메뉴 건너뛰기




Volumn 97, Issue 4, 2013, Pages 594-620

Analyzing Students' Learning in Classroom Discussions about Socioscientific Issues

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84879291888     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.21065     Document Type: Article
Times cited : (47)

References (64)
  • 1
    • 34249292884 scopus 로고    scopus 로고
    • Privileging and artefacts. On the use of information technology in science education. Interchange
    • Almqvist, J., & Ö Stman, L. (2006). Privileging and artefacts. On the use of information technology in science education. Interchange, 37, 225 - 250.
    • (2006) , vol.37 , pp. 225-250
    • Almqvist, J.1    Ö Stman, L.2
  • 2
    • 77953173242 scopus 로고    scopus 로고
    • Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33(2009)
    • Asterhan, C. S. C., & Schwartz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33(2009), 374 - 400.
    • (2009) , pp. 374-400
    • Asterhan, C.S.C.1    Schwartz, B.B.2
  • 3
    • 0037274335 scopus 로고    scopus 로고
    • Understandings of the nature of science and decision making on science and technology based issues
    • Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352 - 377.
    • (2003) Science Education , vol.87 , Issue.3 , pp. 352-377
    • Bell, R.L.1    Lederman, N.G.2
  • 4
    • 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 - 818.
    • (2000) International Journal of Science Education , vol.22 , Issue.8 , pp. 797-818
    • Bell, P.1    Linn, M.C.2
  • 5
    • 84879291940 scopus 로고    scopus 로고
    • Integrating science education and character education: The role of peer discussion. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, The Netherlands: Kluwer
    • Berkowitz, M.W., & Simmons, P. (2003). Integrating science education and character education: The role of peer discussion. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, The Netherlands: Kluwer.
    • (2003)
    • Berkowitz, M.W.1    Simmons, P.2
  • 6
    • 61349084766 scopus 로고    scopus 로고
    • Making sense of argumentation and explanation. Science Education
    • Berland, L. K., & Reiser, B. J. (2009).Making sense of argumentation and explanation. Science Education, 93(1), 26 - 55.
    • (2009) , vol.93 , Issue.1 , pp. 26-55
    • Berland, L.K.1    Reiser, B.J.2
  • 7
    • 79551705349 scopus 로고    scopus 로고
    • Classroom communities' adaptation of the practice of scientific argumentation. Science Education
    • Berland, L. K., & Reiser, B. J. (2011). Classroom communities' adaptation of the practice of scientific argumentation. Science Education, 95(2), 191 - 216.
    • (2011) , vol.95 , Issue.2 , pp. 191-216
    • Berland, L.K.1    Reiser, B.J.2
  • 8
    • 84879321790 scopus 로고    scopus 로고
    • Pragmatism and educational research. Boulder, CO: Rowman & Littlefield.
    • Biesta, G., & Burbules N. (2003). Pragmatism and educational research. Boulder, CO: Rowman & Littlefield.
    • (2003)
    • Biesta, G.1    Burbules, N.2
  • 9
    • 84879298314 scopus 로고    scopus 로고
    • A learning progression for using evidence in argumentation: an initial framework. Paper presented at European Science Education Research Association conference, Lyon, France, September 5-9
    • Bravo, B., & Jiḿenez-Aleixandre, M. P. (2011). A learning progression for using evidence in argumentation: an initial framework. Paper presented at European Science Education Research Association conference, Lyon, France, September 5 - 9, 2011.
    • (2011) , pp. 2011
    • Bravo, B.1    Jiḿenez-Aleixandre, M.P.2
  • 10
    • 84879296167 scopus 로고
    • Experience and nature. New York: Dover. (Original work published 1929)
    • Dewey, J. (1958). Experience and nature. New York: Dover. (Original work published 1929)
    • (1958)
    • Dewey, J.1
  • 11
    • 33847301785 scopus 로고
    • The influence of Darwinism on philosophy. In J. A. Boydston (Ed), The Middle Works, 1899 -1924. (1907-1909)Carbondale: Southern Illinois University Press. (Original work published1909)
    • Dewey, J. (1983). The influence of Darwinism on philosophy. In J. A. Boydston (Ed), The Middle Works, 1899 -1924 (Vol. 4: 1907 - 1909, pp. 3 - 14). Carbondale: Southern Illinois University Press. (Original work published1909)
    • (1983) , vol.4 , pp. 3-14
    • Dewey, J.1
  • 12
    • 84879300472 scopus 로고
    • Ethics. In J. A. Boydston (Ed.), The later works, 1925 - 1953 ( 1932). Carbondale: Southern Illinois University Press. (Original work published 1932)
    • Dewey, J. (1985). Ethics. In J. A. Boydston (Ed.), The later works, 1925 - 1953 (Vol. 7: 1932, pp. 1 - 536). Carbondale: Southern Illinois University Press. (Original work published 1932)
    • (1985) , vol.7 , pp. 1-536
    • Dewey, J.1
  • 13
    • 84879290920 scopus 로고
    • Human nature and conduct an introduction to social psychology. In J. A. Boydston (Ed.), The middle works, 1899 - 1924 (1922). Carbondale: Southern Illinois University Press. (Original work published 1922)
    • Dewey, J. (1988). Human nature and conduct an introduction to social psychology. In J. A. Boydston (Ed.), The middle works, 1899 - 1924 (Vol. 14: 1922). Carbondale: Southern Illinois University Press. (Original work published 1922)
    • (1988) , vol.14
    • Dewey, J.1
  • 14
    • 0038481881 scopus 로고
    • Knowing and the known. In J. A. Boydston (Ed.), The later works, 1925 - 1953. Carbondale: Southern Illinois University Press. (Original work published 1949)
    • Dewey, J., & Bentley A. F. (1991). Knowing and the known. In J. A. Boydston (Ed.), The later works, 1925 - 1953 (Vol. 16: 1949 - 1952). Carbondale: Southern Illinois University Press. (Original work published 1949)
    • (1991) , vol.16 , pp. 1949-1952
    • Dewey, J.1    Bentley, A.F.2
  • 15
    • 0034178558 scopus 로고    scopus 로고
    • Establishing the norms of scientific argumentation in classroom. Science Education
    • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classroom. Science Education, 84, 287 - 312.
    • (2000) , vol.84 , pp. 287-312
    • Driver, R.1    Newton, P.2    Osborne, J.3
  • 16
    • 43849112819 scopus 로고    scopus 로고
    • Quality argumentation and epistemic criteria. In S. Erduran & M. P. Jiḿenez-Aleixandre (Eds.), Argumentation in science education. Dordrecht, The Netherlands: Springer
    • Duschl, R. A. (2007). Quality argumentation and epistemic criteria. In S. Erduran & M. P. Jiḿenez-Aleixandre (Eds.), Argumentation in science education (pp. 159 - 175). Dordrecht, The Netherlands: Springer.
    • (2007) , pp. 159-175
    • Duschl, R.A.1
  • 17
    • 84879314749 scopus 로고    scopus 로고
    • Understanding dialogic argumentation. Paper presented at the annual meeting of American Educational Research Association, Montreal
    • Duschl, R., Ellenbogen, K., & Erduran, S. (1999). Understanding dialogic argumentation. Paper presented at the annual meeting of American Educational Research Association, Montreal.
    • (1999)
    • Duschl, R.1    Ellenbogen, K.2    Erduran, S.3
  • 18
    • 9344227852 scopus 로고    scopus 로고
    • TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education
    • Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88, 915 - 933.
    • (2004) , vol.88 , pp. 915-933
    • Erduran, S.1    Simon, S.2    Osborne, J.3
  • 19
    • 43849104944 scopus 로고    scopus 로고
    • Disciplinary authority and accountability in scientific practice and learning. Science Education
    • Ford,M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404 - 423.
    • (2008) , vol.92 , Issue.3 , pp. 404-423
    • Ford, M.J.1
  • 20
    • 84862630895 scopus 로고
    • Deweyan pragmatism and the epistemology of contemporary social constructivism
    • Garrison, J. (1995). Deweyan pragmatism and the epistemology of contemporary social constructivism. American Educational Research Journal, 32(4), 716 - 740.
    • (1995) American Educational Research Journal , vol.32 , Issue.4 , pp. 716-740
    • Garrison, J.1
  • 21
    • 0344048208 scopus 로고    scopus 로고
    • An introduction to Dewey's theory of functional "trans-action": An alternative paradigm for activity theory. Mind, Culture, and Activity
    • Garrison, J. (2001). An introduction to Dewey's theory of functional "trans-action": An alternative paradigm for activity theory. Mind, Culture, and Activity, 8, 275 - 296.
    • (2001) , vol.8 , pp. 275-296
    • Garrison, J.1
  • 22
    • 36248963614 scopus 로고    scopus 로고
    • Understanding learning cultures. Educational Review
    • Hodkinson, P., Biesta, G., & James, D. (2007). Understanding learning cultures. Educational Review, 59(4), 415 - 427.
    • (2007) , vol.59 , Issue.4 , pp. 415-427
    • Hodkinson, P.1    Biesta, G.2    James, D.3
  • 23
    • 0034311552 scopus 로고    scopus 로고
    • "Doing the lesson" or "doing science": Argument in high school genetics. Science Education
    • Jiḿenez-Aleixandre, M. P., Bugallo Rodŕiguez, A., and Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757 - 792.
    • (2000) , vol.84 , Issue.6 , pp. 757-792
    • Jiḿenez-Aleixandre, M.P.1    Bugallo Rodŕiguez, A.2    Duschl, R.A.3
  • 24
    • 0002072526 scopus 로고    scopus 로고
    • Students' reasoning about electricity: Combining performance assessments with argumentation analysis
    • Kelly, G. J., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: Combining performance assessments with argumentation analysis. International Journal of Science Education, 20, 849 - 871.
    • (1998) International Journal of Science Education , vol.20 , pp. 849-871
    • Kelly, G.J.1    Druker, S.2    Chen, C.3
  • 25
    • 0036253238 scopus 로고    scopus 로고
    • Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science Education
    • Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science Education, 86, 314 - 342.
    • (2002) , vol.86 , pp. 314-342
    • Kelly, G.J.1    Takao, A.2
  • 26
    • 0039890175 scopus 로고    scopus 로고
    • pupils' ways of judging information encountered in a socio-scientific issue
    • "To trust or not to trust,"
    • Kolstø, S. D. (2001). "To trust or not to trust," . . . - pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877 - 901.
    • (2001) International Journal of Science Education , vol.23 , Issue.9 , pp. 877-901
    • Kolstø, S.D.1
  • 27
    • 33745969136 scopus 로고    scopus 로고
    • Science students' critical examination of scientific information related to socioscientific issues. Science Education
    • Kolstø, S. D., Bungum, B., Arnesen, E., Isnes, A., Kristensen, T., & Mathiassen, K. (2006). Science students' critical examination of scientific information related to socioscientific issues. Science Education, 90(4), 632 - 655.
    • (2006) , vol.90 , Issue.4 , pp. 632-655
    • Kolstø, S.D.1    Bungum, B.2    Arnesen, E.3    Isnes, A.4    Kristensen, T.5    Mathiassen, K.6
  • 28
    • 33748992569 scopus 로고    scopus 로고
    • Discussion of socio-scientific issues: the role of science knowledge
    • Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues: the role of science knowledge. International Journal of Science Education, 28(11), 1267 - 1288.
    • (2006) International Journal of Science Education , vol.28 , Issue.11 , pp. 1267-1288
    • Lewis, J.1    Leach, J.2
  • 29
    • 33645691117 scopus 로고    scopus 로고
    • Teaching and learning in the science classroom
    • Lidar,M., Lundquist, E., and Ö Stman, L. (2006). Teaching and learning in the science classroom. Science Education, 90, 148 - 163.
    • (2006) Science Education , vol.90 , pp. 148-163
    • Lidar, M.1    Lundquist, E.2    ÖStman, L.3
  • 30
    • 84857916401 scopus 로고    scopus 로고
    • Urban high school students' critical science agency: Conceptual understandings and environmental actions around climate change
    • McNeill, K. L., & Vaughn, M. H. (2010). Urban high school students' critical science agency: Conceptual understandings and environmental actions around climate change. Research in science education, 42(2), 373 - 399.
    • (2010) Research in science education , vol.42 , Issue.2 , pp. 373-399
    • McNeill, K.L.1    Vaughn, M.H.2
  • 32
    • 84872871061 scopus 로고    scopus 로고
    • Dialectical features of students' argumentation: A critical review of argumentation studies in science education
    • Nielsen, J. A. (2013). Dialectical features of students' argumentation: A critical review of argumentation studies in science education. Research in Science Education, 43(1), 371 - 393.
    • (2013) Research in Science Education , vol.43 , Issue.1 , pp. 371-393
    • Nielsen, J.A.1
  • 33
    • 84879312585 scopus 로고    scopus 로고
    • Environmental ethics and democratic responsibility: Apluralistic approach to ESD. In J.Ö Hman (Ed.), Values and democracy in education for sustainable development: Contributions from Swedish research (pp. 17 - 32). Malm̈o, Sweden: Liber.
    • Ö Hman, J. (2008). Environmental ethics and democratic responsibility: Apluralistic approach to ESD. In J.Ö Hman (Ed.), Values and democracy in education for sustainable development: Contributions from Swedish research (pp. 17 - 32). Malm̈o, Sweden: Liber.
    • (2008)
    • Ö Hman, J.1
  • 34
    • 34249285560 scopus 로고    scopus 로고
    • Continuity and change in moral meaning-making - a transactional approac
    • Ö Hman, J., & Ö Stman, L. (2007). Continuity and change in moral meaning-making - a transactional approach. Journal of Moral Education, 36(2), 151 - 168.
    • (2007) Journal of Moral Education , vol.36 , Issue.2 , pp. 151-168
    • Ö Hman, J.1    Ö Stman, L.2
  • 36
    • 84879288864 scopus 로고    scopus 로고
    • Practical epistemology, learning and socialization. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 2001.
    • Ö Stman, L., & Wickman, P.-O. (2001). Practical epistemology, learning and socialization. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 2001.
    • (2001)
    • Ö Stman, L.1    Wickman, P.-O.2
  • 37
    • 84879316684 scopus 로고    scopus 로고
    • Science education for citizenship: Teaching socio-scientific issues.Maidenhead, England: Open University Press.
    • Ratcliffe,M., and Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues.Maidenhead, England: Open University Press.
    • (2003)
    • Ratcliffe, M.1    Grace, M.2
  • 38
    • 48749083926 scopus 로고    scopus 로고
    • Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education Mahwah, NJ: Erlbaum
    • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (p.729 - 780). Mahwah, NJ: Erlbaum.
    • (2007) , pp. 729-780
    • Roberts, D.A.1
  • 39
    • 0001935817 scopus 로고
    • Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V.Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind. New York: Cambridge University Press
    • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V.Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp.139 - 164). New York: Cambridge University Press.
    • (1995) , pp. 139-164
    • Rogoff, B.1
  • 40
    • 84879292488 scopus 로고
    • Pragmatism as anti-representationalism. In J. P. Murphy (Ed.), Pragmatism. From Peirce to Davidson. Oxford, England: Westview Press
    • Rorty, R. (1990). Pragmatism as anti-representationalism. In J. P. Murphy (Ed.), Pragmatism. From Peirce to Davidson (pp. 1 - 6). Oxford, England: Westview Press.
    • (1990) , pp. 1-6
    • Rorty, R.1
  • 41
    • 84906293712 scopus 로고    scopus 로고
    • Rethinking scientific literacy. New York: Routledge
    • Roth, W.-M., & Barton, A. (2004). Rethinking scientific literacy. New York: Routledge.
    • (2004)
    • Roth, W.-M.1    Barton, A.2
  • 42
    • 79960170974 scopus 로고    scopus 로고
    • Pluralism in practice. Experiences from Swedish evaluation, school development and research
    • Rudsberg, K., & Ö Stman, J. (2010). Pluralism in practice. Experiences from Swedish evaluation, school development and research. Environmental Education Research, 16(1), 95 - 111.
    • (2010) Environmental Education Research , vol.16 , Issue.1 , pp. 95-111
    • Rudsberg, K.1    Ö Stman, J.2
  • 43
    • 2442587745 scopus 로고    scopus 로고
    • Informal reasoning regarding socioscientific issues: A critical review of the research
    • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of the research. Journal of Research in Science Teaching, 41(5), 513 - 536.
    • (2004) Journal of Research in Science Teaching , vol.41 , Issue.5 , pp. 513-536
    • Sadler, T.D.1
  • 44
    • 34548172770 scopus 로고    scopus 로고
    • What do students gain by engaging in socioscientific inquiry?
    • Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371 - 391.
    • (2007) Research in Science Education , vol.37 , Issue.4 , pp. 371-391
    • Sadler, T.D.1    Barab, S.A.2    Scott, B.3
  • 45
    • 43849105263 scopus 로고    scopus 로고
    • Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions
    • Sampson, V., & Clark, D. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447 - 472.
    • (2008) Science Education , vol.92 , Issue.3 , pp. 447-472
    • Sampson, V.1    Clark, D.2
  • 46
    • 68049091932 scopus 로고    scopus 로고
    • The impact of collaboration on the outcomes of scientific argumentation
    • Sampson,V.,and Clark, D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448 - 484.
    • (2009) Science Education , vol.93 , Issue.3 , pp. 448-484
    • Sampson, V.1    Clark, D.2
  • 47
    • 79551709473 scopus 로고    scopus 로고
    • Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study
    • Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217 - 257.
    • (2011) Science Education , vol.95 , Issue.2 , pp. 217-257
    • Sampson, V.1    Grooms, J.2    Walker, J.P.3
  • 48
    • 77953022100 scopus 로고    scopus 로고
    • Articulation of conceptual knowledge and argumentation practices by high school students in evolution problems
    • Tavares, M., Jiḿenez-Aleixandre, M.-P., & Mortimer, E. F. (2010). Articulation of conceptual knowledge and argumentation practices by high school students in evolution problems. Science Education, 19, 573 - 598.
    • (2010) Science Education , vol.19 , pp. 573-598
    • Tavares, M.1    Jiḿenez-Aleixandre, M.-P.2    Mortimer, E.F.3
  • 49
    • 84924180488 scopus 로고    scopus 로고
    • The uses of argument. New York: Cambridge University Press. (Original work published 1958)
    • Toulmin, S. E. (2003). The uses of argument. New York: Cambridge University Press. (Original work published 1958)
    • (2003)
    • Toulmin, S.E.1
  • 50
    • 38849162888 scopus 로고    scopus 로고
    • Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
    • von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101 - 131.
    • (2008) Journal of Research in Science Teaching , vol.45 , Issue.1 , pp. 101-131
    • von Aufschnaiter, C.1    Erduran, S.2    Osborne, J.3    Simon, S.4
  • 51
    • 34547652450 scopus 로고    scopus 로고
    • Promoting discourse about socioscientific issues through scaffolded inquiry
    • Walker, K., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387 - 1410.
    • (2007) International Journal of Science Education , vol.29 , Issue.11 , pp. 1387-1410
    • Walker, K.1    Zeidler, D.L.2
  • 52
    • 84940033546 scopus 로고    scopus 로고
    • Mind as action. New York: Oxford University Press
    • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
    • (1998)
    • Wertsch, J.V.1
  • 53
    • 2442527531 scopus 로고    scopus 로고
    • The practical epistemologies of the classroom: a study of laboratory work
    • Wickman, P.-O. (2004). The practical epistemologies of the classroom: a study of laboratory work. Science Education, 88, 325 - 344.
    • (2004) Science Education , vol.88 , pp. 325-344
    • Wickman, P.-O.1
  • 54
    • 84905146094 scopus 로고    scopus 로고
    • Aesthetic experience in science education: Learning and meaning-making as situated talk and action
    • Wickman, P.-O. (2006). Aesthetic experience in science education: Learning and meaning-making as situated talk and action. London: Erlbaum.
    • (2006) London: Erlbaum
    • Wickman, P.-O.1
  • 55
    • 84879317262 scopus 로고    scopus 로고
    • University students during practical work: can we make the learning process intelligible? In H. Behrendt, H. Dahncke, R. Duit, W. Gr̈aber, M. Komorek, A. Kross, & P. Reiska (Eds.), Research in science education-Past, present, and future (pp. 319 - 324). Dordrecht, The Netherlands: Kluwer
    • Wickman, P.-O., & Ö Stman, L. (2001). University students during practical work: can we make the learning process intelligible? In H. Behrendt, H. Dahncke, R. Duit, W. Gr̈aber, M. Komorek, A. Kross, & P. Reiska (Eds.), Research in science education-Past, present, and future (pp. 319 - 324). Dordrecht, The Netherlands: Kluwer.
    • (2001)
    • Wickman, P.-O.1    Ö Stman, L.2
  • 56
    • 0036040524 scopus 로고    scopus 로고
    • Learning as discourse change: A sociocultural mechanism. Science Education
    • Wickman, P.-O., & Ö Stman, L. (2002a). Learning as discourse change: A sociocultural mechanism. Science Education, 86, 601 - 623.
    • (2002) , vol.86 , pp. 601-623
    • Wickman, P.-O.1    Ö Stman, L.2
  • 57
    • 0038892059 scopus 로고    scopus 로고
    • Induction as an empirical problem: how students generalize during practical work
    • Wickman, P.-O., & Ö Stman, L. (2002b). Induction as an empirical problem: how students generalize during practical work. International Journal of Science Education, 24, 465 - 486.
    • (2002) International Journal of Science Education , vol.24 , pp. 465-486
    • Wickman, P.-O.1    Ö Stman, L.2
  • 58
    • 84879295447 scopus 로고    scopus 로고
    • On certainty. Oxford, England: Blackwell. (Original work published 1969)
    • Wittgenstein, L. (1997). On certainty. Oxford, England: Blackwell. (Original work published 1969)
    • (1997)
    • Wittgenstein, L.1
  • 59
    • 84879295048 scopus 로고    scopus 로고
    • Philosophical investigations. Oxford, England: Blackwell. (Original work published 1953)
    • Wittgenstein, L. (1997). Philosophical investigations. Oxford, England: Blackwell. (Original work published 1953)
    • (1997)
    • Wittgenstein, L.1
  • 60
    • 34250643537 scopus 로고    scopus 로고
    • High school students' informal reasoning on a socio-scientific Issue: qualitative and quantitative analyses
    • Wu, Y.-T., & Tsai, C.-C. (2007). High school students' informal reasoning on a socio-scientific Issue: qualitative and quantitative analyses. International Journal of Science Education, 29(9), 1163 - 1187.
    • (2007) International Journal of Science Education , vol.29 , Issue.9 , pp. 1163-1187
    • Wu, Y.-T.1    Tsai, C.-C.2
  • 61
    • 25444438930 scopus 로고    scopus 로고
    • The role of moral reasoning and the status of socioscientific issues in science education: Philosophical
    • psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 7 - 38). Dordrecht, The Netherlands: Kluwer
    • Zeidler, D. L., & Keefer. M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 7 - 38). Dordrecht, The Netherlands: Kluwer.
    • (2003)
    • Zeidler, D.L.1    Keefer, M.2
  • 62
    • 12344335437 scopus 로고    scopus 로고
    • The role of argument and fallacies during discourse about socioscientific issues. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, The Netherlands: Kluwer
    • Zeidler, D. L., Osborne, J., Erduran, S., Simon, S., & Monk, M. (2003). The role of argument and fallacies during discourse about socioscientific issues. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 97 - 116). Dordrecht, The Netherlands: Kluwer.
    • (2003) , pp. 97-116
    • Zeidler, D.L.1    Osborne, J.2    Erduran, S.3    Simon, S.4    Monk, M.5
  • 63
    • 25444442056 scopus 로고    scopus 로고
    • Beyond STS: A research-based framework for socioscientific issues education
    • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357 - 377.
    • (2005) Science Education , vol.89 , pp. 357-377
    • Zeidler, D.L.1    Sadler, T.D.2    Simmons, M.L.3    Howes, E.V.4
  • 64
    • 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, 35 - 62.
    • (2002) Journal of Research in Science Teaching , vol.39 , pp. 35-62
    • Zohar, A.1    Nemet, F.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.