메뉴 건너뛰기




Volumn 52, Issue 5, 2015, Pages 984-1017

An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development

Author keywords

BSCS 5E Instructional Model; curriculum materials; curriculum based professional development; efficacy trial; high school science; inquiry

Indexed keywords


EID: 84941757272     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831215585962     Document Type: Article
Times cited : (29)

References (76)
  • 1
    • 0003734855 scopus 로고    scopus 로고
    • Washington, DC: AAAS and National Science Teachers Associatio
    • American Association for the Advancement of Science. (2001). Atlas of science literacy. Washington, DC: AAAS and National Science Teachers Association.
    • (2001) Atlas of science literacy
  • 2
    • 84941778560 scopus 로고    scopus 로고
    • Using assessment to help students learn
    • Bybee R.W., (ed), Arlington, VA: NSTA Press,,. In, (Ed.),, (pp
    • J.M.Atkin (2002). Using assessment to help students learn. In R.W.Bybee (Ed.), Learning science and the science of learning book (pp. 97–103). Arlington, VA: NSTA Press.
    • (2002) Learning science and the science of learning book , pp. 97-103
    • Atkin, J.M.1
  • 5
    • 61149172611 scopus 로고    scopus 로고
    • Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform?
    • D.L.BallD.K.Cohen (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform?Educational Researcher, 25(9), 6–14.
    • (1996) Educational Researcher , vol.25 , Issue.9 , pp. 6-14
    • Ball, D.L.1    Cohen, D.K.2
  • 7
    • 84155162869 scopus 로고    scopus 로고
    • Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers’ pedagogical content knowledge
    • C.J.BeyerE.A.Davis (2012). Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers’ pedagogical content knowledge. Science Education, 96(1), 130–157.
    • (2012) Science Education , vol.96 , Issue.1 , pp. 130-157
    • Beyer, C.J.1    Davis, E.A.2
  • 8
    • 70350521036 scopus 로고    scopus 로고
    • Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials
    • C.J.BeyerC.DelgadoE.A.DavisJ.Krajcik (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching, 46(9), 977–998.
    • (2009) Journal of Research in Science Teaching , vol.46 , Issue.9 , pp. 977-998
    • Beyer, C.J.1    Delgado, C.2    Davis, E.A.3    Krajcik, J.4
  • 9
    • 0001446935 scopus 로고    scopus 로고
    • Inside the black box: Raising standards through classroom assessment
    • P.BlackD.Wiliam (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
    • (1998) Phi Delta Kappan , vol.80 , Issue.2 , pp. 139-148
    • Black, P.1    Wiliam, D.2
  • 14
    • 77449144399 scopus 로고
    • Science for life and living: An elementary school science program from Biological Sciences Curriculum Study
    • R.BybeeN.Landes (1990). Science for life and living: An elementary school science program from Biological Sciences Curriculum Study. The American Biology Teacher, 52, 92–98.
    • (1990) The American Biology Teacher , vol.52 , pp. 92-98
    • Bybee, R.1    Landes, N.2
  • 16
    • 51149089962 scopus 로고    scopus 로고
    • Experimental evaluation of the effects of a research-based preschool mathematics curriculum
    • D.ClementsJ.Sarama (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443–494.
    • (2008) American Educational Research Journal , vol.45 , Issue.2 , pp. 443-494
    • Clements, D.1    Sarama, J.2
  • 18
    • 84993811985 scopus 로고    scopus 로고
    • Designing educative curriculum materials to promote teacher learning
    • E.DavisJ.Krajcik (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14.
    • (2005) Educational Researcher , vol.34 , Issue.3 , pp. 3-14
    • Davis, E.1    Krajcik, J.2
  • 19
    • 67949102261 scopus 로고    scopus 로고
    • Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI program
    • C.DomitrovichS.GestS.GillK.BiermanJ.WelshD.Jones (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46(2), 567–597.
    • (2009) American Educational Research Journal , vol.46 , Issue.2 , pp. 567-597
    • Domitrovich, C.1    Gest, S.2    Gill, S.3    Bierman, K.4    Welsh, J.5    Jones, D.6
  • 21
    • 77956943438 scopus 로고    scopus 로고
    • Curriculum design for inquiry: Preservice elementary teachers’ mobilization and adaptation of science curriculum materials
    • C.T.ForbesE.A.Davis (2010). Curriculum design for inquiry: Preservice elementary teachers’ mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 820–839.
    • (2010) Journal of Research in Science Teaching , vol.47 , Issue.7 , pp. 820-839
    • Forbes, C.T.1    Davis, E.A.2
  • 26
    • 34347331274 scopus 로고    scopus 로고
    • Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006)
    • C.E.Hmelo-SilverR.G.DuncanC.A.Chinn (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
    • (2007) Educational Psychologist , vol.42 , Issue.2 , pp. 99-107
    • Hmelo-Silver, C.E.1    Duncan, R.G.2    Chinn, C.A.3
  • 27
    • 77954064348 scopus 로고    scopus 로고
    • . Retrieved fro
    • Institute for Education Sciences. (2014). What Works Clearinghouse. Retrieved from http://www.ies.ed.gov/ncee/wwc/Topic.aspx?sid=14
    • (2014) What Works Clearinghouse
  • 28
    • 84905163484 scopus 로고    scopus 로고
    • . Retrieved fro
    • Institute for Education Sciences and The National Science Foundation. (2013). Common Guidelines for Education Research and Development. Retrieved from http://ies.ed.gov/pdf/CommonGuidelines.pdf
    • (2013) Common Guidelines for Education Research and Development
  • 29
    • 84903214294 scopus 로고    scopus 로고
    • Reconciling a human cognitive architecture
    • Duffy S.T.T.M., (ed), New York, NY: Routledge,,. In, (Ed.),, (pp
    • D.H.Jonassen (2009). Reconciling a human cognitive architecture. In S.T.T.M.Duffy (Ed.), Constructivist theory applied to instruction: Success or failure? (pp. 13–33). New York, NY: Routledge.
    • (2009) Constructivist theory applied to instruction: Success or failure? , pp. 13-33
    • Jonassen, D.H.1
  • 30
    • 0036683648 scopus 로고    scopus 로고
    • How well do middle school science programs measure up? Findings from Project 2061’s curriculum review
    • S.KesidouJ.E.Roseman (2002). How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching, 39(6), 522–549.
    • (2002) Journal of Research in Science Teaching , vol.39 , Issue.6 , pp. 522-549
    • Kesidou, S.1    Roseman, J.E.2
  • 31
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
    • P.A.KirschnerJ.SwellerR.E.Clark (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
    • (2006) Educational Psychologist , vol.41 , Issue.2 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 32
    • 84880134407 scopus 로고    scopus 로고
    • Do learners really know best? Urban legends in education
    • P.A.KirschnerJ.J.G.van Merriënboer (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183.
    • (2013) Educational Psychologist , vol.48 , Issue.3 , pp. 169-183
    • Kirschner, P.A.1    van Merriënboer, J.J.G.2
  • 33
    • 79961227468 scopus 로고    scopus 로고
    • Coming up for air: But is it oxygen or phlogiston? A response to Taber’s review of Constructivist Instruction: Success or Failure?
    • ). Retrieved fro
    • D.Klahr (2010). Coming up for air: But is it oxygen or phlogiston? A response to Taber’s review of Constructivist Instruction: Success or Failure?Education Review, 13(13). Retrieved from http://www.edrev.info/essays/v13n13.pdf
    • (2010) Education Review , vol.13 , Issue.13
    • Klahr, D.1
  • 34
    • 0002289108 scopus 로고
    • A middle grade science teacher’s emerging understanding of project-based instruction
    • B.Ladewski (1994). A middle grade science teacher’s emerging understanding of project-based instruction. The Elementary School Journal, 94(5), 499–515.
    • (1994) The Elementary School Journal , vol.94 , Issue.5 , pp. 499-515
    • Ladewski, B.1
  • 35
    • 0017360990 scopus 로고
    • The measurement of observer agreement for categorical data
    • J.R.LandisG.Koch (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
    • (1977) Biometrics , vol.33 , Issue.1 , pp. 159-174
    • Landis, J.R.1    Koch, G.2
  • 36
    • 84884384005 scopus 로고    scopus 로고
    • Exploring the relationship between teachers’ curriculum enactment experience and their understanding of underlying unit structures
    • Barab S.A., Hay K.E., Hickey D.T., (eds), Mahwah, NJ: Lawrence Erlbaum,,. In, (Eds.),, (pp
    • H.-T.LinB.J.Fishman (2006). Exploring the relationship between teachers’ curriculum enactment experience and their understanding of underlying unit structures. In S.A.BarabK.E.HayD.T.Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences (pp. 432–438). Mahwah, NJ: Lawrence Erlbaum.
    • (2006) Proceedings of the 7th International Conference of the Learning Sciences , pp. 432-438
    • Lin, H.-T.1    Fishman, B.J.2
  • 38
    • 31244435054 scopus 로고    scopus 로고
    • Science for all” is not equal to “one size fits all”: Linguistic and cultural diversity and science education reform
    • S.Lynch (2001). “Science for all” is not equal to “one size fits all”: Linguistic and cultural diversity and science education reform. Journal of Research in Science Teaching, 38(5), 622–627.
    • (2001) Journal of Research in Science Teaching , vol.38 , Issue.5 , pp. 622-627
    • Lynch, S.1
  • 39
    • 84856692290 scopus 로고    scopus 로고
    • A retrospective view of a study of middle school science curriculum materials: Implementation, scale-up, and sustainability in a changing policy environment
    • S.J.LynchC.PykeB.H.Grafton (2012). A retrospective view of a study of middle school science curriculum materials: Implementation, scale-up, and sustainability in a changing policy environment. Journal of Research in Science Teaching, 49(3), 305–332.
    • (2012) Journal of Research in Science Teaching , vol.49 , Issue.3 , pp. 305-332
    • Lynch, S.J.1    Pyke, C.2    Grafton, B.H.3
  • 42
    • 0742269292 scopus 로고    scopus 로고
    • Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction
    • R.Mayer (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
    • (2004) American Psychologist , vol.59 , Issue.1 , pp. 14-19
    • Mayer, R.1
  • 43
    • 68049124533 scopus 로고    scopus 로고
    • Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena
    • K.L.McNeill (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93, 233–268.
    • (2009) Science Education , vol.93 , pp. 233-268
    • McNeill, K.L.1
  • 44
    • 84941764374 scopus 로고    scopus 로고
    • Instructional strategies to support students writing scientific explanations
    • Luft J., Gess-Newsome J., Bell R., (eds), Washington, DC: National Science Foundation,,. In, (Eds
    • K.L.McNeillJ.Krajcik (2007). Instructional strategies to support students writing scientific explanations. In J.LuftJ.Gess-NewsomeR.Bell (Eds.), Science as inquiry in the secondary setting. Washington, DC: National Science Foundation.
    • (2007) Science as inquiry in the secondary setting
    • McNeill, K.L.1    Krajcik, J.2
  • 46
    • 0004134359 scopus 로고    scopus 로고
    • Expanded ed, Washington, DC: National Academy Pres
    • National Research Council. (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press.
    • (2000) How people learn: Brain, mind, experience, and school
  • 54
    • 79960337871 scopus 로고    scopus 로고
    • Preparing teachers to design sequences of instruction in Earth systems science: A comparison of three professional development programs
    • W.R.PenuelL.P.GallagherS.Moorthy (2011). Preparing teachers to design sequences of instruction in Earth systems science: A comparison of three professional development programs. American Educational Research Journal, 48(4), 996–1025.
    • (2011) American Educational Research Journal , vol.48 , Issue.4 , pp. 996-1025
    • Penuel, W.R.1    Gallagher, L.P.2    Moorthy, S.3
  • 56
    • 73549114253 scopus 로고    scopus 로고
    • Three-level models for indirect effects in school- and class-randomized experiments in education
    • K.A.PituchD.L.MurphyR.L.Tate (2010). Three-level models for indirect effects in school- and class-randomized experiments in education. The Journal of Experimental Education, 78(1), 60–95.
    • (2010) The Journal of Experimental Education , vol.78 , Issue.1 , pp. 60-95
    • Pituch, K.A.1    Murphy, D.L.2    Tate, R.L.3
  • 57
    • 85012453001 scopus 로고    scopus 로고
    • Changing teachers’ practice: Curriculum materials and science education reform in the USA
    • J.C.PowellR.D.Anderson (2002). Changing teachers’ practice: Curriculum materials and science education reform in the USA. Studies in Science Education, 37, 107–135.
    • (2002) Studies in Science Education , vol.37 , pp. 107-135
    • Powell, J.C.1    Anderson, R.D.2
  • 58
    • 0001408941 scopus 로고    scopus 로고
    • Statistical analysis and optimal design for cluster randomized trials
    • S.W.Raudenbush (1997). Statistical analysis and optimal design for cluster randomized trials. Psychological Methods, 2(2), 173–185.
    • (1997) Psychological Methods , vol.2 , Issue.2 , pp. 173-185
    • Raudenbush, S.W.1
  • 60
    • 23244466820 scopus 로고    scopus 로고
    • Examining key concepts in research on teachers’ use of mathematics curricula
    • J.T.Remillard (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
    • (2005) Review of Educational Research , vol.75 , Issue.2 , pp. 211-246
    • Remillard, J.T.1
  • 64
    • 0347960821 scopus 로고    scopus 로고
    • A coherent curriculum: A case of mathematics
    • W.SchmidtR.HouangL.Cogan (2002). A coherent curriculum: A case of mathematics. American Educator, 26(2), 10–26.
    • (2002) American Educator , vol.26 , Issue.2 , pp. 10-26
    • Schmidt, W.1    Houang, R.2    Cogan, L.3
  • 67
    • 33749855361 scopus 로고    scopus 로고
    • Curriculum coherence: An examination of U.S. mathematics and science content standards from an international perspective
    • W.H.SchmidtH.C.WangC.C.McKnight (2005). Curriculum coherence: An examination of U.S. mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37(5), 525–559.
    • (2005) Journal of Curriculum Studies , vol.37 , Issue.5 , pp. 525-559
    • Schmidt, W.H.1    Wang, H.C.2    McKnight, C.C.3
  • 68
    • 16244416274 scopus 로고    scopus 로고
    • Supporting science teacher learning: The role of educative curriculum materials
    • R.M.SchneiderJ.Krajcik (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
  • 70
    • 85018141980 scopus 로고    scopus 로고
    • Perspectives on evidence-based research in education—What works? Issues in synthesizing educational program evaluations
    • R.E.Slavin (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
  • 71
    • 38049012837 scopus 로고    scopus 로고
    • Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers
    • A.T.StullR.E.Mayer (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820.
    • (2007) Journal of Educational Psychology , vol.99 , Issue.4 , pp. 808-820
    • Stull, A.T.1    Mayer, R.E.2
  • 75
    • 0004115808 scopus 로고
    • Cambridge, MA: Harvard Universit
    • L.S.Vygotsky (1978). Mind in society. Cambridge, MA: Harvard University.
    • (1978) Mind in society
    • Vygotsky, L.S.1
  • 76
    • 0003934972 scopus 로고    scopus 로고
    • Expanded 2nd ed., Alexandria, VA: Association for Supervision and Curriculum Development (ASCD
    • G.WigginsJ.McTighe (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
    • (2005) Understanding by design
    • Wiggins, G.1    McTighe, J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.