This question is just too, too easy"! Students' perspectives on accountability in science. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education. Mahwah, NJ: Lawrence Erlbaum Associates.
    • (1996) Innovations in Learning: New Environments for Education
    • Warren, B.1    Rosebery, A.2
  • 91
    • 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(1), 3-118.
    • (1998) Cognition and Instruction , vol.16 , Issue.1 , pp. 3-118
    • White, B.Y.1    Frederiksen, J.R.2
  • 92
    • 84987204941 scopus 로고
    • A meta-analysis of the effects of various science teaching strategies on achievement
    • Wise, K.C.,&Okey, J.R. (1983).A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 419-435.
    • (1983) Journal of Research in Science Teaching , vol.20 , Issue.5 , pp. 419-435
    • Wise, K.C.1    Okey, J.R.2
  • 94
    • 79957930824 scopus 로고    scopus 로고
    • The WWWand classroom research: What path should we take?
    • Windschitl, M. (1998). The WWWand classroom research: What path should we take? Educational Researcher, 27(1), 28-33.
    • (1998) Educational Researcher , vol.27 , Issue.1 , pp. 28-33
    • Windschitl, M.1
  • 95
    • 84880423938 scopus 로고    scopus 로고
    • Using drawings to support learning from dynamic visualizations
    • V. Jonker & A. Lazonder (Eds.). Utrecht, Netherlands: International Society of the Learning Sciences
    • Zhang, Z.,&Linn, M.C. (2008). Using drawings to support learning from dynamic visualizations. In V. Jonker & A. Lazonder (Eds.), Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World. Utrecht, Netherlands: International Society of the Learning Sciences.
    • (2008) Proceedings of the 8th International Conference of the Learning Sciences: Cre8ting a Learning World
    • Zhang, Z.1    Linn, M.C.2
  • 96
    • 0036148759 scopus 로고    scopus 로고
    • Fostering students' knowledge and argumentation skills through dilemmas in human genetics
    • Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62.
    • (2002) Journal of Research in Science Teaching , vol.39 , Issue.1 , pp. 35-62
    • Zohar, A.1    Nemet, F.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.