메뉴 건너뛰기




Volumn , Issue , 2013, Pages 319-332

Explanatory skills

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84906001465     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (4)

References (41)
  • 1
    • 0347588583 scopus 로고
    • Children's preconceptions and content-area textbooks
    • G. Duffy, L. Roehler, & J. Mason (Eds.), New York: Longman
    • Anderson, C. W., & Smith, E. L. (1984). Children's preconceptions and content-area textbooks. In G. Duffy, L. Roehler, & J. Mason (Eds.), Comprehension instruction (pp. 187-201). New York: Longman
    • (1984) Comprehension instruction , pp. 187-201
    • Anderson, C.W.1    Smith, E.L.2
  • 2
    • 84989143799 scopus 로고
    • Analysis of analogies used by science teachers
    • Dagher, Z. R. (1995). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32, 259-270
    • (1995) Journal of Research in Science Teaching , vol.32 , pp. 259-270
    • Dagher, Z.R.1
  • 4
    • 62249187465 scopus 로고    scopus 로고
    • What college teachers need to know
    • R. J. Menges, M. Weimer, & Associates (Eds.), San Francisco: Jossey-Bass
    • Dinham, S. M. (1996). What college teachers need to know. In R. J. Menges, M. Weimer, & Associates (Eds.), Teaching on solid ground: Using scholarship to improve practice (pp. 297-313). San Francisco: Jossey-Bass
    • (1996) Teaching on solid ground: Using scholarship to improve practice , pp. 297-313
    • Dinham, S.M.1
  • 5
    • 0002021117 scopus 로고
    • Unlearning Aristotelian physics: A study of knowledge based learning
    • diSessa, A. A. (1982). Unlearning Aristotelian physics: A study of knowledge based learning. Cognitive Science, 6, 37-75
    • (1982) Cognitive Science , vol.6 , pp. 37-75
    • DiSessa, A.A.1
  • 6
    • 0001235391 scopus 로고
    • Are scientific analogies metaphors?
    • D. S. Miall (Ed.), Atlantic Highlands, NJ: Humanities Press
    • Gentner, D. (1988). Are scientific analogies metaphors? In D. S. Miall (Ed.), Metaphor: Problems and perspectives (pp. 106-132). Atlantic Highlands, NJ: Humanities Press
    • (1988) Metaphor: Problems and perspectives , pp. 106-132
    • Gentner, D.1
  • 8
    • 84983941769 scopus 로고
    • Descriptive studies of students' conceptions in science
    • Hashweh, M. (1988). Descriptive studies of students' conceptions in science. Journal of Research in Science Teaching, 25, 121-134
    • (1988) Journal of Research in Science Teaching , vol.25 , pp. 121-134
    • Hashweh, M.1
  • 9
    • 84987216277 scopus 로고
    • Effect of instruction using students' prior knowledge and conceptual change strategies on science learning
    • Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743
    • (1983) Journal of Research in Science Teaching , vol.20 , pp. 731-743
    • Hewson, M.G.1    Hewson, P.W.2
  • 10
    • 0002014086 scopus 로고
    • The role of conceptual conflict in conceptual change and the design of science instruction
    • Hewson, P. W., & Hewson, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13
    • (1984) Instructional Science , vol.13 , pp. 1-13
    • Hewson, P.W.1    Hewson, M.G.2
  • 11
    • 0041642078 scopus 로고
    • The role of refutation text in overcoming difficulties with science concepts
    • Hynd, C., & Alvermann, D. W. (1986). The role of refutation text in overcoming difficulties with science concepts. Journal of Reading, 29, 440-446
    • (1986) Journal of Reading , vol.29 , pp. 440-446
    • Hynd, C.1    Alvermann, D.W.2
  • 14
    • 0024741323 scopus 로고
    • Children and adults as intuitive scientists
    • Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689
    • (1989) Psychological Review , vol.96 , pp. 674-689
    • Kuhn, D.1
  • 15
    • 0000859298 scopus 로고
    • Signalling techniques that increase the understandability of expository prose
    • Loman, N. L., & Mayer, R. E. (1983). Signalling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75, 402-412
    • (1983) Journal of Educational Psychology , vol.75 , pp. 402-412
    • Loman, N.L.1    Mayer, R.E.2
  • 18
    • 84983992991 scopus 로고
    • What have we learned about increasing the meaningfulness of science prose?
    • Mayer, R. E. (1983). What have we learned about increasing the meaningfulness of science prose? Science Education, 67, 223-237
    • (1983) Science Education , vol.67 , pp. 223-237
    • Mayer, R.E.1
  • 19
    • 0008755878 scopus 로고
    • Systematic thinking fostered by illustrations in scientific text
    • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246
    • (1989) Journal of Educational Psychology , vol.81 , pp. 240-246
    • Mayer, R.E.1
  • 20
    • 58149205843 scopus 로고
    • The instructive animation: Helping students build connections between words and pictures in multimedia learning
    • Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452
    • (1992) Journal of Educational Psychology , vol.84 , pp. 444-452
    • Mayer, R.E.1    Anderson, R.B.2
  • 21
    • 0030551732 scopus 로고    scopus 로고
    • When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons
    • Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73
    • (1996) Journal of Educational Psychology , vol.88 , pp. 64-73
    • Mayer, R.E.1    Bove, W.2    Bryman, A.3    Mars, R.4    Tapangco, L.5
  • 22
    • 58149206881 scopus 로고
    • For whom is a picture worth a thousand words?, Extensions of a dual-coding theory of multimedia learning
    • Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401
    • (1994) Journal of Educational Psychology , vol.86 , pp. 389-401
    • Mayer, R.E.1    Sims, V.K.2
  • 27
    • 0030550769 scopus 로고    scopus 로고
    • Role of examples in how students learn to categorize statistics word problems
    • Quilici, J. L., & Mayer, R. E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88, 144-161
    • (1996) Journal of Educational Psychology , vol.88 , pp. 144-161
    • Quilici, J.L.1    Mayer, R.E.2
  • 28
    • 84970206950 scopus 로고
    • A contemporary theory of explanatory writing
    • Rowan, K. E. (1988). A contemporary theory of explanatory writing. Written Communication, 5, 23-56
    • (1988) Written Communication , vol.5 , pp. 23-56
    • Rowan, K.E.1
  • 29
  • 30
    • 84930565862 scopus 로고
    • When simple language fails: Presenting difficult science to the public
    • Rowan, K. E. (1991). When simple language fails: Presenting difficult science to the public. Journal of Technical Writing and Communication, 21, 369-382
    • (1991) Journal of Technical Writing and Communication , vol.21 , pp. 369-382
    • Rowan, K.E.1
  • 31
    • 56849123662 scopus 로고
    • A new pedagogy for explanatory public speaking: Why arrangement should not substitute for invention
    • Rowan, K. E. (1995). A new pedagogy for explanatory public speaking: Why arrangement should not substitute for invention. Communication Education, 44, 236-250
    • (1995) Communication Education , vol.44 , pp. 236-250
    • Rowan, K.E.1
  • 32
    • 0030536408 scopus 로고    scopus 로고
    • Integration and its effect on acquiring knowledge about competing scientific theories from text
    • Rukavina, I., & Daneman, M. (1996). Integration and its effect on acquiring knowledge about competing scientific theories from text. Journal of Educational Psychology, 88, 272-287
    • (1996) Journal of Educational Psychology , vol.88 , pp. 272-287
    • Rukavina, I.1    Daneman, M.2
  • 33
    • 84889491325 scopus 로고
    • Lecturing
    • O. Milton & Associates (Eds.), San Francisco: Jossey-Bass
    • Satterfield, J. (1978). Lecturing. In O. Milton & Associates (Eds.), On college teaching (pp. 34-61). San Francisco: Jossey-Bass
    • (1978) On college teaching , pp. 34-61
    • Satterfield, J.1
  • 34
    • 21344485602 scopus 로고
    • Effects of elaborative interrogation with prose passages
    • Seifert, T. L. (1993). Effects of elaborative interrogation with prose passages. Journal of Educational Psychology, 85, 642-651
    • (1993) Journal of Educational Psychology , vol.85 , pp. 642-651
    • Seifert, T.L.1
  • 35
    • 84925914203 scopus 로고
    • Linguistic considerations in the simplification/clarification of insurance policy language
    • Shuy, R. W., & Larkin, D. L. (1978). Linguistic considerations in the simplification/clarification of insurance policy language. Discourse Processes, 1, 305-321
    • (1978) Discourse Processes , vol.1 , pp. 305-321
    • Shuy, R.W.1    Larkin, D.L.2
  • 38
    • 84970110898 scopus 로고
    • An empirically based instructional design theory for teaching concepts
    • Tennyson, R. D., & Cocchiarella, M. J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Psychology, 56, 40-71
    • (1986) Review of Educational Psychology , vol.56 , pp. 40-71
    • Tennyson, R.D.1    Cocchiarella, M.J.2
  • 40
    • 84941646855 scopus 로고
    • Putting the fear back into fear appeals: The extended parallel process model
    • Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model. Communication Monographs, 59, 329-349
    • (1992) Communication Monographs , vol.59 , pp. 329-349
    • Witte, K.1
  • 41
    • 21344486819 scopus 로고
    • Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge
    • Woloshyn, V. E., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89
    • (1994) Journal of Educational Psychology , vol.86 , pp. 79-89
    • Woloshyn, V.E.1    Paivio, A.2    Pressley, M.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.