메뉴 건너뛰기




Volumn 2, Issue , 2014, Pages 457-480

The many faces of high school chemistry

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84943177266     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203097267     Document Type: Chapter
Times cited : (22)

References (128)
  • 1
    • 84876738420 scopus 로고    scopus 로고
    • Sydney: Australian Curriculum, Assessment and Reporting Authority
    • ACARA. (2012). Chemistry. Sydney: Australian Curriculum, Assessment and Reporting Authority.
    • (2012) Chemistry
    • ACARA1
  • 2
    • 70449591912 scopus 로고    scopus 로고
    • Learners' mental models of the particle nature of matter: A study of 16-year-old Swedish science students
    • Adbo, K., & Taber, K. S. (2009). Learners' mental models of the particle nature of matter: A study of 16-year-old Swedish science students. International Journal of Science Education, 31, 757-786.
    • (2009) International Journal of Science Education , vol.31 , pp. 757-786
    • Adbo, K.1    Taber, K.S.2
  • 4
    • 17944398842 scopus 로고    scopus 로고
    • Approaches to biology teaching and learning: Lesson study-building communities of learning among educators
    • Allen, D., Donham, R., & Tanner, K. (2004). Approaches to biology teaching and learning: Lesson study-building communities of learning among educators. Cell Biology Education, 3, 1-7.
    • (2004) Cell Biology Education , vol.3 , pp. 1-7
    • Allen, D.1    Donham, R.2    Tanner, K.3
  • 7
    • 0002131099 scopus 로고
    • Pupils' conceptions of matter and its transformations (age 12-16)
    • Andersson, B. (1990). Pupils' conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
    • (1990) Studies in Science Education , vol.18 , pp. 53-85
    • Andersson, B.1
  • 9
    • 0142153190 scopus 로고    scopus 로고
    • Working memory: Looking back and looking forward
    • Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-839.
    • (2003) Nature Reviews Neuroscience , vol.4 , pp. 829-839
    • Baddeley, A.1
  • 10
    • 2142837714 scopus 로고    scopus 로고
    • Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course?
    • Barker, V., & Millar, R. (1999). Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 21, 645-665.
    • (1999) International Journal of Science Education , vol.21 , pp. 645-665
    • Barker, V.1    Millar, R.2
  • 11
    • 0344389751 scopus 로고    scopus 로고
    • Students' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course?
    • Barker, V., & Millar, R. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22, 1171-1200.
    • (2000) International Journal of Science Education , vol.22 , pp. 1171-1200
    • Barker, V.1    Millar, R.2
  • 13
    • 33746488017 scopus 로고    scopus 로고
    • Context-based approaches to the teaching of chemistry: What are they and what are their effects?
    • J.K. Gilbert, O. De Jong, R. Justi, D.F. Treagust, & J.H. Van Driel (Eds.),. Dordrecht, the Netherlands: Kluwer Academic Publishers
    • Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 165-184). Dordrecht, the Netherlands: Kluwer Academic Publishers.
    • (2002) Chemical education: Towards research-based practice , pp. 165-184
    • Bennett, J.1    Holman, J.2
  • 14
    • 34247537146 scopus 로고    scopus 로고
    • Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching
    • Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91, 347-370.
    • (2007) Science Education , vol.91 , pp. 347-370
    • Bennett, J.1    Lubben, F.2    Hogarth, S.3
  • 15
    • 84867781039 scopus 로고    scopus 로고
    • Teaching two basic nanotechnology concepts in secondary schools by using a variety of teaching methods
    • Blonder, R., & Sakhnini, S. (2012). Teaching two basic nanotechnology concepts in secondary schools by using a variety of teaching methods. Chemistry Education Research & Practice, 13, 500-516.
    • (2012) Chemistry Education Research & Practice , vol.13 , pp. 500-516
    • Blonder, R.1    Sakhnini, S.2
  • 17
    • 33746504819 scopus 로고    scopus 로고
    • A research approach to designing chemistry education using authentic practices as contexts
    • Bulte, A., Westbroek, H., De Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28, 1063-1086.
    • (2006) International Journal of Science Education , vol.28 , pp. 1063-1086
    • Bulte, A.1    Westbroek, H.2    De Jong, O.3    Pilot, A.4
  • 18
    • 84987187551 scopus 로고
    • Science: The Salters' approach-a case study of the process of large scale curriculum development
    • Campbell, B., Lazonby, J., Millar, R., Nicolson, P., Ramsden, J., & Waddington, D. (1994). Science: The Salters' approach-a case study of the process of large scale curriculum development. Science Education, 78, 415-447.
    • (1994) Science Education , vol.78 , pp. 415-447
    • Campbell, B.1    Lazonby, J.2    Millar, R.3    Nicolson, P.4    Ramsden, J.5    Waddington, D.6
  • 19
    • 0344719044 scopus 로고    scopus 로고
    • Eliciting students' understanding of chemical reactions using two forms of essay questions during a learning cycle
    • Cavallo, A. M. L., McNeely, J. C., & Marek, E. A. (2003). Eliciting students' understanding of chemical reactions using two forms of essay questions during a learning cycle. International Journal of Science Education, 25, 583-603.
    • (2003) International Journal of Science Education , vol.25 , pp. 583-603
    • Cavallo, A.M.L.1    McNeely, J.C.2    Marek, E.A.3
  • 20
    • 34547194275 scopus 로고    scopus 로고
    • The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students' ability to describe and explain chemical reactions using multiple levels of representation
    • Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students' ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8, 293-307.
    • (2007) Chemistry Education Research and Practice , vol.8 , pp. 293-307
    • Chandrasegaran, A.L.1    Treagust, D.F.2    Mocerino, M.3
  • 21
    • 84858259543 scopus 로고    scopus 로고
    • Towards a better utilization of diagrams in research into the use of representative levels in chemical education
    • J. Gilbert & D. Treagust (Eds.),. Dordrecht, the Netherlands: Springer
    • Cheng, M., & Gilbert, J. K. (2009). Towards a better utilization of diagrams in research into the use of representative levels in chemical education. In J. Gilbert & D. Treagust (Eds.), Multiple representations in chemical education (pp. 55-73). Dordrecht, the Netherlands: Springer.
    • (2009) Multiple representations in chemical education , pp. 55-73
    • Cheng, M.1    Gilbert, J.K.2
  • 22
    • 79958137898 scopus 로고    scopus 로고
    • The roles of multimedia in the teaching and learning of the triplet relationship in chemistry
    • J.K. Gilbert & D. Treagust (Eds.),. Dordrecht, the Netherlands: Springer
    • Chiu, M.-H., & Wu, H.-K. (2009). The roles of multimedia in the teaching and learning of the triplet relationship in chemistry. In J. K. Gilbert & D. Treagust (Eds.), Multiple representations in chemical education (pp. 251-283). Dordrecht, the Netherlands: Springer.
    • (2009) Multiple representations in chemical education , pp. 251-283
    • Chiu, M.-H.1    Wu, H.-K.2
  • 23
    • 77954529266 scopus 로고    scopus 로고
    • The role of explanatory models in teaching for conceptual change
    • S. Vosniadou (Ed.),. New York: Routledge
    • Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). New York: Routledge.
    • (2008) International handbook of research on conceptual change , pp. 417-452
    • Clement, J.1
  • 24
    • 0038398908 scopus 로고    scopus 로고
    • Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding
    • Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding. Journal of Research in Science Teaching, 40, 464-486.
    • (2003) Journal of Research in Science Teaching , vol.40 , pp. 464-486
    • Coll, R.K.1    Treagust, D.F.2
  • 25
    • 84983947614 scopus 로고
    • Verbal explanations given by science teachers: Their nature and implications
    • Dagher, Z., & Cossman, G. (1992). Verbal explanations given by science teachers: Their nature and implications. Journal of Research in Science Teaching, 29, 361-374.
    • (1992) Journal of Research in Science Teaching , vol.29 , pp. 361-374
    • Dagher, Z.1    Cossman, G.2
  • 26
    • 84989005744 scopus 로고
    • Problems in teaching the topic of redox reactions: Actions and conceptions of chemistry teachers
    • De Jong, O., Acampo, J., & Verdonk, A. H. (1995). Problems in teaching the topic of redox reactions: Actions and conceptions of chemistry teachers. Journal of Research in Science Teaching, 32, 1097-1110.
    • (1995) Journal of Research in Science Teaching , vol.32 , pp. 1097-1110
    • De Jong, O.1    Acampo, J.2    Verdonk, A.H.3
  • 27
    • 0142008452 scopus 로고    scopus 로고
    • An international study of prospective teachers' initial teaching conceptions and concerns: The case of teaching "combustion."
    • De Jong, O., Ahtee, M., Goodwin, A., Hatzinikita, V., & Koulaidis, V. (1999). An international study of prospective teachers' initial teaching conceptions and concerns: The case of teaching "combustion." European Journal of Teacher Education, 22, 45-59.
    • (1999) European Journal of Teacher Education , vol.22 , pp. 45-59
    • De Jong, O.1    Ahtee, M.2    Goodwin, A.3    Hatzinikita, V.4    Koulaidis, V.5
  • 28
    • 27744450931 scopus 로고    scopus 로고
    • The teaching and learning of electrochemistry
    • J.K. Gilbert, O. De Jong, R. Justi, D.F. Treagust, & J.H. Van Driel (Eds.),. Dordrecht, the Netherlands: Kluwer Academic Publishers
    • De Jong, O., & Treagust, D. F. (2002). The teaching and learning of electrochemistry. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 317-337). Dordrecht, the Netherlands: Kluwer Academic Publishers.
    • (2002) Chemical education: Towards research-based practice , pp. 317-337
    • De Jong, O.1    Treagust, D.F.2
  • 29
    • 33644514961 scopus 로고    scopus 로고
    • Exploring the development of student teachers' PCK of multiple meanings of chemistry topics
    • De Jong, O., & Van Driel, J. (2004). Exploring the development of student teachers' PCK of multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2, 477-491.
    • (2004) International Journal of Science and Mathematics Education , vol.2 , pp. 477-491
    • De Jong, O.1    Van Driel, J.2
  • 31
    • 34250206312 scopus 로고    scopus 로고
    • The model-based view of scientific theories and the structuring of school science programmes
    • Develaki, M. (2007). The model-based view of scientific theories and the structuring of school science programmes. Science & Education, 16, 725-749.
    • (2007) Science & Education , vol.16 , pp. 725-749
    • Develaki, M.1
  • 32
    • 70349820667 scopus 로고    scopus 로고
    • A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence)
    • S. Vosniadou (Ed.),. New York: Routledge
    • diSessa, A. A. (2008). A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence). In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 35-60). New York: Routledge.
    • (2008) International handbook of research on conceptual change , pp. 35-60
    • diSessa, A.A.1
  • 33
    • 54049098111 scopus 로고    scopus 로고
    • Upper secondary school students' understanding of models used in chemistry to define acids and bases
    • Drechsler, M., & Schmidt, H.-J. (2005). Upper secondary school students' understanding of models used in chemistry to define acids and bases. Science Education International, 16, 39-53.
    • (2005) Science Education International , vol.16 , pp. 39-53
    • Drechsler, M.1    Schmidt, H.-J.2
  • 35
    • 84950423261 scopus 로고
    • Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science
    • Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 37-60.
    • (1983) Studies in Science Education , vol.10 , pp. 37-60
    • Driver, R.1    Erickson, G.2
  • 36
    • 18244366964 scopus 로고    scopus 로고
    • Kiel, Germany: Leibnitz Institute for Science and Mathematics Education. Retrieved from
    • Duit, R. (2009). Bibliography-students' and teachers' conceptions and science education. Kiel, Germany: Leibnitz Institute for Science and Mathematics Education. Retrieved from www. ipn. uni-kiel. de/aktuell/stcse/stcse. html.
    • (2009) Bibliography-students' and teachers' conceptions and science education
    • Duit, R.1
  • 37
    • 80054120958 scopus 로고    scopus 로고
    • Chemistry teachers' views on teaching "climate change"-An interview case study from research-oriented learning in teacher education
    • Feierabend, T., Jokmin, S., & Eilks, I. (2011). Chemistry teachers' views on teaching "climate change"-An interview case study from research-oriented learning in teacher education. Chemistry Education: Research & Practice, 11, 85-91.
    • (2011) Chemistry Education: Research & Practice , vol.11 , pp. 85-91
    • Feierabend, T.1    Jokmin, S.2    Eilks, I.3
  • 39
    • 0010154665 scopus 로고    scopus 로고
    • Improving teaching and learning through chemistry education research: A look to the future
    • Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future, Journal of Chemical Education, 76, 548-554.
    • (1999) Journal of Chemical Education , vol.76 , pp. 548-554
    • Gabel, D.1
  • 40
    • 70449637673 scopus 로고    scopus 로고
    • Secondary students' thinking about familiar phenomena: Learners' explanations from a curriculum context where "particles" is a key idea for organizing teaching and learning
    • Garcia Franco, A., & Taber, K. (2009). Secondary students' thinking about familiar phenomena: Learners' explanations from a curriculum context where "particles" is a key idea for organizing teaching and learning. International Journal of Science Education, 31, 1917-1952.
    • (2009) International Journal of Science Education , vol.31 , pp. 1917-1952
    • Garcia Franco, A.1    Taber, K.2
  • 41
    • 0036863019 scopus 로고    scopus 로고
    • Facilitating teachers' professional growth through their involvement in creating context-based materials in science
    • George, J., & Lubben, F. (2002). Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22, 659-672.
    • (2002) International Journal of Educational Development , vol.22 , pp. 659-672
    • George, J.1    Lubben, F.2
  • 42
    • 33947715301 scopus 로고    scopus 로고
    • Visualization: A metacognitive skill in science and science education
    • J.K. Gilbert (Ed.),. Dordrecht, the Netherlands: Kluwer Academic Publishers
    • Gilbert, J. K. (2007). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in science education (pp. 9-27). Dordrecht, the Netherlands: Kluwer Academic Publishers.
    • (2007) Visualization in science education , pp. 9-27
    • Gilbert, J.K.1
  • 45
    • 84984028602 scopus 로고
    • Children's science and its consequences for teaching
    • Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children's science and its consequences for teaching. Science Education, 66, 623-633.
    • (1982) Science Education , vol.66 , pp. 623-633
    • Gilbert, J.K.1    Osborne, R.J.2    Fensham, P.J.3
  • 46
    • 34548628656 scopus 로고    scopus 로고
    • Chemie im Kontext: Curriculum development and evaluation strategies
    • J. Bennett, J. Holman, R. Millar, & D. Waddington (Eds.),. Münster, Germany: Waxmann
    • Gräsel, D., Nentwig, P., & Parchmann, I. (2005). Chemie im Kontext: Curriculum development and evaluation strategies. In J. Bennett, J. Holman, R. Millar, & D. Waddington (Eds.), Evaluation as a tool for improving science education (pp. 53-66). Münster, Germany: Waxmann.
    • (2005) Evaluation as a tool for improving science education , pp. 53-66
    • Gräsel, D.1    Nentwig, P.2    Parchmann, I.3
  • 47
    • 84865212825 scopus 로고    scopus 로고
    • Using self-generated analogies in teaching of thermodynamics
    • Haglund, J., & Jeppsson, F. (2012). Using self-generated analogies in teaching of thermodynamics. Journal of Research in Science Teaching, 49, 898-921.
    • (2012) Journal of Research in Science Teaching , vol.49 , pp. 898-921
    • Haglund, J.1    Jeppsson, F.2
  • 48
    • 0030545625 scopus 로고    scopus 로고
    • Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?
    • Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of the Learning Sciences, 5, 97-127.
    • (1996) Journal of the Learning Sciences , vol.5 , pp. 97-127
    • Hammer, D.1
  • 49
    • 0345962996 scopus 로고    scopus 로고
    • How do teachers and textbook writers model scientific ideas for students?
    • Harrison, A. G. (2001). How do teachers and textbook writers model scientific ideas for students? Research in Science Education, 31, 401-435.
    • (2001) Research in Science Education , vol.31 , pp. 401-435
    • Harrison, A.G.1
  • 51
    • 0034342161 scopus 로고    scopus 로고
    • Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry
    • Harrison, A. G., & Treagust, D. F. (2000a). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
    • (2000) Science Education , vol.84 , pp. 352-381
    • Harrison, A.G.1    Treagust, D.F.2
  • 54
    • 84860740519 scopus 로고    scopus 로고
    • A macro-micro-symbolic teaching to promote relational understanding of chemical reactions
    • Jaber, L., & BouJaoude, S. (2012). A macro-micro-symbolic teaching to promote relational understanding of chemical reactions. International Journal of Science Education, 34, 973-998.
    • (2012) International Journal of Science Education , vol.34 , pp. 973-998
    • Jaber, L.1    BouJaoude, S.2
  • 55
    • 84954595168 scopus 로고
    • Keynote lecture, given at the 57th Annual Summer Conference of the New England Association of Chemistry Teachers. Monograph. Sacred Heart University, Fairfield, CT
    • Jensen, W. B. (1995). Logic, history and the teaching of chemistry. Keynote lecture, given at the 57th Annual Summer Conference of the New England Association of Chemistry Teachers. Monograph. Sacred Heart University, Fairfield, CT.
    • (1995) Logic, history and the teaching of chemistry
    • Jensen, W.B.1
  • 56
    • 5544290136 scopus 로고    scopus 로고
    • Children's understanding of substances, part 1: Recognizing chemical change
    • Johnson, P. M. (2000). Children's understanding of substances, part 1: Recognizing chemical change. International Journal of Science Education, 22, 719-737.
    • (2000) International Journal of Science Education , vol.22 , pp. 719-737
    • Johnson, P.M.1
  • 57
    • 0039488161 scopus 로고    scopus 로고
    • Children's understanding of substances, part 2: Explaining chemical change
    • Johnson, P. M. (2002). Children's understanding of substances, part 2: Explaining chemical change. International Journal of Science Education, 24, 1037-1054.
    • (2002) International Journal of Science Education , vol.24 , pp. 1037-1054
    • Johnson, P.M.1
  • 58
    • 84876165000 scopus 로고    scopus 로고
    • Introducing particle theory
    • K.S. Taber (Ed.), (2nd ed.,). London: Association for Science Education/Hodder Education
    • Johnson, P. M. (2012). Introducing particle theory. In K. S. Taber (Ed.), Teaching secondary chemistry (2nd ed., pp. 49-73). London: Association for Science Education/Hodder Education.
    • (2012) Teaching secondary chemistry , pp. 49-73
    • Johnson, P.M.1
  • 59
    • 75749153285 scopus 로고    scopus 로고
    • Rethinking the introduction of particle theory: A substance-based framework
    • Johnson, P., & Papageorgiou, G. (2010). Rethinking the introduction of particle theory: A substance-based framework. Journal of Research in Science Teaching, 47, 130-150.
    • (2010) Journal of Research in Science Teaching , vol.47 , pp. 130-150
    • Johnson, P.1    Papageorgiou, G.2
  • 60
    • 33749037237 scopus 로고
    • Some messages for teachers and examiners: An information processing model
    • Assessment Subject Group Trust (Ed.)., (Vol. Research in Assessment VII,). London: Royal Society of Chemistry Education Division
    • Johnstone, A. H. (1989). Some messages for teachers and examiners: An information processing model. In Assessment Subject Group Trust (Ed.). Assessment of chemistry in schools (Vol. Research in Assessment VII, pp. 23-39). London: Royal Society of Chemistry Education Division.
    • (1989) Assessment of chemistry in schools , pp. 23-39
    • Johnstone, A.H.1
  • 61
    • 84991125102 scopus 로고
    • Why is science difficult to learn? Things are seldom what they seem
    • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.
    • (1991) Journal of Computer Assisted Learning , vol.7 , pp. 75-83
    • Johnstone, A.H.1
  • 62
    • 0141973813 scopus 로고
    • The development of chemistry teaching
    • Johnstone, A. H. (1993). The development of chemistry teaching. Journal of Chemical Education, 70, 701-705.
    • (1993) Journal of Chemical Education , vol.70 , pp. 701-705
    • Johnstone, A.H.1
  • 63
    • 0345651912 scopus 로고    scopus 로고
    • History and philosophy of science through models: Some challenges in the case of "the atom."
    • Justi, R., & Gilbert, J. K. (2000). History and philosophy of science through models: Some challenges in the case of "the atom." International Journal of Science Education, 22, 993-1009.
    • (2000) International Journal of Science Education , vol.22 , pp. 993-1009
    • Justi, R.1    Gilbert, J.K.2
  • 64
    • 84861770662 scopus 로고    scopus 로고
    • The efficacy of a green chemistry laboratory-based pedagogy: Changes in environmental values of Malaysia pre-service teachers
    • Karpudewan, M., Ismael, Z., & Roth, W.-M. (2012). The efficacy of a green chemistry laboratory-based pedagogy: Changes in environmental values of Malaysia pre-service teachers. International Journal of Science and Mathematics, 10, 497-529.
    • (2012) International Journal of Science and Mathematics , vol.10 , pp. 497-529
    • Karpudewan, M.1    Ismael, Z.2    Roth, W.-M.3
  • 65
    • 77955834792 scopus 로고    scopus 로고
    • A qualitative report of the ways high school chemistry students attempt to represent a chemical reaction at the atomic/molecular level
    • Kern, A. L., Wood, N. B., Roehrig, G. H., & Nyachwaya, J. (2010). A qualitative report of the ways high school chemistry students attempt to represent a chemical reaction at the atomic/molecular level. Chemistry Education Research and Practice, 11, 165-172.
    • (2010) Chemistry Education Research and Practice , vol.11 , pp. 165-172
    • Kern, A.L.1    Wood, N.B.2    Roehrig, G.H.3    Nyachwaya, J.4
  • 66
    • 33846638407 scopus 로고    scopus 로고
    • Are teachers walking the walk or just talking the talk in science education?
    • Keys, P. M. (2005). Are teachers walking the walk or just talking the talk in science education? Teachers and Teaching, 11, 499-516.
    • (2005) Teachers and Teaching , vol.11 , pp. 499-516
    • Keys, P.M.1
  • 68
    • 0002127243 scopus 로고    scopus 로고
    • Survey of research related to the development of the concept of "matter."
    • Krnel, D., Watson, R., & Glazar, S. A. (1998). Survey of research related to the development of the concept of "matter." International Journal of Science Education, 20, 257-289.
    • (1998) International Journal of Science Education , vol.20 , pp. 257-289
    • Krnel, D.1    Watson, R.2    Glazar, S.A.3
  • 70
    • 85012542482 scopus 로고    scopus 로고
    • Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning
    • Leach, J., & Scott, P. (2002). Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education, 38, 115-142.
    • (2002) Studies in Science Education , vol.38 , pp. 115-142
    • Leach, J.1    Scott, P.2
  • 71
    • 34547269152 scopus 로고    scopus 로고
    • Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge
    • Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Krajcik, J. (2007). Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge. Science Education, 91, 579-603.
    • (2007) Science Education , vol.91 , pp. 579-603
    • Levy Nahum, T.1    Mamlok-Naaman, R.2    Hofstein, A.3    Krajcik, J.4
  • 73
    • 70449563221 scopus 로고    scopus 로고
    • A longitudinal study showing how students use a molecule concept when explaining everyday situations
    • Lőfgren, L., & Helldén, G. (2009). A longitudinal study showing how students use a molecule concept when explaining everyday situations. International Journal of Science Education, 31, 1631-1655.
    • (2009) International Journal of Science Education , vol.31 , pp. 1631-1655
    • Lőfgren, L.1    Helldén, G.2
  • 74
    • 48749093068 scopus 로고    scopus 로고
    • Learning chemistry and beyond with a lesson plan on potato crisps, which follows a sociocritical and problem-oriented approach to chemistry lessons-a case study
    • Marks, R., Bertram, S., & Eilks, I. (2008). Learning chemistry and beyond with a lesson plan on potato crisps, which follows a sociocritical and problem-oriented approach to chemistry lessons-a case study. Chemistry Education Research and Practice, 9, 267-276.
    • (2008) Chemistry Education Research and Practice , vol.9 , pp. 267-276
    • Marks, R.1    Bertram, S.2    Eilks, I.3
  • 76
    • 70449577087 scopus 로고    scopus 로고
    • Structure-property relations between macro and micro representations: Relevant meso-levels in authentic tasks
    • J. Gilbert & D. Treagust (Eds.),. Dordrecht, the Netherlands: Springer
    • Meijer, M., Bulte, A., & Pilot, A. (2009). Structure-property relations between macro and micro representations: Relevant meso-levels in authentic tasks. In J. Gilbert & D. Treagust (Eds.), Multiple representations in chemical education (pp. 195-213). Dordrecht, the Netherlands: Springer.
    • (2009) Multiple representations in chemical education , pp. 195-213
    • Meijer, M.1    Bulte, A.2    Pilot, A.3
  • 77
    • 84906052765 scopus 로고    scopus 로고
    • Macro-micro thinking with structure-property relations: Integrating "meso-levels" in secondary education
    • G. Tsaparlis & H. Sevian (Eds.),. Dordrecht, the Netherlands: Springer
    • Meijer, M., Bulte, A., & Pilot, A. (2013). Macro-micro thinking with structure-property relations: Integrating "meso-levels" in secondary education. In G. Tsaparlis & H. Sevian (Eds.), Concepts of matter in science education (pp. 419-436). Dordrecht, the Netherlands: Springer.
    • (2013) Concepts of matter in science education , pp. 419-436
    • Meijer, M.1    Bulte, A.2    Pilot, A.3
  • 78
    • 0347845238 scopus 로고
    • Making sense: What use are particles to children?
    • P. Lijnse, P. Licht, W. de Vos, & A. Waarlo (Eds.),. Utrecht, the Netherlands: CDß Press
    • Millar, R. (1990). Making sense: What use are particles to children? In P. Lijnse, P. Licht, W. de Vos, & A. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles (pp. 283-293). Utrecht, the Netherlands: CDß Press.
    • (1990) Relating macroscopic phenomena to microscopic particles , pp. 283-293
    • Millar, R.1
  • 79
    • 33750615063 scopus 로고    scopus 로고
    • Twenty-first-century science: Insights from the design and implementation of a scientific literacy approach in school science
    • Millar, R. (2006). Twenty-first-century science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28, 1499-1521.
    • (2006) International Journal of Science Education , vol.28 , pp. 1499-1521
    • Millar, R.1
  • 80
    • 84857079809 scopus 로고    scopus 로고
    • Students' pre-and post-teaching analogical reasoning when they draw their analogies
    • Mozzer, N. B., & Justi, R. (2011). Students' pre-and post-teaching analogical reasoning when they draw their analogies. International Journal of Science Education, 34, 429-458.
    • (2011) International Journal of Science Education , vol.34 , pp. 429-458
    • Mozzer, N.B.1    Justi, R.2
  • 81
    • 33750409287 scopus 로고    scopus 로고
    • Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei
    • Nelson, P. (2002). Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei. Chemistry Education Research and Practice, 3, 215-228.
    • (2002) Chemistry Education Research and Practice , vol.3 , pp. 215-228
    • Nelson, P.1
  • 82
    • 0035580645 scopus 로고    scopus 로고
    • Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective
    • Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85, 158-179.
    • (2001) Science Education , vol.85 , pp. 158-179
    • Nieswandt, M.1
  • 84
    • 35948984118 scopus 로고    scopus 로고
    • Some student misconceptions in chemistry: A literature review of chemical bonding
    • Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13, 147-159.
    • (2004) Journal of Science Education and Technology , vol.13 , pp. 147-159
    • Özmen, H.1
  • 86
    • 57849151543 scopus 로고    scopus 로고
    • Identifying atomic structure as a threshold concept: Student mental models and troublesomeness
    • Park, E. J., & Light, G. (2008). Identifying atomic structure as a threshold concept: Student mental models and troublesomeness. International Journal of Science Education, 31, 233-258.
    • (2008) International Journal of Science Education , vol.31 , pp. 233-258
    • Park, E.J.1    Light, G.2
  • 88
    • 0040455663 scopus 로고    scopus 로고
    • A learning pathway in high school-level quantum atomic physics
    • Petri, J., & Niedderer, H. (1998). A learning pathway in high school-level quantum atomic physics. International Journal of Science Education, 20, 1075-1088.
    • (1998) International Journal of Science Education , vol.20 , pp. 1075-1088
    • Petri, J.1    Niedderer, H.2
  • 89
    • 79959329206 scopus 로고    scopus 로고
    • Evaluation of a design principle for fostering students' epistemological views on models and modeling using authentic practices as contexts for learning in chemistry education
    • Prins, G., Bulte, A., & Pilot, A. (2011). Evaluation of a design principle for fostering students' epistemological views on models and modeling using authentic practices as contexts for learning in chemistry education. International Journal of Science Education, 33, 1539-1569.
    • (2011) International Journal of Science Education , vol.33 , pp. 1539-1569
    • Prins, G.1    Bulte, A.2    Pilot, A.3
  • 91
    • 0040111391 scopus 로고    scopus 로고
    • How does a context-based approach influence understanding of key chemical ideas at 16+?
    • Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19, 697-710.
    • (1997) International Journal of Science Education , vol.19 , pp. 697-710
    • Ramsden, J.M.1
  • 93
    • 77955790384 scopus 로고    scopus 로고
    • Dynamic covalent chemistry in aid of peptide self-assembly
    • Sadownik, J. W., & Ulijn, R. V. (2010). Dynamic covalent chemistry in aid of peptide self-assembly. Current Opinion in Biotechnology, 21, 401-411.
    • (2010) Current Opinion in Biotechnology , vol.21 , pp. 401-411
    • Sadownik, J.W.1    Ulijn, R.V.2
  • 94
    • 12344272593 scopus 로고    scopus 로고
    • Quantum versus "classical" chemistry in university chemistry education: A case study of the role of history in thinking the curriculum
    • Sánchez Gómez, P. J., & Martín, F. (2003). Quantum versus "classical" chemistry in university chemistry education: A case study of the role of history in thinking the curriculum. Chemistry Education: Research & Practice, 4, 131-148.
    • (2003) Chemistry Education: Research & Practice , vol.4 , pp. 131-148
    • Sánchez Gómez, P.J.1    Martín, F.2
  • 95
    • 0000569689 scopus 로고    scopus 로고
    • Have orbitals really been observed?
    • Scerri, E. R. (2000). Have orbitals really been observed? Journal of Chemical Education, 77, 1492-1494.
    • (2000) Journal of Chemical Education , vol.77 , pp. 1492-1494
    • Scerri, E.R.1
  • 96
    • 84858405076 scopus 로고
    • Misconceptions reconceived: A constructivist analysis of knowledge in transition
    • Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115-163.
    • (1993) Journal of the Learning Sciences , vol.3 , pp. 115-163
    • Smith, J.P.1    diSessa, A.A.2    Roschelle, J.3
  • 97
    • 0034342058 scopus 로고    scopus 로고
    • From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence
    • Solomonidou, C., & Stavridou, H. (2000). From inert object to chemical substance: Students' initial conceptions and conceptual development during an introductory experimental chemistry sequence. Science Education, 84, 382-400.
    • (2000) Science Education , vol.84 , pp. 382-400
    • Solomonidou, C.1    Stavridou, H.2
  • 99
    • 0002012391 scopus 로고    scopus 로고
    • Conceptual reorganization and the construction of the chemical reaction concept during secondary education
    • Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept during secondary education. International Journal of Science Education, 20, 205-221.
    • (1998) International Journal of Science Education , vol.20 , pp. 205-221
    • Stavridou, H.1    Solomonidou, C.2
  • 100
    • 84871993993 scopus 로고    scopus 로고
    • Editorial: From supramolecular to systems chemistry: Complexity emerging out of simplicity
    • Stoddart, J. F. (2012). Editorial: From supramolecular to systems chemistry: Complexity emerging out of simplicity. Angewandte Chemie International Edition, 51, 12902-12903.
    • (2012) Angewandte Chemie International Edition , vol.51 , pp. 12902-12903
    • Stoddart, J.F.1
  • 101
    • 84863839505 scopus 로고    scopus 로고
    • Evaluating a professional development framework to empower chemistry teachers to design context-based education
    • Stolk, M., Bulte, A., De Jong, O., & Pilot, A. (2012). Evaluating a professional development framework to empower chemistry teachers to design context-based education. International Journal of Science Education, 34, 1487-1508.
    • (2012) International Journal of Science Education , vol.34 , pp. 1487-1508
    • Stolk, M.1    Bulte, A.2    De Jong, O.3    Pilot, A.4
  • 102
    • 79955787628 scopus 로고    scopus 로고
    • Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education
    • Stolk, M., De Jong, O., Bulte, A., & Pilot, A. (2011). Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education. Research in Science Education, 41, 369-388.
    • (2011) Research in Science Education , vol.41 , pp. 369-388
    • Stolk, M.1    De Jong, O.2    Bulte, A.3    Pilot, A.4
  • 104
    • 0001892741 scopus 로고    scopus 로고
    • An alternative conceptual framework from chemistry education
    • Taber, K. S. (1998a). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20, 597-608.
    • (1998) International Journal of Science Education , vol.20 , pp. 597-608
    • Taber, K.S.1
  • 105
    • 0040455653 scopus 로고    scopus 로고
    • The sharing-out of nuclear attraction: Or I can't think about physics in chemistry
    • Taber, K. S. (1998b). The sharing-out of nuclear attraction: Or I can't think about physics in chemistry. International Journal of Science Education, 20, 1001-1014.
    • (1998) International Journal of Science Education , vol.20 , pp. 1001-1014
    • Taber, K.S.1
  • 107
    • 2442595533 scopus 로고    scopus 로고
    • Building the structural concepts of chemistry: Some considerations from educational research
    • Taber, K. S. (2001a). Building the structural concepts of chemistry: Some considerations from educational research. Chemistry Education: Research and Practice in Europe, 2, 123-158.
    • (2001) Chemistry Education: Research and Practice in Europe , vol.2 , pp. 123-158
    • Taber, K.S.1
  • 108
    • 85070132842 scopus 로고    scopus 로고
    • When the analogy breaks down: Modelling the atom on the solar system
    • Taber, K. S. (2001b). When the analogy breaks down: Modelling the atom on the solar system. Physics Education, 36, 222-226.
    • (2001) Physics Education , vol.36 , pp. 222-226
    • Taber, K.S.1
  • 109
    • 27544490564 scopus 로고    scopus 로고
    • The atom in the chemistry curriculum: Fundamental concept, teaching model or epistemological obstacle?
    • Taber, K. S. (2003). The atom in the chemistry curriculum: Fundamental concept, teaching model or epistemological obstacle? Foundations of Chemistry, 5, 43-84.
    • (2003) Foundations of Chemistry , vol.5 , pp. 43-84
    • Taber, K.S.1
  • 110
    • 12344292883 scopus 로고    scopus 로고
    • Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas
    • Taber, K. S. (2005). Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89, 94-116.
    • (2005) Science Education , vol.89 , pp. 94-116
    • Taber, K.S.1
  • 111
    • 70449598357 scopus 로고    scopus 로고
    • College students' conceptions of chemical stability: The widespread adoption of a heuristic rule out of context and beyond its range of application
    • Taber, K. S. (2009a). College students' conceptions of chemical stability: The widespread adoption of a heuristic rule out of context and beyond its range of application. International Journal of Science Education, 31, 1333-1358.
    • (2009) International Journal of Science Education , vol.31 , pp. 1333-1358
    • Taber, K.S.1
  • 112
    • 77950960546 scopus 로고    scopus 로고
    • Learning at the symbolic level
    • J.K. Gilbert & D.F. Treagust (Eds.),. Dordrecht, the Netherlands: Springer
    • Taber, K. S. (2009b). Learning at the symbolic level. In J. K. Gilbert & D. F. Treagust (Eds.), Multiple representations in chemical education (pp. 75-108). Dordrecht, the Netherlands: Springer.
    • (2009) Multiple representations in chemical education , pp. 75-108
    • Taber, K.S.1
  • 114
    • 84954600838 scopus 로고    scopus 로고
    • Developing models of chemical bonding
    • K.S. Taber (Ed.), (2nd ed.,). London: Association for Science Education/Hodder Education
    • Taber, K. S. (2012a). Developing models of chemical bonding. In K. S. Taber (Ed.), Teaching secondary chemistry (2nd ed., pp. 103-136). London: Association for Science Education/Hodder Education.
    • (2012) Teaching secondary chemistry , pp. 103-136
    • Taber, K.S.1
  • 115
    • 84876172879 scopus 로고    scopus 로고
    • Key concepts in chemistry
    • K.S. Taber (Ed.), (2nd ed.,). London: Association for Science Education/Hodder Education
    • Taber, K. S. (2012b). Key concepts in chemistry. In K. S. Taber (Ed.), Teaching secondary chemistry (2nd ed., pp. 1-47). London: Association for Science Education/Hodder Education.
    • (2012) Teaching secondary chemistry , pp. 1-47
    • Taber, K.S.1
  • 116
    • 34047165728 scopus 로고    scopus 로고
    • Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionization energy
    • Taber, K. S., & Tan, K. C. D. (2007). Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionization energy. International Journal of Science and Mathematics Education, 5, 375-392.
    • (2007) International Journal of Science and Mathematics Education , vol.5 , pp. 375-392
    • Taber, K.S.1    Tan, K.C.D.2
  • 117
    • 78651508744 scopus 로고    scopus 로고
    • The insidious nature of "hard core" alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionization energy
    • Taber, K. S., & Tan, K. C. D. (2011). The insidious nature of "hard core" alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionization energy. International Journal of Science Education, 33, 259-297.
    • (2011) International Journal of Science Education , vol.33 , pp. 259-297
    • Taber, K.S.1    Tan, K.C.D.2
  • 118
    • 0040643327 scopus 로고    scopus 로고
    • The secret life of the chemical bond: Students' anthropomorphic and animistic references to bonding
    • Taber, K. S., & Watts, M. (1996). The secret life of the chemical bond: Students' anthropomorphic and animistic references to bonding. International Journal of Science Education, 18, 557-568.
    • (1996) International Journal of Science Education , vol.18 , pp. 557-568
    • Taber, K.S.1    Watts, M.2
  • 119
  • 120
    • 78651479934 scopus 로고    scopus 로고
    • Macro, submicro, and symbolic: The many faces of the chemistry "triplet."
    • Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry "triplet." International Journal of Science Education, 33, 179-195.
    • (2011) International Journal of Science Education , vol.33 , pp. 179-195
    • Talanquer, V.1
  • 121
    • 84873540639 scopus 로고    scopus 로고
    • The use of microcomputer based laboratories in chemistry secondary education: Present state of the art and ideas for research-based practice
    • Tortosa, M. (2012). The use of microcomputer based laboratories in chemistry secondary education: Present state of the art and ideas for research-based practice. Chemistry Education: Research & Practice, 13, 161-171.
    • (2012) Chemistry Education: Research & Practice , vol.13 , pp. 161-171
    • Tortosa, M.1
  • 122
    • 0002004305 scopus 로고
    • Blocking mechanisms in problem solving from the Pascual-Leone's M-space perspective
    • H.-J. Schmidt (Ed.),. Dortmund, Germany: International Council of Associations for Science Education
    • Tsaparlis, G. (1994). Blocking mechanisms in problem solving from the Pascual-Leone's M-space perspective. In H.-J. Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics (pp. 211-226). Dortmund, Germany: International Council of Associations for Science Education.
    • (1994) Problem solving and misconceptions in chemistry and physics , pp. 211-226
    • Tsaparlis, G.1
  • 123
    • 77955784613 scopus 로고    scopus 로고
    • Lower-secondary introductory chemistry course: A novel approach based on scienceeducation theories, with emphasis on the macroscopic approach, and the delayed meaningful teaching of the concepts of molecule and atom
    • Tsaparlis, G., Kolioulis, D., & Pappa, E. (2010). Lower-secondary introductory chemistry course: A novel approach based on scienceeducation theories, with emphasis on the macroscopic approach, and the delayed meaningful teaching of the concepts of molecule and atom. Chemistry Education Research and Practice, 11, 107-117.
    • (2010) Chemistry Education Research and Practice , vol.11 , pp. 107-117
    • Tsaparlis, G.1    Kolioulis, D.2    Pappa, E.3
  • 124
    • 59049085510 scopus 로고    scopus 로고
    • A review of chemical bonding studies: Needs, aims, methods of exploring students' conceptions, general knowledge claims and students' alternative conceptions
    • Ünal, S., Çalık, M., Ayas, A., & Coll, R. K. (2006). A review of chemical bonding studies: Needs, aims, methods of exploring students' conceptions, general knowledge claims and students' alternative conceptions. Research in Science & Technological Education, 24, 141-172.
    • (2006) Research in Science & Technological Education , vol.24 , pp. 141-172
    • Ünal, S.1    Çalık, M.2    Ayas, A.3    Coll, R.K.4
  • 125
    • 84867761991 scopus 로고    scopus 로고
    • Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules
    • Vaino, K., Holbrook, J., & Rannikmäe, M. (2012). Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13, 410-419.
    • (2012) Chemistry Education Research and Practice , vol.13 , pp. 410-419
    • Vaino, K.1    Holbrook, J.2    Rannikmäe, M.3
  • 126
    • 10844285637 scopus 로고    scopus 로고
    • Activity theory as a tool to address the problem of chemistry's lack of relevance in secondary school chemical education
    • Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry's lack of relevance in secondary school chemical education. International Journal of Science Education, 26, 1635-1651.
    • (2004) International Journal of Science Education , vol.26 , pp. 1635-1651
    • Van Aalsvoort, J.1
  • 127
    • 30544450950 scopus 로고    scopus 로고
    • The teaching and learning of chemical equilibrium
    • J.K. Gilbert, O. De Jong, R. Justi, D.F. Treagust, & J.H. Van Driel (Eds.),. Dordrecht, the Netherlands: Kluwer Academic Publishers
    • Van Driel, J. H., & Graeber, W. (2002). The teaching and learning of chemical equilibrium. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 271-292). Dordrecht, the Netherlands: Kluwer Academic Publishers.
    • (2002) Chemical education: Towards research-based practice , pp. 271-292
    • Van Driel, J.H.1    Graeber, W.2
  • 128
    • 0031496038 scopus 로고    scopus 로고
    • Consistency of students' explanations about combustion
    • Watson, R., Prieto, T., & Dillon, J. S. (1997). Consistency of students' explanations about combustion. Science Education, 81, 425-443.
    • (1997) Science Education , vol.81 , pp. 425-443
    • Watson, R.1    Prieto, T.2    Dillon, J.S.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.