RISS 학술연구정보서비스

검색
자동완성 버튼

인기 검색어

    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.
    ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ
    Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
    á à Á À é è É È ç Ç ê
    Ä Ö Ü ä ö ü ß
    ְ ֳ ֲ ֱ ָ ַ ֵ ֶ ִ ֹ ּ ֻ ׂ ׁ ּ פ ם ן ו ט א ר ק ף ך ל ח י ע כ ג ד ש ץ ת צ מ נ ה ב
    ‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
    ± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞
    、 。 · ‥ … ¨ 〃 ― ∥ ＼ ∼ ´ ～ ˇ ˘ ˝ ˚ ˙ ¸ ˛ ¡ ¿ ː ！ ＇ ， ． ／ ： ； ？ ＾ ＿ ｀ ｜
    ½ ⅓ ⅔ ¼ ¾ ⅛ ⅜ ⅝ ⅞ ¹ ² ³ ⁴ ⁿ ₁ ₂ ₃ ₄
    Æ Ð Ħ IJ Ł Ø Œ Þ Ŧ Ŋ æ đ ð ħ ı ij ĸ ŀ ł ø œ ß þ ŧ ŋ ʼn
    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 ㏀ ㏁ ㎊ ㎋ ㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆
    § ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
    ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
    ا ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع غ ف ق ک ل م ن ه و ی
    닫기

    예비유아교사를 위한 뇌 기반 과학교육 수업모형 개발 및 적용 효과

    한글로보기

    https://www.riss.kr/link?id=T13413724

    • 0

      상세조회

    • 0

      다운로드
    서지정보 열기
    • 내보내기
    • 내책장담기
    • 공유하기
    • 오류접수

    부가정보

    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    This study was to develop the science instructional model on the basis of the brain-based education approach which was different from the existing approach, and to analyze its effects by applying the model for preservice teachers. Through this study, it was expected that the science education for early childhood in the field of early childhood education would be activated. Also, the new research direction of the brain-based approach could be presented in the academic aspects.
    As the background of this study, the importance of science education for early childhood was recognized in the aspects of early childhood development and global competitiveness. Besides, operating status of science education in the field was perceived that it was inadequate. Therefore, in order to activate science education in the field, it was judged that early childhood teachers should have the appropriate ability to conduct science education. For this, as the most effective method, the education for preservice teachers was stressed.
    As a result analyzing the common points and limitations of related previous studies, almost studies were based on the constructivist theory and mainly focused on improving preservice teacher’s attitude. However, the limitation on the application of constructivist theory has commented by many researchers. The process constructing the new knowledge through understanding the learning experiences meaningfully was imposed only on learners. Besides, the factors which could describe the long-term effects including practical applying ability in the field in the future have not presented so far. Because many studies just have focused only on improving the attitude as it was mentioned earlier. Based on the above, the necessity of developing the brain-based instructional model was raised as the new and scientific approach. Brain-based instructional model could guide all preservice teachers to the meaningful learning experience according to the brain science results. Moreover, this study considered not only the preservice teacher’s attitude but also their pedagogical knowledge, teaching skill, and cognitive regulation ability. Through this consideration, teacher’s ability to operate the science education in the field would be improved.
    Looking into the composition of the final brain-based science instructional model, educational goal was selected as the training the practical preservice teacher to operate science education actively in the field. And educational objectives were selected as followings; Cultivating pedagogical knowledge about science education, building a positive attitude, understanding the science education meaningfully by developing the cognitive regulation ability, and fostering the capacity to operate science education in a variety of field situations. The educational contents were chosen as follows; the nature and basis of science education, teaching contents and methods, brain-based scientific inquiry. The educational phase was organized as the three-steps; Motivating step, cognitive processing step, and memory consolidating step. In the motivating step, the necessity of learning was presented with relation to how to apply it in the field by using the lecture teaching and learning method. Cognitive processing step was re-divided into the sub-three steps; Re-cognitive step, strategic operational step, emotional evaluative step. In the re-cognitive step, the things remembered in the brain became the visual images as well as were integrated with the new learning contents by using visual imagery teaching and learning method. In the strategic operational step, learning contents were related with the scientific inquiry activity by using the direct experience teaching and learning method. In the emotional evaluative step, emotional feedback from peers could be received about their own learning process and results through the group discussion by using group discussion teaching and learning method. For evaluation of this model, science anxiety, science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability were selected. And those were analyzed through the quantitative statistical methods.
    For analyzing the effects, ‘non-isomorphic pre, post-test comparison group research design’ was used. For comparison group, discussion-based science education was processed. Effects were verified through the analysis of ANCOVA. In addition, for selecting the subjects, the previous academic achievement score was considered. Because, the most positive point of the brain-based education was to be able to positive influence on even the learners who fall behind in their learning ability. Thus, in the basis of the previous lecture experience for subjects of this study including comparison group, the group which had shown the lower academic achievement score before was selected as an experiment group of this study. Verification results, in the pre-test, the comparison group recorded lower score on the science anxiety and showed higher score on the science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability than the experimental group. However, in the post-test, the experiment group recorded lower score on the state anxiety of the science anxiety and showed higher score on the science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability than the comparison group. In the case of trait anxiety of the science anxiety, trait anxiety was mitigated through the former accumulated vast experiences. Thus, for mitigating trait anxiety, it could be discussed that the longer term educational experience would be required.
    Through above findings, the brain-based science instructional model could be emphasized as an new effective method for promoting the preservice teacher’s ability to operate science education actively. Furthermore, the brain-based science instructional model could be expected to be helpful to activate the early childhood science education in the field.
    번역하기

    This study was to develop the science instructional model on the basis of the brain-based education approach which was different from the existing approach, and to analyze its effects by applying the model for preservice teachers. Through this study, ...

    This study was to develop the science instructional model on the basis of the brain-based education approach which was different from the existing approach, and to analyze its effects by applying the model for preservice teachers. Through this study, it was expected that the science education for early childhood in the field of early childhood education would be activated. Also, the new research direction of the brain-based approach could be presented in the academic aspects.
    As the background of this study, the importance of science education for early childhood was recognized in the aspects of early childhood development and global competitiveness. Besides, operating status of science education in the field was perceived that it was inadequate. Therefore, in order to activate science education in the field, it was judged that early childhood teachers should have the appropriate ability to conduct science education. For this, as the most effective method, the education for preservice teachers was stressed.
    As a result analyzing the common points and limitations of related previous studies, almost studies were based on the constructivist theory and mainly focused on improving preservice teacher’s attitude. However, the limitation on the application of constructivist theory has commented by many researchers. The process constructing the new knowledge through understanding the learning experiences meaningfully was imposed only on learners. Besides, the factors which could describe the long-term effects including practical applying ability in the field in the future have not presented so far. Because many studies just have focused only on improving the attitude as it was mentioned earlier. Based on the above, the necessity of developing the brain-based instructional model was raised as the new and scientific approach. Brain-based instructional model could guide all preservice teachers to the meaningful learning experience according to the brain science results. Moreover, this study considered not only the preservice teacher’s attitude but also their pedagogical knowledge, teaching skill, and cognitive regulation ability. Through this consideration, teacher’s ability to operate the science education in the field would be improved.
    Looking into the composition of the final brain-based science instructional model, educational goal was selected as the training the practical preservice teacher to operate science education actively in the field. And educational objectives were selected as followings; Cultivating pedagogical knowledge about science education, building a positive attitude, understanding the science education meaningfully by developing the cognitive regulation ability, and fostering the capacity to operate science education in a variety of field situations. The educational contents were chosen as follows; the nature and basis of science education, teaching contents and methods, brain-based scientific inquiry. The educational phase was organized as the three-steps; Motivating step, cognitive processing step, and memory consolidating step. In the motivating step, the necessity of learning was presented with relation to how to apply it in the field by using the lecture teaching and learning method. Cognitive processing step was re-divided into the sub-three steps; Re-cognitive step, strategic operational step, emotional evaluative step. In the re-cognitive step, the things remembered in the brain became the visual images as well as were integrated with the new learning contents by using visual imagery teaching and learning method. In the strategic operational step, learning contents were related with the scientific inquiry activity by using the direct experience teaching and learning method. In the emotional evaluative step, emotional feedback from peers could be received about their own learning process and results through the group discussion by using group discussion teaching and learning method. For evaluation of this model, science anxiety, science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability were selected. And those were analyzed through the quantitative statistical methods.
    For analyzing the effects, ‘non-isomorphic pre, post-test comparison group research design’ was used. For comparison group, discussion-based science education was processed. Effects were verified through the analysis of ANCOVA. In addition, for selecting the subjects, the previous academic achievement score was considered. Because, the most positive point of the brain-based education was to be able to positive influence on even the learners who fall behind in their learning ability. Thus, in the basis of the previous lecture experience for subjects of this study including comparison group, the group which had shown the lower academic achievement score before was selected as an experiment group of this study. Verification results, in the pre-test, the comparison group recorded lower score on the science anxiety and showed higher score on the science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability than the experimental group. However, in the post-test, the experiment group recorded lower score on the state anxiety of the science anxiety and showed higher score on the science teaching efficacy, pedagogical content knowledge in science education, and cognitive regulation ability than the comparison group. In the case of trait anxiety of the science anxiety, trait anxiety was mitigated through the former accumulated vast experiences. Thus, for mitigating trait anxiety, it could be discussed that the longer term educational experience would be required.
    Through above findings, the brain-based science instructional model could be emphasized as an new effective method for promoting the preservice teacher’s ability to operate science education actively. Furthermore, the brain-based science instructional model could be expected to be helpful to activate the early childhood science education in the field.

    더보기

    국문 초록 (Abstract) kakao i 다국어 번역

    한국어
    영어
    본 연구는 국내 유아교육 현장의 유아과학교육 활성화를 위하여 예비교사교육 모형을 지금까지와는 새로운 접근인 뇌 기반 교육 접근을 토대로 개발하여 적용하고 그 효과를 분석하고자 하였다. 이를 통해 학술적 측면에서는 새로운 연구 방향인 뇌 기반 접근의 연구 방향을 제시할 수 있을 것이며, 실천적 측면에서는 국내 유아교육 현장의 유아과학교육 활성화에 일조할 수 있을 것이라고 기대하였다.
    연구 배경으로, 유아시기 과학교육의 중요성을 유아발달적 측면과 국가경쟁력 측면에서 인식하면서 국내 유아교육 현장의 과학교육 운영실태가 부적절함을 파악하였다. 따라서 국내 유아교육 현장에서 과학교육 운영의 활성화를 도모하기 위하여 유아교사의 과학교육 운영능력이 우선 배양되어야 한다고 판단하였고, 이를 위해 가장 효과적인 것이 예비교사시기의 과학교육 관련 교육이 효과적으로 이루어져야 한다고 보았다.
    관련 선행연구의 공통점과 한계점을 분석한 결과, 대부분이 구성주의 교육이론에 기초하고 있었으며, 예비유아교사의 태도적인 측면의 향상에 초점을 두고 있음을 알 수 있었다. 하지만 구성주의 교육이론의 적용과정에서의 한계점으로 학습경험을 의미있게 이해하여 나름의 새로운 지식을 구성해내는 과정이 오로지 학습자에게만 맡겨지고 있다는 점이 제기되었고, 또한 태도적인 측면에만 초점을 둠으로써 향후 교사가 되어서의 적용 능력에 대한 장기적 효과를 설명하는 요인을 제시하지는 못하였다는 한계점을 파악할 수 있었다. 이를 토대로 모든 학습자들이 과학교육 경험을 의미있게 이해하여 새로운 지식을 구성해 내도록 하는 뇌 기반 접근에 기초한 수업모형이 필요할 것이라고 판단하였고, 또한 향후 교사가 되어서 과학교육을 잘 운영할 수 있는 능력을 배양하도록 예비유아교사의 태도적인 측면뿐만 아니라 과학교육과 관련한 지식, 기술, 그리고 인지조절능력을 고려하는 것이 필요하다고 판단하였다.
    최종 개발된 뇌 기반 과학교육 수업모형을 살펴보면, 교육목적 및 목표는 과학교육을 활발히 운영할 수 있는 실천적 예비유아교사 양성을 교육목적으로 선정하였고, 교육 목표로써 유아과학교과교육에 대한 지식을 기르고, 긍정적 태도를 가지며, 인지조절능력을 길러 과학교육 내용을 의미화하고, 다양한 상황에서의 유아과학교육 운영능력을 기르는 것을 선정하였다. 교육내용은 유아과학교육의 본질 및 기초, 유아과학교육의 내용 및 방법, 뇌 기반 과학탐구를 선정하였다. 교수단계는 3단계로 동기화 단계, 인지처리단계, 기억강화 단계로 조직하였고, 동기화 단계에서는 강의식 교수-학습방법을 사용하여 각 차시 학습의 필요성을 실제 현장 운영과 관련하여 제시하도록 하였다. 인지처리 단계는 하위 세 단계 재인지, 전략적 조작, 정서적 평가 단계로 다시 나누어지며, 재인지 단계에서는 사고의 이미지화 교수-학습방법을 사용하여 기억해 낸 것을 시각적으로 이미지화 하거나, 기억해 낸 것과 새로운 내용을 통합하여 사고활동을 이미지화하도록 하였다. 전략적 조작 단계에서는 직접 경험의 과학탐구 활동 교수-학습방법을 사용하여 지식으로 배운 학습 내용을 과학 탐구 활동과 연계하여 직접 경험하도록 하였다. 정서적 평가 단계에서는 조별 토의 교수-학습방법을 사용하여 학습 과정과 학습한 결과에 대해 조별 논의 과정을 거쳐 동료로부터 정서적 피드백을 받도록 하였다. 평가내용은 과학불안, 과학교수효능감, 과학교과교육학지식, 인지조절능력을 선정하였으며, 평가방법으로 평정 척도의 검사지를 활용한 양적 평가방법을 선정하였다.
    모형의 적용효과는 비동형 전후 검사 비교집단 설계 방식을 사용하여 비교집단에는 토의식 과학교육 수업을 진행한 후, 공변량 분석(ANCOVA)을 통해 검증하였다. 또한 연구대상을 선정하는 데 있어서 뇌 기반 교육의 가장 큰 효과로서 학습능력이 뒤 떨어진 학습자들에게도 긍정적 영향을 미칠 수 있음을 관련 문헌을 통해 앞서 파악하였기 때문에 과거 연구대상을 대상으로 강의했던 경험을 토대로 학업성취가 더 낮았던 집단을 실험집단으로 선정하여 그 효과를 분석하고자 하였다. 검증결과, 사전 검사에서는 실험집단이 비교집단에 비해 과학불안이 더 높고, 과학교수효능감과 과학교과교육학지식, 인지조절능력이 더 낮음을 알 수 있었다. 실험 처치 이후에는, 실험집단이 비교집단에 비해 과학불안 중 상태불안이 더 낮고, 과학교수효능감, 과학교과교육학지식, 인지조절능력에 있어서 통계적으로 유의미한 긍정적 효과가 나타났지만, 과학불안 중 특성불안의 경우에는 통계적으로 유의미한 효과가 나타나지 않았음을 알 수 있었다. 특성불안의 경우, 이전의 방대한 경험이 축적되어 나타나는 것이므로 쉽게 완화되기는 힘들기 때문에 보다 장기적 교육경험이 요구된다고 논의할 수 있었다.
    이러한 연구결과를 통해, 본 연구에서 개발한 뇌 기반 과학교육 수업모형은 예비유아교사의 과학교육 운영능력을 증진시키는 새로운 접근의 효과적 방안이라고 강조할 수 있으며, 더 나아가 실제 유아교육 현장에서 유아과학교육의 활성화에도 일조할 것이라고 기대할 수 있겠다.
    번역하기

    본 연구는 국내 유아교육 현장의 유아과학교육 활성화를 위하여 예비교사교육 모형을 지금까지와는 새로운 접근인 뇌 기반 교육 접근을 토대로 개발하여 적용하고 그 효과를 분석하고자 하...

    본 연구는 국내 유아교육 현장의 유아과학교육 활성화를 위하여 예비교사교육 모형을 지금까지와는 새로운 접근인 뇌 기반 교육 접근을 토대로 개발하여 적용하고 그 효과를 분석하고자 하였다. 이를 통해 학술적 측면에서는 새로운 연구 방향인 뇌 기반 접근의 연구 방향을 제시할 수 있을 것이며, 실천적 측면에서는 국내 유아교육 현장의 유아과학교육 활성화에 일조할 수 있을 것이라고 기대하였다.
    연구 배경으로, 유아시기 과학교육의 중요성을 유아발달적 측면과 국가경쟁력 측면에서 인식하면서 국내 유아교육 현장의 과학교육 운영실태가 부적절함을 파악하였다. 따라서 국내 유아교육 현장에서 과학교육 운영의 활성화를 도모하기 위하여 유아교사의 과학교육 운영능력이 우선 배양되어야 한다고 판단하였고, 이를 위해 가장 효과적인 것이 예비교사시기의 과학교육 관련 교육이 효과적으로 이루어져야 한다고 보았다.
    관련 선행연구의 공통점과 한계점을 분석한 결과, 대부분이 구성주의 교육이론에 기초하고 있었으며, 예비유아교사의 태도적인 측면의 향상에 초점을 두고 있음을 알 수 있었다. 하지만 구성주의 교육이론의 적용과정에서의 한계점으로 학습경험을 의미있게 이해하여 나름의 새로운 지식을 구성해내는 과정이 오로지 학습자에게만 맡겨지고 있다는 점이 제기되었고, 또한 태도적인 측면에만 초점을 둠으로써 향후 교사가 되어서의 적용 능력에 대한 장기적 효과를 설명하는 요인을 제시하지는 못하였다는 한계점을 파악할 수 있었다. 이를 토대로 모든 학습자들이 과학교육 경험을 의미있게 이해하여 새로운 지식을 구성해 내도록 하는 뇌 기반 접근에 기초한 수업모형이 필요할 것이라고 판단하였고, 또한 향후 교사가 되어서 과학교육을 잘 운영할 수 있는 능력을 배양하도록 예비유아교사의 태도적인 측면뿐만 아니라 과학교육과 관련한 지식, 기술, 그리고 인지조절능력을 고려하는 것이 필요하다고 판단하였다.
    최종 개발된 뇌 기반 과학교육 수업모형을 살펴보면, 교육목적 및 목표는 과학교육을 활발히 운영할 수 있는 실천적 예비유아교사 양성을 교육목적으로 선정하였고, 교육 목표로써 유아과학교과교육에 대한 지식을 기르고, 긍정적 태도를 가지며, 인지조절능력을 길러 과학교육 내용을 의미화하고, 다양한 상황에서의 유아과학교육 운영능력을 기르는 것을 선정하였다. 교육내용은 유아과학교육의 본질 및 기초, 유아과학교육의 내용 및 방법, 뇌 기반 과학탐구를 선정하였다. 교수단계는 3단계로 동기화 단계, 인지처리단계, 기억강화 단계로 조직하였고, 동기화 단계에서는 강의식 교수-학습방법을 사용하여 각 차시 학습의 필요성을 실제 현장 운영과 관련하여 제시하도록 하였다. 인지처리 단계는 하위 세 단계 재인지, 전략적 조작, 정서적 평가 단계로 다시 나누어지며, 재인지 단계에서는 사고의 이미지화 교수-학습방법을 사용하여 기억해 낸 것을 시각적으로 이미지화 하거나, 기억해 낸 것과 새로운 내용을 통합하여 사고활동을 이미지화하도록 하였다. 전략적 조작 단계에서는 직접 경험의 과학탐구 활동 교수-학습방법을 사용하여 지식으로 배운 학습 내용을 과학 탐구 활동과 연계하여 직접 경험하도록 하였다. 정서적 평가 단계에서는 조별 토의 교수-학습방법을 사용하여 학습 과정과 학습한 결과에 대해 조별 논의 과정을 거쳐 동료로부터 정서적 피드백을 받도록 하였다. 평가내용은 과학불안, 과학교수효능감, 과학교과교육학지식, 인지조절능력을 선정하였으며, 평가방법으로 평정 척도의 검사지를 활용한 양적 평가방법을 선정하였다.
    모형의 적용효과는 비동형 전후 검사 비교집단 설계 방식을 사용하여 비교집단에는 토의식 과학교육 수업을 진행한 후, 공변량 분석(ANCOVA)을 통해 검증하였다. 또한 연구대상을 선정하는 데 있어서 뇌 기반 교육의 가장 큰 효과로서 학습능력이 뒤 떨어진 학습자들에게도 긍정적 영향을 미칠 수 있음을 관련 문헌을 통해 앞서 파악하였기 때문에 과거 연구대상을 대상으로 강의했던 경험을 토대로 학업성취가 더 낮았던 집단을 실험집단으로 선정하여 그 효과를 분석하고자 하였다. 검증결과, 사전 검사에서는 실험집단이 비교집단에 비해 과학불안이 더 높고, 과학교수효능감과 과학교과교육학지식, 인지조절능력이 더 낮음을 알 수 있었다. 실험 처치 이후에는, 실험집단이 비교집단에 비해 과학불안 중 상태불안이 더 낮고, 과학교수효능감, 과학교과교육학지식, 인지조절능력에 있어서 통계적으로 유의미한 긍정적 효과가 나타났지만, 과학불안 중 특성불안의 경우에는 통계적으로 유의미한 효과가 나타나지 않았음을 알 수 있었다. 특성불안의 경우, 이전의 방대한 경험이 축적되어 나타나는 것이므로 쉽게 완화되기는 힘들기 때문에 보다 장기적 교육경험이 요구된다고 논의할 수 있었다.
    이러한 연구결과를 통해, 본 연구에서 개발한 뇌 기반 과학교육 수업모형은 예비유아교사의 과학교육 운영능력을 증진시키는 새로운 접근의 효과적 방안이라고 강조할 수 있으며, 더 나아가 실제 유아교육 현장에서 유아과학교육의 활성화에도 일조할 것이라고 기대할 수 있겠다.

    더보기

    목차 (Table of Contents)

    • Ι. 서론
    • A. 연구의 필요성 및 목적 1
    • B. 연구 문제 14
    • C. 용어의 정의 15
    • Ⅱ. 이론적 배경
    • Ι. 서론
    • A. 연구의 필요성 및 목적 1
    • B. 연구 문제 14
    • C. 용어의 정의 15
    • Ⅱ. 이론적 배경
    • A. 예비유아교사와 유아과학교육 17
    • 1. 예비유아교사 대상 유아과학교육의 중요성 17
    • 2. 예비유아교사를 위한 유아과학교육 수업모형 28
    • B. 뇌 기반 교육과 예비유아교사교육 49
    • 1. 성인기 뇌 발달특성과 뇌 기반 교육 50
    • 2. 뇌 기반 교육원리와 예비유아교사교육 69
    • C. 뇌 기반 과학교육 수업모형 관련 변인 79
    • 1. 과학불안 79
    • 2. 과학교수효능감 82
    • 3. 과학교과교육학지식 85
    • 4. 인지조절능력 88
    • Ⅲ. 뇌 기반 과학교육 수업모형 개발
    • A. 모형 개발 과정 92
    • B. 최종 수업모형의 구성 체계 190
    • 1. 교육목적 및 목표 191
    • 2. 교육내용 191
    • 3. 교수단계 및 교수-학습방법 192
    • 4. 평가 199
    • Ⅳ. 뇌 기반 과학교육 수업모형의 적용 효과
    • A. 연구 방법 201
    • 1. 연구 대상 201
    • 2. 연구 설계 203
    • 3. 검사 도구 203
    • 4. 연구 절차 209
    • 5. 자료처리 및 분석 222
    • B. 연구 결과 224
    • 1. 예비유아교사의 과학불안에 미치는 효과 224
    • 2. 예비유아교사의 과학교수효능감에 미치는 효과 232
    • 3. 예비유아교사의 과학교과교육학지식에 미치는 효과 241
    • 4. 예비유아교사의 인지조절능력에 미치는 효과 257
    • Ⅴ. 논의 및 결론
    • A. 요약 267
    • B. 논의 272
    • 참고 문헌 290
    • 부 록 342
    • 국문 초록 373
    • Abstract 376
    더보기

    참고문헌 (Reference)

    1. Science stories, Koch, J., Koch, , 2010

    2. The learning brain, Jensen, , 1994

    3. 유아과학교육, 한유미, 창지사, , 2010

    4. Neuroimaing of memory, Buckner, , 2009

    5. Learning and the brain, Wesson, , 2007

    6. Neuroscience in schools, Schachter, , 2012

    7. Philosophy of education, Peters, Philosophy of education, , 1983

    8. Attitudes and persuasion, Erwin, Phil, Psychology Press, , 2001

    9. Attitudes and persuation, Crono, Prislin, , 2006

    10. Science for all Americans, Amercan Association for the Advancement of Science, , 1990

    1. Science stories, Koch, J., Koch, , 2010

    2. The learning brain, Jensen, , 1994

    3. 유아과학교육, 한유미, 창지사, , 2010

    4. Neuroimaing of memory, Buckner, , 2009

    5. Learning and the brain, Wesson, , 2007

    6. Neuroscience in schools, Schachter, , 2012

    7. Philosophy of education, Peters, Philosophy of education, , 1983

    8. Attitudes and persuasion, Erwin, Phil, Psychology Press, , 2001

    9. Attitudes and persuation, Crono, Prislin, , 2006

    10. Science for all Americans, Amercan Association for the Advancement of Science, , 1990

    11. Psychometric theory,2nd ed, Nunally,J.C, Psychometric theory(2nd ed.), , 1978

    12. Science in early childhood, Campbell, Coral, Cambridge University Press, , 2015

    13. Unlocking the Will To Learn, Johnston, Christine A, ERIC, , 1996

    14. Redefining science education, Bruce, , 2009

    15. Self-projection and the brain, Buckner, Carroll, , 2007

    16. 미국의 전국민 과학화, 사이언스타임즈, , 2004

    17. Basics of qualitative research, Strauss, Corbin, , 1990

    18. The anatomical bases of memory, Markowitsch, , 2009

    19. Benchmarks for science literacy, American Association for the Advancement of Science, Benchmarks for science literacy, , 1993

    20. Brain-based education in action, Jensen, , 2012

    21. Theyoungchildasscientist(3rded), Chaille, Britain, The young child as scientist (3rd ed.), , 2003

    22. 활동중심 유아과학교육, 최은미, , 2012

    23. Project-based learning: A primer, Solomon, , 2003

    24. Youth culture in the adult brain, Kempermann, , 2012

    25. nature and operation of attitudes, Ajzen, Icek, Nature and operation of attitudes, , 2001

    26. Designing metacognitive activities, Lin, , 2001

    27. Key aspects of how the brain learns, Zull, , 2006

    28. The cognitive neurosciences(4rd ed), Gazzaniga, , 2009

    29. The neuroscience of affective style, Davidson, , 2000

    30. Brain-friendly learning for teachers, Sousa, , 2009

    31. Challenges new science teachers face, Petish, Smithey, Davis, , 2006

    32. Change in the brain’s white matter, Fields, , 2010

    33. Constructivist teaching and learning, Grey, , 1997

    34. Fetal and neonatal brain development, Gerig, Gilmore, Lin, , 2006

    35. Learning sciences and brain research, OECD, , 1999

    36. National Science Education Standards, National Research Council, National science education standards, , 2000

    37. Preschoolers as scientific explorers, Brenneman, , 2009

    38. Title IX: women are catching up, but, Raloff, "Title IX: women are catching up, , 2004

    39. A fresh look at brain-based education, Jensen, , 2008

    40. Brain-Based Learning: A Reality Check, Jensen, , 2000

    41. 예비유아교사의 과학적 태도, 유경숙 ( Kyeong Sook Yoo ), 한국아동교육학회, "아동교육, , 2007

    42. Education and the brain:Abridge too far, Bruner, , 1997

    43. Developing mechanisms of self regulation, Posner, Rothbart, , 2000

    44. Introduction to brain-compatible learning, Jensen, Eric, Corwin Press, , 2007

    45. 2013년도 교원자격검정 실무편람, 교육과학기술부, , 2013

    46. Prefrontal cortex, time, and consciousness, Grabowecky, Knight, "Prefrontal cortex, , 2009

    47. Science education for contemporary society, Muriel, , 2000

    48. The Global Aspects of Brain-Based Learning, Ddianne, , 2009

    49. Attitudechange:persuasionandsocialinfluence, Wood, Attitude change: Persuasion and social influence, , 2000

    50. Should science be taught in early childhood, Fried, , 2005

    51. 유치원 과학교육 운영 실태 연구, 오경화, 유치원 과학교육 운영실태 연구, , 2009

    52. Science literacy for all in the 21st century, Nelson, , 1999

    53. Brain-based strategies to reach every learner, Connell, J. Diane, Scholastic, , 2005

    54. Neuroscience, education and special education, Goswami, "Neuroscience, , 2004

    55. Professional development for science teachers, Wilson, , 2013

    56. What works for women in undergraduate physics?, Whitten, Duncombe, Foster, , 2003

    57. Revising instruction to teach nature of science, Lederman, , 2004

    58. What is intelligence? : beyond the Flynn effect, Flynn, James Robert, Cambridge University Press, , 2007

    59. Deconstructing episodic memory with construction, Maguire, Hassabis, , 2007

    60. From conception to age three: Building the brain, Urbanchild Institute, , 2009

    61. Perception and action in the human visual system, Goodale, , 2009

    62. Promoting the development of scientific thinking, Willson, , 2007

    63. The role of the basal ganglia in habit formation, Knowlton, Yin, , 2006

    64. Cerebellar contributions to cognition and imagery, Fiez, Ivry, , 2009

    65. Decision making and the somatic marker hypothesis, Bechara, Damasio, Tranel, , 2009

    66. Those who understand knowledge growth in teaching, Shulman, L, Those who understand: Knowledge growth in teaching, , 1987

    67. Neurodevelopment: How does the teenage brain work?, Kendall, , 2006

    68. Prefrontal substrate of human relational reasoning, Knowlton, Holyoak, , 2009

    69. The premotor theory of attention: Time to move on?, Schenk, Smith, , 2012

    70. An integrative theory of prefrontal cortex function, Miller, E. K., Cohen, Miller, , 2001

    71. Characterizing the limits of human visual awareness, Huang, Pashler, Treisman, , 2007

    72. What colleges should learn from newspapers' decline, Carey, , 2009

    73. 예비유아교사의 과학지식의 변화 연구, 송연숙, 황해익, 한국유아교육학회, "유아교육연구, , 2004

    74. 질적 연구 방법: 초보자를 위한 길잡이, Morse, Richards, , 2007

    75. 2012년 국가과학기술혁신역량 평가 결과, 국가과학기술위원회, , 2012

    76. Developing teaching knowledge through peer discourse, Manouchehri, , 2002

    77. What do studies of the brain tell us about learning?, Harlen, , 2010

    78. 보육시설의 과학교육 실태에 관한 연구, 장인옥, , 2008

    79. 유치원 과학영역 운영실태에 관한 조사, 김나영, 成均館大學校 敎育大學院, 유치원 과학영역 운영 실태에 관한 조사, , 2001

    80. Attention: theoretical and psychological perspectives, Treisman, , 2009

    81. Examining studentconceptions of the nature of science, Robb, Moss, , 2001

    82. Knowledge and teaching: Foundations of the new reform, Sulman, Knowledge and teaching: Foundations of the new reform, , 1987

    83. Revisiting the roots of pedagogical content knowledge, van Driel, Loughran, Berry, , 2008

    84. The organization of conceptual knowledge in the brain, Caramazza, , 2009

    85. Beliefs and knowledge in chemistry teacher development, Veal.W.R, , 2004

    86. Literacy and science: each in the service of the other, Greenleaf, Pearson, Moje, , 2010

    87. Review article a post-modern perspective on curriculum, Stuever, , 2009

    88. The child and reality : problems of genetic psychology, Piaget, Jean, Penguin, The child and reality: Problems of genetic psychology, , 1976

    89. The methodological nettle: ICT and student achievement, Lloyd, Chandra, V., , 2008

    90. The postnatal development of the human cerebral cortex, Corel, , 1975

    91. Constructive memory and the simulation of future events, Buckner, Addis, Schacter, , 2009

    92. Understanding the brain: Towards a New Learning Science, OECD, Understanding the brain: Towards a new learning science, , 2002

    93. 예비유아교사의 생물 기르기 경험의 의미, 김지혜 ( Ji Hye Kim ), 한국영유아교원교육학회(구 중앙유아교육학회), "유아교육학논집, , 2011

    94. Book review: Constructivist instruction: Success or fail, Manganello, , 2010

    95. Cognitive neuroscience: The biology of the mind. NY: W.W, Ivry, Mangun, Gazzaniga, , 2009

    96. Exercising your brain; training-related brain plasticity, Green, Bavelier, Dye, , 2009

    97. Understanding the brain: The birth of a learning science, OECD, , 2007

    98. 뇌기반 진화적 과학 교수학습 모형의 개발, 임채성 ( Chae Seong Lim ), 한국과학교육학회, "한국과학교육학회지, , 2009

    99. Covert skill learning in a cortical-basal ganglia circuit, Warren, Charlesworth, Brainard, , 2011

    100. Demystifying the adolescent brain. Educational Leadership, Steinberg, , 2011

    101. Educating teachers of science, mathematics, and technology, National Research Council, "Educating teachers of science, , 2001

    102. The answer depends on the question: A reply to Eric Jensen, Sternberg, , 2008

    103. The brain-targeted teaching model for 21st-century schools, Hardiman, , 2012

    104. Brain structures differ between musicians and non-musicians, Schlaug, Gaser, , 2003

    105. Qualitative research : a guide to design and implementation, Merriam, Sharan B, Jossey-Bass, Qualitative research: A guide to design and implementation, , 2009

    106. The impending revolution in undergraduate science education, DeHaan, , 2005

    107. The teacher's "practical knowledge": Report of a case study, Elbaz, , 1981

    108. Meaningful learning and the executive functions of the brain, Caine, , 2006

    109. 유아과학교육 실태 및 이에 관한 교사의 요구, 김영실 ( Young Sil Kim ), 김정주 ( Jeong Ju Kim ), 한국영유아교원교육학회(구 중앙유아교육학회), , 2004

    110. Children’s questions: A mechanism for cognitive development, Chouinard, , 2007

    111. Understanding a brain-based approach to learning and teaching, Caine, , 1990

    112. Brain self-repair in psychotherapy: Implications for education, Ross, , 2006

    113. Nurturing confidence in preservice elementary science teachers, Bleicher, , 2007

    114. Special issue on probabilistic models of cognitive development, Griffiths, , 2011

    115. The brain network associated with acquiring semantic knowledge, Frith, Maguire, , 2004

    116. Embracing the essence of inquiry: New rolesfor science teachers, Crawford, Embracing the essence of inquiry: New roles for science teachers, , 2000

    117. Growth of white matter in the adolescent brain: Myelin or axon?, Paus, , 2010

    118. Mixed Methods Research: A Research Paradigm Whose Time Has Come, Johnson, R. B., Johnson, Onwuegbuzie, Mixed methods research: A research paradigm whose time has come, , 2004

    119. Science for All Children: Method for Constructing Understanding, Wagner, Sexton, Gerlorich, Martin, R., Martin, Science for all children: Method for constructing understanding, , 1998

    120. Utility of the environment in developing science process skills, Teveraishe, Kufakunesu, , 2012

    121. 우리 아이 머리에선 무슨 일이 일어나고 있을까, Eliot, Lise, 궁리, , 2004

    122. Meeting of minds: the medial frontal cortex and social cognition, 신상명, Meeting of minds: The medial frontal cortex and social cognition, , 2006

    123. Neuroscience and education: issues and challenges for curriculum, Lovat, Clement, , 2012

    124. 성인수련자의 내러티브에 나타난 뇌교육적 의미, 신혜숙, 권효숙, , 2008

    125. 영유아 뇌 기반 교육에 관한 국내 연구동향 분석, 양수영, 중앙대학교 한국교육문제연구소, , 2012

    126. 유아 과학교육에 관한 교사의 인식 및 운영 실태, 오양자, 광주대학교 산업대학원, , 2010

    127. 유아교사의 과학 교과교육학지식 측정도구 개발, 김현진, 德成女子大學校 大學院, 유아교사의 과학교과교육학지식 측정도구 개발, , 2007

    128. How do pre-service science teachers' views on science, scientists, Ucar, "How do pre-service science teachers' views on science, , 2012

    129. Implications of research on expertise for curriculum and pedagogy, Feldon, , 2007

    130. Professional development and teacher learning: Mapping theterrain, Borko, Borko, H, Professional development and teacher learning: Mapping the terrain, , 2004

    131. The influences of university-based coursework on field experience, Adadan, Beeth, , 2006

    132. Control of goal-directed and stimulus-driven attention in thebrain, Shulman, Corbetta, Control of goal-directed and stimulus-driven attention in the brain, , 2002

    133. Information processing theory. Retrieved from http://www.education, Schraw, McCrudden, , 2013

    134. Twentyyearslater:Doespedagogicalcontentknowledgeremainausefulidea?, Abell, Twenty years later: Does pedagogical content knowledge remain a useful idea?, , 2008

    135. A whole brain approach to teaching and learning in higher education, de Boer, du Toit, , 2001

    136. 예비유아교사의 텃밭활동에 나타나는 돌봄의 의미, 임재택, 한미라, , 2008

    137. From brain to mind : using neuroscience to guide change in education, Zull, James E, Stylus Pub., , 2011

    138. Prefrontal and medial temporal lobe interactions in long-term memory, Spiers, Simons, , 2003

    139. Prefrontal cortex and basal ganglia control access to working memory, McNab, Klingberg, , 2008

    140. Divided representation of concurrent goals in the human frontal lobes, Koechlin, Charron, , 2010

    141. Durability of changes in self-efficacy of preservice primary teachers, Palmer, , 2006

    142. White matter development during adolescence as shown by diffusion MRI, Schmithorst, Yuan, , 2010

    143. Be smart, exercise your heart: Exercise effects on brain and cognition, Hillman, Kramer, Erickson, "Be smart, , 2008

    144. Green light for teachers to move with the times. Central Western Daily, Kuter, , 2013

    145. Starting well: Connecting research with practice in preschool learning, Fischer, , 2012

    146. Young children's views of the technology process: An exploratory study, Milne, Edwards, Milne, L., , 2013

    147. 유아과학교육 연수실태와 유치원교사들의 요구 분석, 황정희 ( Jeong Hee Hwang ), 오정희 ( Jung Hee Oh ), 미래유아교육학회, , 2011

    148. 유아교사가 인식하는 유아과학교육의 운영실태 연구, 노은호(Noh, Eun Ho), 한국보육학회, , 2008

    149. Design approaches to support preservice teachers in scientific modeling, Davis, Kenyon, Hug, , 2011

    150. 과학영역 운영에 관한 유아교사교육 프로그램의 효과, 김정주, 원광대학교, "열린유아교육연구, , 2006

    151. Learning to teach science as inquiry in the rough and tumble of practice, Crawford, , 2007

    152. Science education. In Kula, J. Handbook of research on teacher education, Coble, Koballa, "Science education. In Kula, , 1996

    153. Worms, shadows, and whirl-pools:Science in the early childhood classroom, Worth, Worth, K., Grollman, "Worms, , 2003

    154. 박근혜 정부 5대 국정목표, 창의교육과 문화가 있는 삶, 최문선, "박근혜 정부 5대 국정목표, , 2013

    155. 유아 과학교육에 대한 유치원 교사의 인식과 실태분석, 김치곤 ( Chi Gon Kim ), 지성애 ( Sung Ae Chi ), , 2011

    156. Exercise: a behavioral intervention to enhance brain health andplasticity, Berchtold, Cotman, Exercise: a behavioral intervention to enhance brain health and plasticity, , 2002

    157. Learner centered teaching: Putting the research on learning into practice, Doyle, , 2011

    158. Success in science learning and preservice science teaching self-efficacy, Lindgren, Bleicher, , 2005

    159. Brain-compatible teaching and learning: implications for teacher education, Radin, , 2009

    160. Designing a science methods course for early childhood preservice teachers, Akerson, , 2004

    161. Young children use statistical sampling to infer the preferences of others, Wellman, Kushnir, , 2010

    162. 반성적 교수를 통한 예비유아교사의 과학교수행동 연구, 송연숙 ( Yeon Sook Song ), 한국열린유아교육학회, "열린유아교육연구, , 2005

    163. 예비교사와 현직교사의 유아과학교수에 대한 태도 연구, 황해익, 김화숙, 부산유아교육학회, , 2006

    164. Brain changes underlying the development of cognitive control and reasoning, Whitaker, Bunge, Mackey, , 2009

    165. Cortical and basal ganglia contributions to habit learning and automaticity, Ashby, Turner, Horvitz, , 2010

    166. Prefrontal cortex. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Fuster, "Prefrontal cortex. In Gazzaniga, , 2009

    167. 예비교사를 위한 탐구중심 및 과학교육수업의 효과 탐색, 조형숙, , 1999

    168. Big science for growing minds : constructivist classrooms for young thinkers, Brooks, Jacqueline Grennon, Teachers College Press, , 2011

    169. Science education during early childhood : a cultural-historical perspective, Roth, Wolff-Michael, Springer, , 2013

    170. Factors affecting science teaching efficacy of preservice elementary teachers, Young S, Cantrell, Moore A, , 2003

    171. Gender issues in science/math education(GISME). MD: American Physical Society, Hake, Mallow, , 2008

    172. Risk taking in adolescence new perspectives from brain and behavioral science, Steinberg, , 2007

    173. 예비교사의 과학수업개발을 위한 협동적 수업연구의 효과, 배성아, 정가윤, , 2011

    174. Did man create god? Is your spiritual brain at peace with your thinking brain?, Comings, , 2008

    175. Examining key concepts in research on teachers’ use of mathematics curricula, Remillard, , 2005

    176. Self-regulation in the classroom: A perspective on assessment and intervention, Boekaerts, Corno, , 2005

    177. The social sense: Susceptibility to others' belief in human infants and adults, Teglas, Kovas, Endress, , 2010

    178. A behavioral assessment of hippocampal function based on a subregional analysis, Lee, Gilbert, Kesner, , 2004

    179. Plasticity of the hippocampus: adaptation to chronic stress and allostatic load, McEwen, , 2001

    180. Science anxiety and gender in students taking general education science courses, Ramsey, Reynolds-Alpert, Udo, Mallow, , 2004

    181. Science anxiety: Research and action. The National Science Teachers Association, Mallow, , 2006

    182. Where science starts: spontaneous experiments in preschoolers' exploratory play, Schulz, Cook, , 2011

    183. 예비유아교사의 과학교수에 대한 태도 및 인식에 관한 연구, 강호정, 중앙대학교 교육대학원, , 2002

    184. 현직 유아교사와 예비 유아교사의 STS 상호작용에 대한 신념, 황경미, , 2012

    185. Cortical responses to invisible objects in the human dorsal and ventral pathways, Fang, , 2005

    186. Emotional precessing in the human brain revealed through functional neuroimaging, Dolan, , 2009

    187. Shaping self-regulation in science teachers' professional growth: Inquiry skills, Michalsky, , 2012

    188. 경남지역 유아교사의 과학교육 실태와 유아과학교육의 방향, 김은숙, 한미라, 미래유아교육학회, "미래유아교육학회지, , 2006

    189. 표상 및 토의 중심 유아과학교육 프로그램 개발 및 적용효과, 박은주 ( Eun Ju Park ), 표상 및 토의 중심 유아과학교육 프로그램 개발 및 적용 효과, , 2012

    190. Instruction, curriculum and society: Iterations based on the Ideas of William Dol, Varbelow, "Instruction, , 2012

    191. Preservice elementary teachers’ critique of instructional materials for science, Davis, , 2006

    192. Effect of 5E teaching model on student teachers’ understanding of weightlessness, Akdeniz, Alev, Tural, , 2010

    193. Increasing preservice teachers’ self-efficacy beliefs for technology integration, Wang, Ertmer, Newby, , 2004

    194. Academic self-concept, implicit theories of ability, and self-regulation strategies, Haugen, Lund, Ommundsen, "Academic self-concept, , 2005

    195. The effects of diaries on self-regulation strategies of preservice science teachers, Arsal, , 2010

    196. 유아과학교육 강좌에서 문제중심학습에 대한 예비교사의 경험, 노진형, , 2011

    197. Integrating neuroscience knowledge into social work education: A case-based approach, Combs-Orme, Neely-Barnes, Egan, , 2011

    198. Learning from others: The consequences of psychological reasoning for human learning, Goodman, Frank, Shafto, , 2012

    199. Science experiences for the early childhood years : an integrated affective approach, Harlan, Jean Durgin, Pearson Merrill Prentice Hall, , 2008

    200. The brain and consciousness: Sources of information for understanding adult learning, Hill, , 2001

    201. The teacher-tool relationship: Theorizing the design and use of curriculum materials, Brown, , 2009

    202. 예비유아교사를 위한 구성주의적 접근 유아과학교육 수업 탐색, 백은주, 구정아, 한국아동학회, , 2012

    203. 2세 영아의 과학적 탐구과정 탐색 : 흙, 돌, 나무활동을 중심으로, 정은경, 건양대학교, "2세 영아의 과학적 탐구과정 탐색: 흙, , 2009

    204. Inconsistency with prior knowledge triggers children’s causal explanatory reasoning, Wellman, Gelman, Legare, , 2010

    205. Teaching for understanding?the complex nature of PCK in pre-service teacher education, Nilsson, , 2008

    206. 성인학습자의 영어발음 인지치유 : 영어리듬의 인식을 중심으로, 신지희, 단국대학교, , 2005

    207. 유아 교육 기관의 과학 영역 구성 실태 및 이에 대한 교사의 요구, 김영실, 김정주, 김미재, 한국교원교육학회, "한국교원교육연구, , 2004

    208. 유치원 교사의 과학교수 불안에 영향을 주는 교사 내 , 외적 요인, 고영미, 조부경, 유치원 교사의 과학교수 불안에 영향을 주는 교사 내?외적 요인, , 2004

    209. Inquiry and the National Science Education Standards: A guide for teaching and learning, National Research Council, Inquiry and the national science education standards: A guide for teaching and learning, , 2000

    210. 뇌교육 명상수련 경험 유무에 따른 심리적 안녕감 및 우울감 비교, 오미경(Oh, Mi-Kyoung), 조연비(Cho, Yeon-Bee), 국제뇌교육종합대학원대학교 뇌교육연구소, "뇌교육연구, , 2012

    211. Early years teachers' late concerns and perceived needs in science: An exploratory study, Kallery, , 2004

    212. Mediators of a preservice teacher’s use of the inquiry-application instructional model, Gunckel, , 2011

    213. 자기주도학습의 구성 요인에 대한 뇌과학적 이해와 교육적 시사점, 허유정, , 2010

    214. Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component, Zohar, Ben-David, , 2009

    215. Resistance and disidentification in reflective practice with pre-service teaching interns, Middleton, Seaman, Abrams, , 2011

    216. Applying implementation science in early childhood programs and systems. Baltimore: Paul H, Metz, Martinez-Beck, , 2013

    217. Co-constructing inquiry-based science with teachers: essential research for lasting reform, Bryan, Keys, , 2001

    218. Multiple goals, multiple pathways: The role of goal orientation in learning andachievement, Pintrich, "Multiple goals, , 2000

    219. 자연탐구활동 과정에 나타난 예비유아교사의 과학관련 태도의 변화, 이경하 ( Kyung Ha Lee ), 박찬옥 ( Chan Ok Park ), 한국영유아교원교육학회, , 2009

    220. Current perspectives and methods in studying neural mechanisms of multisensory interactions, Klemen, Chambers, , 2012

    221. Is activity regulation of late myelination a plastic mechanism in the human nervous system?, Ullen, , 2009

    222. Sources of self-efficacy in a science methods course for primary teacher education students, Palmer, , 2006

    223. The effects of professional development on science teaching practices and classroom culture, Turner, Supovitz, , 2000

    224. 신경과학, 교육심리, 인지심리 연구를 통해 본 뇌기반 교육의 타당성, 신종호, "신경과학, , 2006

    225. 예비유아교사의 유아과학교육을 위한 PBL 교수학습 모형 개발과 적용, 김선구, 배재대학교 일반대학원, 예비유아교사의 유아과학교육을 위한 PBL교수학습모형 개발과 적용, , 2011

    226. Conceptions of science teaching revealed by metaphors and by answers to open-ended questions, BouJaoude, , 2000

    227. 예비유아교사들의 동.식물 키우기 활동에 대한 긍정적 경험과 어려움, 박세진(Park, Se Jin), 배지희(Bae, Ji Hi), 한국유아교육·보육행정학회, "한국유아교육·보육행정연구, , 2011

    228. 유아교사의 과학교수 효능감 수준에 따른 과학교육 실제에 관한 연구, 권주영, 한국생태유아교육학회, "생태유아교육연구, , 2007

    229. 유아교사의 과학교수에 대한 태도 향상을 위한 발생적 탐구학습 모형, 조형숙, , 1998

    230. 유치원과 초등학교 저학년 교사들의 과학교육 실태 및 인식 비교연구, 이정은 ( Lee Jeong Eun ), 이정화 ( Lee Jeong Hwa ), 한국열린유아교육학회, 유치원과 초등학교 저학년 교사들의 과학교육 실태 및 인식 비교연구, , 2001

    231. Children's scientific curiosity: In search of an operational definition of an elusive concept, Jirout, Klahr, , 2012

    232. Preparing pre-service primary teachers to teach primary science: A partnership-based approach, Kenny, , 2010

    233. 탐구중심의 과학교육수업이 예비교사의 과학태도 변화에 미치는 효과, 송연숙, , 2001

    234. An achievement goal theory perspective on issue in motivation terminology, theory and research, Pintrich, "An achievement goal theory perspective on issue in motivation terminology, , 2000

    235. Cognitive task analysis and innovation of training: The case of the structured troubleshooting, van Berlo, Schaafstal, Schraagen, , 2000

    236. Early childhood teachers' attitudes toward science teaching. Unpublished doctoral dissertation, Cho, , 1997

    237. PBL 교수학습을 적용한 예비유아교사를 위한 유아과학교육 수업의 효과, 이현정, 김선구, , 2011

    238. The frontoparietal attention network. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Corbetta, Sylvester, Shulman, "The frontoparietal attention network. In Gazzaniga, , 2009

    239. Using the integrative research project approach to facilitate early childhood teacher planning, Nell, , 2009

    240. things of nature and the nature of things: Natural science based literature for young children, Zeece, Things of nature and the nature of things: Natural science-based literature for young children, , 1999

    241. 예비 유아 교사의 과학적 지식과 과학에 대한 태도 및 불안감과의 관계, 김영실, 예비 유아교사의 과학적 지식과 과학에 대한 태도 및 불안감과의 관계, , 2004

    242. 탐구과학 교수법이 예비유아교사의 과학적 태도와 사고에 미치는 영향, 김미경 ( Mi Kyung Kim ), 한국영유아교원교육학회(구 중앙유아교육학회), "유아교육학논집, , 2005

    243. Children’s science questions and ideas provide an invaluable tool for the early-years teacher, Kallery, M., Kallery, , 2000

    244. 예비유아교사의 유아과학교육을 위한 PBL 교수학습 모형의 개발 및 효과, 김선구, 이대균, , 2011

    245. Development of attribution beliefs and strategic knowledge in years 5-9: A longitudinal analysis, Chan, Moore, , 2006

    246. Kosovo higher education teaching quality based on students’ evaluations and their performances, Duraku, , 2013

    247. Teachers' perception and status of science education in early childhood educational institutions, Yang, Park, J. S., Park, , 2012

    248. Brain mechanisms and youth learning. Second high level forum learning sciences and brain research, Tudela, , 2001

    249. Educational research : planning, conducting, and evaluating quantitative and qualitative research, Creswell, John W, Merrill, "Educational research: Planning, , 2002

    250. Effect of self-regulated learning on mathematics achievement of selected southeast asian children, Camahalan, , 2006

    251. Mnemonic function of the dorsolateral prefrontal cortex in conflict-induced behavioral adjustment, Buckley, Mansouri, Tanaka, , 2007

    252. Pedagogical content knowledge development and pre-service physics teacher education: a case study, Fazio, Tarantino, Sper, eo-Mineo, , 2005

    253. The effects of identity-relevance and task difficulty on task motivation, stress, and performance, Britt, "The effects of identity-relevance and task difficulty on task motivation, , 2005

    254. 구성주의 교사교육을 통한 예비교사의 과학교육에 대한 신념의 형성 과정, 김정화, 한국교원교육학회, "한국교원교육연구, , 2003

    255. Adopting just-in-time teaching in the context of an elementary science education methodology course, Goodnough, Osmond, , 2011

    256. Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research, Alferink, Farmer-Dougan, , 2010

    257. I didn't always perceive myself as a science person: Examining efficacy for primary science teaching, Woods-McConney, Mansfield, , 2012

    258. Stress-reducing brain exercises: A psychoeducational workshop for first-year post-secondary students, Bruce, , 2011

    259. 유치원 교사의 과학 교수 불안, 과학 교수 실제 및 유아의 과학에 대한 태도, 고영미, 조부경, "유치원 교사의 과학 교수 불안, , 2006

    260. 유치원 교사의 과학교수효능감에 따른 과학 교수 실제 및 유아의 과학 행동, 서소영, 조부경, 한국유아교육학회, "유아교육연구, , 2001

    261. 프로젝트 활동을 통한 예비 유아교사의 과학 및 과학교육에 대한 관점 변화, 조부경, 서소영, 韓國敎師敎育學會, "한국교사교육, , 2002

    262. Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge, Loughran, Nilsson, , 2012

    263. Cognitive control and right ventrolateral reflexive reorienting, motor inhibition, and action updating, Wagner, Levy, "Cognitive control and right ventrolateral reflexive reorienting, , 2011

    264. Effects of brain-based learning approach on students' motivation and attitudes levels in science class, Afacan, Akyurek, , 2013

    265. Psychology and schooling: The impact of Susan Isaacs and Jean Piaget on 1960s science education reform, Hall, Hall, J. S., , 2000

    266. 예비유아교사의 과학교수지식(PCK) 신장을 위한 유아과학교육 강좌 모형 개발, 조부경, 이은진, 한국교원대학교 대학원, 한국교원대학교 대학원 박사학위논문, , 2010

    267. 예비유아교사의 관점에서 본 실제 교수활동 중심의 유아과학교사교육의 효과, 배지희 ( Ji Hi Bae ), 미래유아교육학회, "미래유아교육학회지, , 2005

    268. 유치원 교사들의 과학에 대한 불안·태도·교수 효능감 : 충청남도를 중심으로, 배미양, "유치원 교사들의 과학에 대한 불안, , 2001

    269. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Macfarhane-Dick, Nicol, , 2006

    270. Scientific thinking in young children: Theoretical advances, empirical research, and policy implications, Gopnik, A, Gopnik, "Scientific thinking in young children: Theoretical advances, , 2012

    271. Integration of science and mathematics methods and preservice teachers’ understanding of constructivism, Jones, Dagli, Lake, , 2005

    272. Understanding the role of neuroscience in brain based products: A guide for educators and consumers. Mind, Christodoulou, Sylvan, , 2010

    273. 구성주의에 기초한 유아과학교사교육의 현장실습에 참여한 예비교사들의 경험, 이정미, 한국교원대학교 대학원, 한국교원대학교 대학원 박사학위논문, , 2012

    274. 예비유아교사의 과학교수태도 증진을 위한 포트폴리오 수업 효과 및 인식 연구, 송연숙 ( Yeon Sook Song ), 한국열린유아교육학회, "열린유아교육연구, , 2004

    275. An prediction of hopelessness and state-trait anxiety levels among teacher candidates before the KPSS Exam, Celik, Tumkaya, Aybek, , 2007

    276. Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning, Crippen, Schraw, Hartley, , 2006

    277. The effects of brain-based learning on the academic achievement of students with different learning styles, Duman, , 2010

    278. 공사립 유치원 교사의 과학적 지식 및 유치원 과학교육의 운영현황에 관한 연구, 나지연, 나지영, , 2010

    279. Decision making and prefrontal executive function. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Koechlin, Summerfield, "Decision making and prefrontal executive function. In Gazzaniga, , 2009

    280. Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers, Stoeger, Ziegler, , 2005

    281. 유아교사의 구성주의적 교육신념, 과학교수 효능감과 과학교수 적극성과의 관계, 김영실(Kim Young-Sil), 김영실, "유아교사의 구성주의적 교육신념, , 2009

    282. Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study, Mensah, Gunning, , 2011

    283. President Obama announces STEM americorps to inspire young people's interest in science and technology. CNCS, Community Service, Corporation for National, , 2013

    284. Preservice science teachers’ beliefs about teaching and learning: the influence of K - 12 field experiences, Gallard, Hancock, , 2004

    285. Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching, Gwekwerere, Schwarz, , 2007

    286. A theoretical review of winne and hadwin’s model of self-regulated learning: New perspectives and directions, Greene, Azevedo, , 2007

    287. The frontoparietal attention network of the human brain: Action, Saliency, and a priority map of the environment, Ptak, "The frontoparietal attention network of the human brain: Action, , 2012

    288. 예비유아교사의 과학에 대한 지식이 과학적 태도 및 과학교수 효능감에 미치는 영향, 노진형(Roh, Jin Hyung), 한국유아교육·보육행정학회, "한국유아교육·보육행정연구, , 2008

    289. 12 brain/mind learning principles in action : the fieldbook for making connections, teaching, and the human brain, Caine, Renate Nummela, Corwin Press, "12 brain/mind learning principles in action. The field book for making connections, , 2005

    290. Early childhood predictors of post-kindergarten executive function: Behavior, parent report, and psychophysiology, Hubble, Bell, Cuevas, Cuevas, K., "Early childhood predictors of post-kindergarten executive function: Behavior, , 2012

    291. Should there be a three-strikers rule against pure discovery learning? The case for guided methods of instruction, Mayer, , 2004

    292. 뇌 기능 특성에 기초한 수업체제 개발 및 적용이 학습태도와 학업성취에 미치는 효과, 김영진, 경성대학교 대학원, 경성대학교 대학원 박사학위논문, , 2004

    293. A developmental neurobiological model of motivated behavior: anatomy, connetivity and ontogeny of the triadic nodes, Fudge, Ernst, "A developmental neurobiological model of motivated behavior: anatomy, , 2009

    294. Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology, Seymour, "Tracking the processes of change in US undergraduate education in science, , 2001

    295. A self-study of a thai teacher educator developing a better understanding of PCK for teaching about teaching science, Faikhamta, Clarke, , 2013

    296. Changes in american preservice elementary teachers’ efficacy beliefs and anxieties during a science methods course, Bursal, , 2012

    297. Problem-based learning revisited, introduction of active and self-directed learning to reduce fatigue among students, Czabanowska, Roebertsen, Meijer, Moust, Schroder-Back, "Problem-based learning revisited, , 2012

    298. The dynamic interplay between cognitive control and memory. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Race, Wagner, Badre, Kuhl, "The dynamic interplay between cognitive control and memory. In Gazzaniga, , 2009

    299. 탐구중심 과학교사교육이 예비유아교사의 과학적 태도 및 과학교수태도에 미치는 효과, 김기예 ( Ki Ye Kim ), 박은주 ( Eun Ju Park ), 미래유아교육학회, 탐구중심 과학교사교육이 예비유아교사의 과학적 태도 및 과학교수태도에 미치는 효과, , 2012

    300. Pre-service teachers' views of the nature of science and technology before and after a science teaching method course, Tairab, , 2001

    301. 과학저널쓰기를 통한 예비유아교사의 과학 및 과학교수지식과 과학에 대한 태도의 변화, 박은주 ( Eun Ju Park ), 한국영유아교원교육학회(구 중앙유아교육학회), "유아교육학논집, , 2011

    302. Insights from cognitive neuroscience: The importance of executive function for early reading development and education, Cartwright, Cartwright, K. B, , 2012

    303. New perspectives for the evaluation of training session in self-regulated learning: Time-series analyses of diary data, Wiese, Schmitz, , 2006

    304. Preservice early childhood teachers’ self-efficacy and outcome expectancy for ICT integration in science instruction, Worch, Herman, , 2012

    305. 유아교사의 과학 교과교육학지식 수준에 따른 유아의 물에 대한 과학적 개념에 관한 연구, 이지영, 덕성여자대학교 대학원, 유아교사의 과학 교과교육학지식 수준에 따른 유아의 물에 대한 과학적 개념에 관한연구, , 2009

    306. Identification, interpretation-evaluation, response: An alternative framework for analyzing teacher discourse in science, Zacharia, Tzialli, Louca, "Identification, , 2012

    307. 개념변화 교수법에 기초한 과학교사교육이 유아교사의 과학 교수능력 증진에 미치는 효과, 라정숙, 서울여자대학교 대학원, "아동연구, , 2001

    308. Process-oriented inquiry?A constructivist approach to early childhood science education : Teaching teachers to do science, Martin, D., Process-oriented inquiry. A constructivist approach to early childhood science education: Teaching teachers to do science, , 2005

    309. The Development of children's understanding of speed change: A contributing factor towards commonsense theories of motion, Hast, Howe, , 2013

    310. 구성주의 관점의 협동적 개념도 전략이 예비유아교사의 과학적 지식과 태도에 미치는 영향, 안부금, 한국유아교육학회, "유아교육연구, , 2003

    311. Exploring explanation: explaining inconsistent evidence informs exploratory, hypothesis-testing behavior in young children, Legare, "Exploring explanation: explaining inconsistent evidence informs exploratory, , 2012

    312. Preservice early childhood teachers' sense of efficacy for integrating mathematics and science: Impact of a methods course, Flevares, Trundle, Sackes, Gonya, , 2012

    313. 개념도 학습전략이 예비유아교사의 과학교수효능감과 과학교수에 대한 태도에 미치는 영향, 송연숙, 이화여자대학교 교육과학연구소, , 2006

    314. Revisiting professional learning communities to increase college readiness: the importance of pedagogical content knowledge, Bausmith, Barry, , 2011

    315. Utilizing science philosophy statements to facilitate K-3 teacher candidates' development of inquiry-based science practice, Gilbert, , 2009

    316. 보육교사의 과학교과교육학지식 및 상업화된 프로그램 실시여부에 따른 유아의 과학적 태도, 성영화, 나은숙, 이은주, 한국보육학회, "한국보육학회지, , 2010

    317. 유아교사의 과학수업 적극성에 영향을 주는 내적 신념 관련 변인들 간의 관계 구조모형 분석, 유은영 ( Eun Young Yoo ), 한국유아교육학회, "유아교육연구, , 2013

    318. Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach, Artun, Costu, , 2013

    319. 반성적 교수 경험이 예비유아교사의 과학교수효능감과 유아의 과학 활동 참여에 미치는 효과, 송연숙 ( Yeon Sook Song ), 한국열린유아교육학회, "열린유아교육연구, , 2006

    320. Developmental trajectories during adolescence in males and females: A cross-species understanding of underlying brain changes, Brenhousea, Andersen, , 2011

    321. 웹 토론방을 통한 수업사례 토론에서 유아교사의 사고과정 및 자기조절 학습능력에 관한 연구, 이춘자, 이화여자대학교 대학원, 이화여자대학교 대학원 박사학위논문, , 2002

    322. 체험중심 과학캠프 프로그램이 유아교사의 과학적 지식, 교수태도 및 교수방법에 미치는 영향, 최진철, 단국대학교 대학원, "체험중심 과학캠프 프로그램이 유아교사의 과학적 지식, , 2010

    323. The impact of early life history on teachers' beliefs: in?school and out-of-school experiences as learner and knowers of science, Smith, , 2005

    324. Different approaches-common implications: Brain based and constructivist learning from a paradigms and Integral model perspective, Ajda, Selahatdin, , 2008

    325. Supporting preservice elementary teachers’ critique and adaptation of science lesson plans using educative curriculum materials, Davis, Beyer, , 2009

    326. What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice, Reed, Eick, , 2002

    327. 예비유아교사를 위한 탐구중심 과학교육 수업이 과학교수태도와 반성적 사고수준에 미치는 영향, 강순미 ( Soon Mee Kang ), 이세나 ( Sae Na Lee ), 미래유아교육학회, , 2009

    328. The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course, Gess-Newsome, , 2002

    329. 대학생들의 정서조절곤란과 상위인지 및 그 차원들이 일반화된 불안증상의 심각도에 미치는 영향, 조용래, 서우정, 한국인지행동치료학회, "인지행동치료, , 2012

    330. 한국 대학생들의 자기조절동기, 학업정서 및 인지적 자기조절 학습전략 사용 간의 경로 탐색 연구, 김현진, "한국 대학생들의 자기조절동기, , 2011

    331. The influence of an extensive inquiry-based field experience on pre-service elementary student teachers’ science teaching beliefs, Volk, Bhattacharyya, Lumpe, , 2009

    332. Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning, Korthagen, , 2010

    333. 예비유아교사의 과학교육에 대한 인식: 과학 교수효능감, 과학교육 목표, 과학교수 방법을 중심으로, 김지영 ( Ji Young Kim ), 한국생활과학회, "예비유아교사의 과학교육에 대한 인식: 과학 교수효능감, , 2007

    334. Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as conceptual tool to understand teachers as professionals, Park, Oliver, , 2008

    335. The influence of an activity-based explicit approach on the turkish prospective science teachers’ conceptions of the nature of science, Bayrakceken, Celik, , 2012

    336. The medial temporal lobe, the hippocampus, and the memory systems of the brain. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Knwolton, Squire, "The medial temporal lobe, , 2009

    337. The effectiveness of the brain based teaching approach in enhancing scientific understanding of newtonian physics among form four students, Saleh, , 2012

    338. 자연관찰을 활용한 과학교육 수업이 예비유아교사의 과학에 대한 태도와 과학교수 효능감에 미치는 영향, 김자현, 하경용, 한국교원교육학회, "한국교원교육연구, , 2010

    339. A Longitudinal study to identify prospective science teachers' beliefs about science teaching using the draw-a-science-teacher-test checklist, Ambusaidi, Al-Balushi, , 2012

    340. What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation, van der Werf, Dignath-van Ewijk, , 2012

    341. A longitudinal study to identify prospective science teachers' beliefs about science teaching using the drau - a science teacher test checklist, Sulaiman, Abdullah, , 2011

    342. Inquiry projects in science teacher education: what can investigativeexperiences reveal about teacher thinking and eventual classroom practice?, Windschitl, , 2003

    343. The development and validation of an instrument to measure preservice teachers’ self-efficacy in regard to the teaching of science as inquiry, Zembal-Saul, Yoder, Smolleck, , 2006

    344. Assessment of preservice physical education teacher education(PETE) students' self-regulation: Implications for teacher foundational enhancement, Olson, , 2009

    345. Certification in distance learning for online instructors: Exploration of the creation of an organic model for a research-based state institution, Graham, Thomas, , 2011

    346. Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers, Moran, , 2007

    347. Mechanisms of selective attention in the human visual system: Evidence from neuroimaging. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, McMains, Beck, Kastner, "Mechanisms of selective attention in the human visual system: Evidence from neuroimaging. In Gazzaniga, , 2009

    348. Changes in preservice elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies: The influence of context, Hechter, , 2011

    349. Reconsolidation: A possible bridge between cognitive and neuro-scientific views of memory. In Gazzaniga, M. S.(4rd ed). The cognitive meurosciences, Nader, "Reconsolidation: A possible bridge between cognitive and neuro-scientific views of memory. In Gazzaniga, , 2009

    350. Empowerment and confidence: Pre-service teachers learning to teach science through a program of self-regulated learning. Canadian Journal of Science, Corrigan, Taylor, , 2005

    351. Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics, Zacharia, "Beliefs, , 2003

    352. Long-term outcomes of early childhood science education: Insights from a cross-national comparative case study on conceptual understanding of science, Oliver, Venville, Tao, , 2012

    353. Pre-school teachers’ content knowledge in science: their understanding of elementary science concepts and of issues raised by children’s questions, Kallery, Psillos, Pre-school teachers’ content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions, , 2001

    354. Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education. International Journal of Disability, Zeigerb, Leysera, Romic, , 2011

    355. 포트폴리오 평가 활용을 통한 예비교사의 유아 과학 교수방법에 대한 반성적 사고 증진과 전문성함양에 관한 연구, 유승연, 한국유아교육학회, "유아교육연구, , 2000

    356. Shared mechanisms in visual imagery and visual perception: insights from cognitive neuroscience. In Gazzaniga, M. S.(4rd ed). The cognitive neurosciences, Kosslyn, Thompson, "Shared mechanisms in visual imagery and visual perception: insights from cognitive neuroscience. In Gazzaniga, , 2009

    357. If not the brain, then what? A paradigm for preservice intervention specialists that provides an understanding of neurodevelopmental disorders in children, Cameron, "If not the brain, , 2011

    358. Pre-service teachers' emotion-related regulation and cognition: Associations with teachers' responses to children's emotions in early childhood classrooms, Swartz, McElwain, , 2012

    359. Further tests of a cognitive model ofgeneralized anxiety disorder: Metacognitions and worry in GAD, panicdisorder, social phobia, depression, and non-patients, Wells, Carter, "Further tests of a cognitive model of generalized anxiety disorder: Metacognitions and worry in GAD, , 2001

    360. An exploration of psychology of the examinee: Can examine self-regulation and test taking motivation predict consequential and non consequential test performance, Kitsantas, Sundre, , 2004

    361. A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers’ images of effective primary science practice, Mueller, Skamp, "A longitudinal study of the influences of primary and secondary school, , 2001

    362. Why minimally guided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning, Kirschner, Sweller, Clark, "Why minimally guided learning does not work: An analysis of the failure of discovery learning, , 2006

    363. The effectiveness of the brain-based teaching approach in generating students' learning motivation towards the subject of physics: A qualitative approach. Online Submission, Saleh, , 2011

    364. A framework for K-12 science education: Practices, cross cutting concepts, and core ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards.tion, National Research Council, "A framework for K-12 science education: Practices, , 2011

    365. English teaching in the 21st century: Empathic intelligence and brain-based research. Paper presented at the Biennial Meeting of the International Federation for the Teaching of English, Arnold, , 2003

    366. Science in early childhood: developing and acquiring fundamental concepts and skills. In American Association for the Advancement of Science (AAAS). Dialogue on early childhood science, mathematics, and technology education, Lind, Lind, K. K., "Science in early childhood: developing and acquiring fundamental concepts and skills. In American Association for the Advancement of Science (AAAS). Dialogue on early childhood science, , 1999

    더보기

    분석정보

    View

    상세정보조회

    0

    Usage

    원문다운로드

    0

    대출신청

    0

    복사신청

    0

    EDDS신청

    0

    동일 주제 내 활용도 TOP

    더보기

    주제

    연도별 연구동향

    연도별 활용동향

    연관논문

    연구자 네트워크맵

    공동연구자 (7)

    유사연구자 (20) 활용도상위20명

    이 자료와 함께 이용한 RISS 자료

    나만을 위한 추천자료

    해외이동버튼