The purpose of this study was to develop Scientific Criticism Instructional Model which improves the understanding of scientific conceptions and scientific thoughts, and to examine the learning effect of the model when applied. Scientific Criticism In...
다국어 입력
あ
ぁ
か
が
さ
ざ
た
だ
な
は
ば
ぱ
ま
や
ゃ
ら
わ
ゎ
ん
い
ぃ
き
ぎ
し
じ
ち
ぢ
に
ひ
び
ぴ
み
り
う
ぅ
く
ぐ
す
ず
つ
づ
っ
ぬ
ふ
ぶ
ぷ
む
ゆ
ゅ
る
え
ぇ
け
げ
せ
ぜ
て
で
ね
へ
べ
ぺ
め
れ
お
ぉ
こ
ご
そ
ぞ
と
ど
の
ほ
ぼ
ぽ
も
よ
ょ
ろ
を
ア
ァ
カ
サ
ザ
タ
ダ
ナ
ハ
バ
パ
マ
ヤ
ャ
ラ
ワ
ヮ
ン
イ
ィ
キ
ギ
シ
ジ
チ
ヂ
ニ
ヒ
ビ
ピ
ミ
リ
ウ
ゥ
ク
グ
ス
ズ
ツ
ヅ
ッ
ヌ
フ
ブ
プ
ム
ユ
ュ
ル
エ
ェ
ケ
ゲ
セ
ゼ
テ
デ
ヘ
ベ
ペ
メ
レ
オ
ォ
コ
ゴ
ソ
ゾ
ト
ド
ノ
ホ
ボ
ポ
モ
ヨ
ョ
ロ
ヲ
―
http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
예시)
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
А
Б
В
Г
Д
Е
Ё
Ж
З
И
Й
К
Л
М
Н
О
П
Р
С
Т
У
Ф
Х
Ц
Ч
Ш
Щ
Ъ
Ы
Ь
Э
Ю
Я
а
б
в
г
д
е
ё
ж
з
и
й
к
л
м
н
о
п
р
с
т
у
ф
х
ц
ч
ш
щ
ъ
ы
ь
э
ю
я
′
″
℃
Å
￠
￡
￥
¤
℉
‰
＄
％
Ｆ
￦
㎕
㎖
㎗
ℓ
㎘
㏄
㎣
㎤
㎥
㎦
㎙
㎚
㎛
㎜
㎝
㎞
㎟
㎠
㎡
㎢
㏊
㎍
㎎
㎏
㏏
㎈
㎉
㏈
㎧
㎨
㎰
㎱
㎲
㎳
㎴
㎵
㎶
㎷
㎸
㎹
㎀
㎁
㎂
㎃
㎄
㎺
㎻
㎽
㎾
㎿
㎐
㎑
㎒
㎓
㎔
Ω
㏀
㏁
㎊
㎋
㎌
㏖
㏅
㎭
㎮
㎯
㏛
㎩
㎪
㎫
㎬
㏝
㏐
㏓
㏃
㏉
㏜
㏆
https://www.riss.kr/link?id=T11444543
- 저자
-
발행사항
공주 : 公州大學校, 2008
- 학위논문사항
-
발행연도
2008
-
작성언어
한국어
-
KDC
376.447 판사항(4)
-
DDC
570.712 판사항(21)
-
발행국(도시)
충청남도
-
형태사항
v, 159 p. : 삽화, 도표 ; 26 cm
-
일반주기명
참고문헌: p. 113-121
-
소장기관
- 국립공주대학교 도서관
- 국립중앙도서관
- 국립공주대학교 도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study was to develop Scientific Criticism Instructional Model which improves the understanding of scientific conceptions and scientific thoughts, and to examine the learning effect of the model when applied. Scientific Criticism Instructional Model consists of three phases: Observing·Reading, Explaining and Criticizing.
The first phase, Observing·Reading, focuses on the learner activities by teacher's guides. The learners can understand the scientific concepts through observing the science in practice or by reading many kinds of materials in this phase. The second phase, Explaining, focuses the learner's explaining of common things, differences or relevancies between various concepts or variations. Learners can be encouraged to communicate with teacher, and learners in this phase. The last phase, Criticizing, focuses that the learners, using extra materials, can find out problems in the progress of the study or problems with the results. Also, the students can make activities for assessment like self-decision making or judgment through analysis and summary while considering several variations.
Scientific Criticism Instructional Model is a very effective instructional model to acquire scientific knowledge, and improve scientific thinking. Through observing phenomenon and reading materials dealing with scientific contents, the learners can grasp the science conceptions. They can acquire the knowledge by embodying the results of the observation phase, and explain relevancies of the scientific phenomenon by finding the common things and differences.
To examine learning effects of the Scientific Criticism Instructional Model, the instruction using the model was applied to high school biology class. The subjects were 142 tenth grade males. They were divided into two groups: control group (traditional explanation and instruction), and experimental group (Scientific Criticism Instructional Model was applied). The results were as follows:
Firstly, the students who were taught using Scientific Criticism Instructional Model had high scores of knowledge achievement than those in the control group. And, considering the level of achievement, we found a significant difference between the control and the experimental groups of the middle and the lower classes of the level of knowledge achievement (p<.05). According to the types of material given to the learners in Observing·Reading phase after the class using Scientific Criticism Instructional Model, there are some differences between the control group and the experimental group with regards to the results of acquiring knowledge (p<.01) when in Reading materials were given to the learners. Even though the difference was trivial in the type of Observing materials, the experimental group had a higher mean score. Considering the level of achievement, all groups, higher class, middle class and lower class, had significant differences between the control and the experimental groups (p<.05).
Secondly, the instruction using Scientific Criticism Instructional Model has positive influences on the learners' ability to criticize by summarizing, analyzing and assessing. Especially at the 'summary' stage in the criticism phase, it seemed to have a tendency to insist on reaching the conclusion based on the intention to consider several variations and relations between variations of analysis and ones of assessment.
Lastly, Scientific Criticism Instructional Model was praised by students in a survey. They had very positive perception of the learning effects and class participation, and an interest in the class using Scientific Criticism Instructional Model. They were aware of the opinion that the Scientific Criticism Instructional Model was the best.
Through the instruction using Scientific Criticism Instructional Model, it helps students improve their academic achievement, especially students with a lower ability to attain knowledge. Scientific Criticism Instructional Model can contribute to them to improve their scientific thinking power, and to attain the ultimate goal of the science class.
The first phase, Observing·Reading, focuses on the learner activities by teacher's guides. The learners can understand the scientific concepts through observing the science in practice or by reading many kinds of materials in this phase. The second phase, Explaining, focuses the learner's explaining of common things, differences or relevancies between various concepts or variations. Learners can be encouraged to communicate with teacher, and learners in this phase. The last phase, Criticizing, focuses that the learners, using extra materials, can find out problems in the progress of the study or problems with the results. Also, the students can make activities for assessment like self-decision making or judgment through analysis and summary while considering several variations.
Scientific Criticism Instructional Model is a very effective instructional model to acquire scientific knowledge, and improve scientific thinking. Through observing phenomenon and reading materials dealing with scientific contents, the learners can grasp the science conceptions. They can acquire the knowledge by embodying the results of the observation phase, and explain relevancies of the scientific phenomenon by finding the common things and differences.
To examine learning effects of the Scientific Criticism Instructional Model, the instruction using the model was applied to high school biology class. The subjects were 142 tenth grade males. They were divided into two groups: control group (traditional explanation and instruction), and experimental group (Scientific Criticism Instructional Model was applied). The results were as follows:
Firstly, the students who were taught using Scientific Criticism Instructional Model had high scores of knowledge achievement than those in the control group. And, considering the level of achievement, we found a significant difference between the control and the experimental groups of the middle and the lower classes of the level of knowledge achievement (p<.05). According to the types of material given to the learners in Observing·Reading phase after the class using Scientific Criticism Instructional Model, there are some differences between the control group and the experimental group with regards to the results of acquiring knowledge (p<.01) when in Reading materials were given to the learners. Even though the difference was trivial in the type of Observing materials, the experimental group had a higher mean score. Considering the level of achievement, all groups, higher class, middle class and lower class, had significant differences between the control and the experimental groups (p<.05).
Secondly, the instruction using Scientific Criticism Instructional Model has positive influences on the learners' ability to criticize by summarizing, analyzing and assessing. Especially at the 'summary' stage in the criticism phase, it seemed to have a tendency to insist on reaching the conclusion based on the intention to consider several variations and relations between variations of analysis and ones of assessment.
Lastly, Scientific Criticism Instructional Model was praised by students in a survey. They had very positive perception of the learning effects and class participation, and an interest in the class using Scientific Criticism Instructional Model. They were aware of the opinion that the Scientific Criticism Instructional Model was the best.
Through the instruction using Scientific Criticism Instructional Model, it helps students improve their academic achievement, especially students with a lower ability to attain knowledge. Scientific Criticism Instructional Model can contribute to them to improve their scientific thinking power, and to attain the ultimate goal of the science class.
The purpose of this study was to develop Scientific Criticism Instructional Model which improves the understanding of scientific conceptions and scientific thoughts, and to examine the learning effect of the model when applied. Scientific Criticism Instructional Model consists of three phases: Observing·Reading, Explaining and Criticizing.
The first phase, Observing·Reading, focuses on the learner activities by teacher's guides. The learners can understand the scientific concepts through observing the science in practice or by reading many kinds of materials in this phase. The second phase, Explaining, focuses the learner's explaining of common things, differences or relevancies between various concepts or variations. Learners can be encouraged to communicate with teacher, and learners in this phase. The last phase, Criticizing, focuses that the learners, using extra materials, can find out problems in the progress of the study or problems with the results. Also, the students can make activities for assessment like self-decision making or judgment through analysis and summary while considering several variations.
Scientific Criticism Instructional Model is a very effective instructional model to acquire scientific knowledge, and improve scientific thinking. Through observing phenomenon and reading materials dealing with scientific contents, the learners can grasp the science conceptions. They can acquire the knowledge by embodying the results of the observation phase, and explain relevancies of the scientific phenomenon by finding the common things and differences.
To examine learning effects of the Scientific Criticism Instructional Model, the instruction using the model was applied to high school biology class. The subjects were 142 tenth grade males. They were divided into two groups: control group (traditional explanation and instruction), and experimental group (Scientific Criticism Instructional Model was applied). The results were as follows:
Firstly, the students who were taught using Scientific Criticism Instructional Model had high scores of knowledge achievement than those in the control group. And, considering the level of achievement, we found a significant difference between the control and the experimental groups of the middle and the lower classes of the level of knowledge achievement (p<.05). According to the types of material given to the learners in Observing·Reading phase after the class using Scientific Criticism Instructional Model, there are some differences between the control group and the experimental group with regards to the results of acquiring knowledge (p<.01) when in Reading materials were given to the learners. Even though the difference was trivial in the type of Observing materials, the experimental group had a higher mean score. Considering the level of achievement, all groups, higher class, middle class and lower class, had significant differences between the control and the experimental groups (p<.05).
Secondly, the instruction using Scientific Criticism Instructional Model has positive influences on the learners' ability to criticize by summarizing, analyzing and assessing. Especially at the 'summary' stage in the criticism phase, it seemed to have a tendency to insist on reaching the conclusion based on the intention to consider several variations and relations between variations of analysis and ones of assessment.
Lastly, Scientific Criticism Instructional Model was praised by students in a survey. They had very positive perception of the learning effects and class participation, and an interest in the class using Scientific Criticism Instructional Model. They were aware of the opinion that the Scientific Criticism Instructional Model was the best.
Through the instruction using Scientific Criticism Instructional Model, it helps students improve their academic achievement, especially students with a lower ability to attain knowledge. Scientific Criticism Instructional Model can contribute to them to improve their scientific thinking power, and to attain the ultimate goal of the science class.
목차 (Table of Contents)
- Ⅰ. 서론 = 1
- 1. 연구의 필요성 = 1
- 2. 연구 목적 = 5
- 3. 연구 문제 = 6
- Ⅱ. 이론적 배경 = 7
- Ⅰ. 서론 = 1
- 1. 연구의 필요성 = 1
- 2. 연구 목적 = 5
- 3. 연구 문제 = 6
- Ⅱ. 이론적 배경 = 7
- 1. 학교현장에서 과학교육의 방향 = 7
- 2. 과학적 사고력 = 12
- 3. 과학교과에서의 의사소통 능력 = 15
- 4. 과학에서의 비평(批評) = 18
- 1) 비평이란 = 18
- 2) 과학적 비평 = 21
- 3) 과학교과에서 비평의 활용 = 23
- Ⅲ. 연구 방법 = 29
- 1. 연구 과정 = 29
- 2. 과학비평 수업모형의 개발 과정 = 30
- 3. 과학비평 수업모형의 적용 = 35
- 1) 연구 대상 = 35
- 2) 연구 설계 = 38
- 3) 연구 내용 = 39
- 4) 과학비평 수업모형의 적용 과정 = 44
- 5) 검사도구의 개발 = 50
- 6) 결과 분석 = 55
- Ⅳ. 연구 결과 및 논의 = 56
- 1. 과학비평 수업모형의 개발 = 56
- 1) 과학비평 수업모형의 특징 = 56
- 2) 과학비평 수업모형의 단계별 특징 = 59
- 3) 과학비평 수업모형의 단계별 교수·학습 활동 = 71
- 2. 과학비평 수업모형의 적용 효과 = 75
- 1) 과학비평 수업의 지식성취에 대한 효과 = 75
- 2) 과학비평 수업이 과학적 사고력에 미치는 영향 = 86
- 3) 과학비평 수업에 대한 인식 수준과 상관관계 = 101
- Ⅴ. 결론 및 제언 = 106
- 참고문헌 = 113
- ABSTRACT = 122
- 부록 = 125
참고문헌 (Reference)
1. Synetics, Grodon, , 1961
2. 통계학, 조국행, , 2001
3. 과학교육, 하병권, , 1993
4. 과학교육론, 권재술, 교육과학사, , 1998
5. 교육연구법, 이종승, , 2004
6. 비평과 권력, 권성우, 소명, , 2001
7. Literary criticism, Frye, , 1970
8. 과학교육 총론, 조희형, 교육과학사, , 2002
9. 일반과학교육학, 조희형, 교육과학사, , 2005
10. 과학과 수업모형, 정완호, 교육과학사, , 1997
1. Synetics, Grodon, , 1961
2. 통계학, 조국행, , 2001
3. 과학교육, 하병권, , 1993
4. 과학교육론, 권재술, 교육과학사, , 1998
5. 교육연구법, 이종승, , 2004
6. 비평과 권력, 권성우, 소명, , 2001
7. Literary criticism, Frye, , 1970
8. 과학교육 총론, 조희형, 교육과학사, , 2002
9. 일반과학교육학, 조희형, 교육과학사, , 2005
10. 과학과 수업모형, 정완호, 교육과학사, , 1997
11. Probabilistic Explanation, Hempel, , 1970
12. Validity in interpretation, Hirsch, Eric Donald, Yale Univ. Press, , 1978
13. Concepts of science education, Martin, , 1972
14. Science, Students and Schools, Simpson, Anderson, , 1986
15. 과학 교수-학습(제2판), 조희형, 박승재, , 2001
16. 수업 모형의 적용기술, 권낙원, 박성익, , 1989
17. Science in Perspective: Book 1, Chadwik, Barlow, , 1994
18. Using discussion in classrooms, Dillon, J. T, Open University Press, , 1994
19. 논리와 비판적 사고 3판, 김광수, , 2002
20. 과학탐구 평가표의 개발, 허명, 한국과학교육학회, , 1984
21. Northrop frye and critical method, Denham, Robert D, Pennsylvania, State Univ. Press, , u
22. Studies in the logic of explanation, Opphenheim, Hempel, , 1948
23. Observation, perception and education, Heath, , 1980
24. 批評 活動 敎育의 內容 硏究, 김성진, 서울대학교 대학원, 서울대학교 대학원 박사학위논문, , 2004
25. 과학 학습지도 : 계획과 방법, 조희형, 교육과학사, , 1995
26. Learning discussion skills through games, Stanford, Gene, Citation Press, , 1969
27. 과학적 설명과 그 교육적 의미, 이동복, 경북대학교, , 2003
28. 과학적 설명의 인과성 문제 연구, 최현철, 중앙대학교 대학원, 중앙대학교 대학원 박사학위논문, , 2006
29. 토론 교육의 수업 모형 개발 연구, 최복자, 전남대학교 대학원, 전남대학교 대학원 박사학위논문, , 2006
30. The development of scientific thinking skills, Kuhn, Deanna, Academic Press, , 1988
31. 교수-학습 이론과 과학교육(제2판), 박승재, 조희형, , 2001
32. 의예과학생들의 의사소통 교육효과, 허예라, 이수정, 최창진, 김선, 한국의학교육학회, , 2006
33. Science teaching and the development of thinking, Lawson, Anton E, Wadsworth Pub., , 1995
34. Science teaching and the development ofreasoning, Karplus, , 1977
35. 초등학교 교사용 지도서(초등과학 3), 교육부, , 2001
36. 비평을 통한 미술감상 교육방법 연구, 황숙, 우석대학교 교육대학원, , 2002
37. 실험학습과 탐구능력 신장. 과학교육, 민경덕, , 1988
38. Introduction to logic and critical thinking 3rd ed, Salmon, , 1995
39. Becoming a secondary school science teacher, 4th ed, Trowbridge,L.W., , 1996
40. 과학으로서의 비평: 그 타당성과 문제점, 崔壽淵, 경성대학교, , 1984
41. 비평문 쓰기를 통한 작문 지도 방법 연구, 박영민, 한국교원대학교 교육대학원, 한국교원대학교 대학원 박사학위논문, , 2003
42. Achieving scientific literacy : from purposes to practices, Bybee, Rodger W, Heinemann, , 1997
43. 관찰의 이론적재성에 대한 인지과학적 고찰, 안형준, 서울대학교 대학원, 서울대학교 대학원 이학석사학위논문, , 2006
44. In science of rationale for multicultural science education, Hodson, , 1993
45. 과학적 사고력 향상을 위한 과학글쓰기 활동, 천재훈, 경상대학교 대학원, 경상대학교 대학원 석사학위논문, , 2006
46. 초등학교 관찰수업의 과정과 관찰 유형 분석, 신정주, 한국교원대학교 교육대학원, 한국교원대학교 대학원 석사학위논문, , 2005
47. 비평문 쓰기를 통한 소설 교수.학습 방법 연구, 서현정, 한국교원대학교 교육대학원, , 2003
48. 새로운 교육과정에 따른 과학(생물) 교수.학습, 심규철, , 2007
49. 사회적 구성주의에 의한 비평학습에 대한 연구, 최수영, 서울교육대학교, , 2002
50. 과학 교사들의 과학 교수에대한 인식 조사 연구, 김흥집, 심규철, , 2007
51. 탈식민주의 담론과 비평 논쟁 글쓰기 방법 연구, 홍진일, 한국교원대학교 대학원, , 2006
52. 2007개정 과학과 교육과정 특성과 교재 개발의 방향, 심규철, , 2008
53. 2007 개정 과학과 교육과정의 개정 방향과 개정 내용, 최원호, , 2007
54. 과학논술능력향상을 위한 과학글쓰기수업모형개발, 권은실, 경상대학교 교육대학원, 경상대학교 교육대학원 석사학위논문, , 2006
55. 학습동기 통합형 웹 기반 학습 프로그램 개발 및 적용, 윤치원, 공주대학교 대학원, , 2006
56. Processes of Scientific Inquiry, A model for Teaching and Learning Science, Wilson, , 1974
57. 과학과 교육과정. 교육인적자원부 고시 제 2007-79호 별책9, 교육인적자원부, , 2007
58. 고등학교교육과정(교육인적자원부 고시 제1997-15호 별책4), 교육부, , 1997
59. The assessment og observation in science School Science Review 69(3), 217-227, Cott, Welford, , 1987
60. 능률적 토의수업의 기법 : 교사의 토의기능 훈련 프로그램, 변홍규, 교육과학사, , 1997
61. 읽기와 쓰기의 통합지도를 통한 읽기 능력 신장 방안 연구, 이호정, 강원대학교 교육대학원, , 2007
62. 중학교 과학 영재와 일반 학생의 과학적 태도에 관한 연구, 장남기, 심규철, 이현욱, 소금현, 韓國生物敎育學會, , 1999
63. 중 고등학생 및 대학생의 과학 관련 태도에 대한 비교 연구, 김현섭, 박영철, 심규철, 한국과학교육학회, , 2001
64. 초, 중, 고 학생의 과학 및 과학교과에 대한 태도 조사 연구, 허명, 한국과학교육학회, , 1993
65. 과학적 관찰의 의미와 탐구과정에서 학생들의 관찰 행동 분석, 김익균, 박종원, 한국과학교육학회, , 1999
66. 중학생의 기초적 실험 기능과 과학적 탐구사고력의 관계 분석, 이석태, , 1993
67. 교육과정 개발 체제 및 총론과 과학과 교육과정의 연계성 분석, 이양락, 한국과학교육학회, , 2004
68. 제6·7차 중등학교 과학과 교육과정 내용의 양 및 수준 비교 분석, 최돈형, , 2001
69. 촛불 실험을 이용한 국민학교(3 ~ 6 학년)아동들의 관찰능력 분석, 송판섭, 한광래, 한국초등과학교육학회, , 1995
70. 학습 전략에 따른 소집단 토론에서의 언어적 상호작용 양상 비교, 정영선, 한수진, 강석진, 노태희, 한국과학교육학회, , 2001
71. Teaching secondary school science : Strategies for developing scientific literacy(7th ed.), Bybee, Trowbridge, Powell, , 2000
72. 초등학교 미술감상 수업에서 미술비평 학습의 방향과 실천 방안 모색, 이재영, 대구교육대학교 교육대학원, 대구교육대학교 교육대학원 석사학위논문, , 2002
73. 협동학습이 중학생들의 과학 학습태도 및 학업 성취도에 미치는 영향, 강인숙, 이화여자대학교 교육대학원, 이화여자대학교 교육대학원 석사학위논문, , 1998
74. 과학교과 논술교육에 대한 인식 분석 및 교과중심 논술지도 효과 연구, 윤기해, 성균관대학교, 성균관대학교 교육대학원 석사학위논문, , 2007
75. 과학논술능력 향상을 위한 과학적 사고력에 근거한 과학글쓰기 교수법, 손정우, 한국교육과정평가원, , 2006
76. 과학적 설명의 구획기준으로서의 헴펠의 연역-법칙적 모델에 관한 고찰, 정환철, 동아대학교, 동아대학교 대학원 석사학위논문, , 1995
77. 비판적 읽기 능력 신장 방안 연구 : 읽기와 쓰기의 통합지도를 중심으로, 김미옥, , 2001
78. 초등교사들의 개인적 과학교수 효능감과 결과에 대한 기대감의 예측변인, 박성혜, 학습자중심교과교육학회, , 2004
79. Alternative frameworks, conceptual conflict and accommodation : toward a principled teaching strategy, Novick, Nussbaum, , 1985
80. 국민공통기본교육과정 과학과의 생명영역 물질대사에 관련한 학습개념 분석, 이부연, 심규철, 김현섭, 한국과학교육학회, , 2003
81. 고등학교 생물수업에서 자기주도적 학습을 위한 학습자 중심 IPER 모델의 학습 효과, 김정민, 공주대학교 대학원, , 2008
82. 과학글쓰기에 나타난 창의적 사고기능의 유형분석-중학교 과학교과서를 중심으로-, 천재훈, 손정우, 한국교육과정평가원, , 2004
83. 소집단 토론 수업이 고등학생의 과학적 탐구능력과 과학에 대한 태도에 미치는 영향, 문병호, 한국교원대학교 교육대학원, , 2006
84. 학습자가 학습한 내용을 설명적 그림으로 정리하는 방법이 과학 성취도에 미치는 영향, 조명아, 안희수, 이기영, , 2005
85. 중등학생과 과학교사의 동기인식 조사와 이를 활용한 4E&E 순환학습모형의 과학 학습 효과, 하태경, 공주대학교 대학원, , 2005
86. 과학적 관찰과 규칙성 발견 활동에서 나타나는 감성단어 유형과 과학 지식 생성력과의 관계, 박윤복, 한혜영, 권용주, 신동훈, 한국과학교육학회, , 2004
87. LT모형 협동학습이 초등학생의 과학 학업성취, 학습 환경인식, 과학에 대한 태도에 미치는 효과, 김성연, , 2002
88. Assessment of explanatory models in genetics: Insights into students conceptions of scientific models. Research Report No. 98-1, Jennifer Cartier, , 1998
89. 구성주의 학습전략이 중학생의 과학 개념학습과 과학적 태도에 미치는 영향 -과학글쓰기를 중심으로 -, 이강임, 전북대학교 대학원, , 2007
90. Teleological Explanation and Teleological Systems, Readings in the Philosophy of Science. Baruch A. Brody(ed.), Englewood Cliffs, New Jersey, Nagel, , 1990
분석정보
이 자료와 함께 이용한 RISS 자료
나만을 위한 추천자료
