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2012-08-27 (Vol 9, No 10)

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(Á¦¸ñ°ú ¿ä¾à) °úÇб³À°ÇÐ ¹Ú»çÇÐÀ§ ³í¹® Á¦¸ñ°ú ¿ä¾à(À̼öÀÚ À̸§ °¡³ª´Ù ¼ø)

´Ù¼¸Â°. Çѱ¹ÀÎ ±¹³»¿Ü¿¡¼­ÀÇ °úÇб³À°ÇÐ °ü·Ã ¹Ú»çÇÐÀ§ÀÚ À̸§ °¡³ª´Ù ¼ø ³í¹® Á¦¸ñ(¿ä¾àÀº ÷ºÎ¿¡ ÀÖ½À´Ï´Ù.)

[°­³²È­] Preservice secondary science teachers' habitus and believes about teaching and students motivation (U of Nevada) 200 (Áöµµ±³¼ö: )

[°­´ëÈÆ] ¿ëÇØ Çö»ó¿¡ ´ëÇÑ ÇлýµéÀÇ °³³ä À¯Çü ¹× ±³»çµéÀÇ Áöµµ ½ÇÅÂ

[°­¼®Áø] Åä·Ð °úÁ¤¿¡¼­ »çȸÀû ÇÕÀÇ Çü¼ºÀ» °­Á¶ÇÑ °³³ä ÇнÀ Àü·«: ±³¼ö È¿°ú¿Í ¼ÒÁý´Ü Åä·Ð¿¡¼­ÀÇ ¾ð¾îÀû »óÈ£ÀÛ¿ë

[°í¼¼È¯] ÃʵîÇб³ ÇлýµéÀÇ °úÇп¡ ´ëÇÑ µ¿±â¿¡ ¿µÇâÀ» ÁÖ´Â ¿äÀÎ

[°í¿µÈ¯] È­Çаú »ý¹° ±³°ú¼­¿¡ Á¦½ÃµÈ »ïÅõ °³³ä°ú °íµîÇб³ °úÇÐ ±³»ç¿Í ÇлýÀÇ »ïÅõ °³³ä ºÐ¼®

[°û¿µ¼ø] PROFILE CHANGE IN PRESERVICE SCIENCE TEACHER¡¯S EPISTEMOLOGICAL AND ONTOLOGICAL BELIEFS ABOUT CONSTRUCTIVIST LEARNING: IMPLICATIONS FOR SCIENCE TEACHING AND LEARNING

[±¸¼öÁ¤] ¹üÁÖÈ­ È°µ¿ÀÌ ¿¡³ÊÁö.ȯ°æ ÀïÁ¡¿¡ ´ëóÇÏ´Â ºñÆÇÀû »ç°í¿Í °¡Ä¡ ÇԾ翡 ¹ÌÄ¡´Â ¿µÇâ

[±¹µ¿½Ä] ´ë±â¾Ð, Á¶¼®, °èÀýº¯È­¿¡ ´ëÇÑ ÇлýÀÇ °³³ä°ú ÇгⰣ ÀÌÇØÀÇ Â÷ÀÌ

[±Ç³­ÁÖ] ÀÎÁö°¥µî¿¡ ÀÇÇÑ ÁßÇлýÀÇ °úÇÐ °³³äº¯È­¿¡¼­ ÇнÀÀÚƯ¼ºÀÇ ¿µÇâ

[±Ç¼º±â] ÁßÇлýÀÇ ¿¡³ÊÁö °³³ä º¯È­¿¡¼­ ÁöÀû Èï¹ÌÀÇ ¿ªÇÒ


[±Ç¿µ·¡] À¯¾ÆÀÇ »ý¸íü °³³äÀÇ Çü¼º°ú ¹ß´Þ Ž»ö

[±Ç¿ëÁÖ] LIKING PREFRONTAL LOBE FUNCTIONS WITH REASONING AND CONCEPTUAL CHANGE

[±ÇÀç¼ú] AN EXAMINATION OF THEORETICAL BASES AND EMPIRICAL EVIDENCE FOR THE EXISTENCE OF THE MOMENTUM EFFECT IN LEARNING SCIENTIFIC CONCEPTS

[±ÇÅÃȯ] ±³°ú¿ëµµ¼­ÀÇ Àå¾Ö °ü·Ã ³»¿ë ÀûÇÕÈ­ °úÁ¤ ¿¬±¸

[±ÇÇõ¼ø] È­ÇÐ ±³À°¿¡¼­ ºñÀ¯ÀÇ »ç¿ë ÇöȲ°ú ºñÀ¯¸¦ »ç¿ëÇÒ ¶§ °³³ä ÀÌÇØ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀÎ

[±è±¤¸í] °úÇÐÀû »ç°í·Â ¹ß´ÞÀ» À§ÇÑ ±¹¹ÎÇб³ ÀÚ¿¬±³°ú¼­ÀÇ ºÐ¼® ¿¬±¸

[±è¸¸Èñ] Æú¶ó´ÏÀÇ Àνķп¡ ±Ù°ÅÇÑ °úÇб³¼öÀÇ ³»·¯Æ¼ºêÀû ¼º°Ý °íÂû

[±è¸íȯ] ¾È³»µÈ ÅäÀÇ È°µ¿ÀÌ °íµîÇб³ ÇлýÀÇ Èû°ú ¿îµ¿¿¡ ´ëÇÑ °³³ä º¯È­¿¡ ÁÖ´Â ¿ªÇÒ

[±è¹Î¿µ] °úÇÐ ¿µÀçÀÇ Ã¢ÀÇÀû ¹®Á¦ÇØ°á·Â Çâ»óÀ» À§ÇÑ °úÇлç CPS ¼ö¾÷¸ðÇü °³¹ß°ú À¯Àü¿µ¿ª ¼ö¾÷ÇÁ·Î±×·¥ÀÇ Àû¿ë È¿°ú

[±è¹ü±â] Úª×âÎçëÀªÎ ùÛ.ìí ÝïÎòæÚϼ (¹°¸®±³À°ÀÇ ÇÑ.ÀÏ ºñ±³¿¬±¸)

[±è¿¬¼ö] ÀÎÁö°¥µîÀÇ ºÒ¾È À¯Çü°ú ±ÍÀΠƯ¼º¿¡ µû¸¥ °³³äº¯È­ Ư¼º

[±è¿µ¹Î] ÁßÇлýÀÇ Àü·ù °³³ä º¯È­¿¡ ¹ÌÄ¡´Â ü°èÀû ºñÀ¯ ¼ö¾÷ÀÇ ¿µÇâ

[±è¿µ¼ö] THE EFFECT OF PRESCRIBED VERSUS STUDENT-CONTROLLED INSTRUCTIONAL SEQUENCES ON KNOWLEDGE ACQUISITION USING CAI AND PIAGETIAN DEVELOPMENTAL THEORY

[±èÀº¼÷] ÀÌ°ø°è ´ëÇÐ ÀÏÇг⠹°¸® ¹®Á¦ Ç®ÀÌ¿¡¼­ Àü¹®ÀÎÀÇ ¹æ·«À» °¡½ÃÈ­ÇÏ´Â ¿¬½ÀÀÌ ÇлýÀÇ Áú¹®¸¸µé±â¿¡ ¹ÌÄ¡´Â ¿µÇâ

[±èÀͱÕ] ´ë¸³°³³äÀÇ Áõ°ÅÀû ºñÆÇ ³íÀÇ¿Í ¹Ý¼ºÀû »ç°í¸¦ ÅëÇÑ ´ëÇлýÀÇ Èû°ú °¡¼Óµµ °³³äº¯È­

[±èÁ¾Èñ] ´Þ°ú Ç༺ÀÇ À§»óÀÛµµ ¸ðµâÀ» È°¿ëÇÑ ¼ö¾÷ÀÌ °³³äº¯È­¿¡ ¹ÌÄ¡´Â È¿°ú

[±èÁø¸¸] ÇлýÀÇ ¿­°ú ¿Âµµ °³³ä º¯È­¿¡ À־ ÀÎÁö ¹æ·«Àû Áú¹®ÀÇ ¿ªÇÒ

[±èÈ¿³²] CHEMISTRY CURRICULUM COMPARISON IN SELECTED MICHIGAN HIGH SCHOOLS

[±èÈñ°æ] ÁßÇлýÀÇ µ¿·á°£ ³íº¯ È°µ¿À» °­Á¶ÇÑ °³¹æÀû ¹°¸® Ž±¸: Á¶°Ç, Ư¡, ¿ªÇÒÀ» Áß½ÉÀ¸·Î

[±èÈñ¹é] »ý¹°±³À°ÀÇ ÃÖÀûÁøµµ¿¡ °üÇÑ ÀÏ ¿¬±¸ ¹× ½Ä¹°ÀÇ ±¤ÇÕ¼º°ú ±¤ÇÕ¼º ±â°üÀÇ Çൿ¿¡ °üÇÑ ¿¬±¸

[±èÂùÁ¾] ÇлýµéÀÇ ¡°´ë±â ÁßÀÇ ¹°¡±¿¡ ´ëÇÑ Á÷°üÀû °ßÇØ: Ⱦ´ÜÀû ¿¬±¸

[³ëÅÂÈñ] ¹°ÁúÀÇ ºÐÀÚ ¼öÁØÀ» ±×¸²À¸·Î Á¦½ÃÇÑ ¼ö¾÷ÀÌ ÇлýÀÇ °³³ä°ú ¹®Á¦ ÇØ°á·Â¿¡ ¹ÌÄ¡´Â È¿°ú

[·ù¿ÀÇö] °úÇлçÀû °üÁ¡¿¡¼­ ¿ø¼Ò, ¿øÀÚ, ºÐÀÚ, ¹°Áúº¯È­ °³³ä¿¡ ´ëÇÑ °úÇÐ ±³°ú¼­ Áø¼ú°ú ±³»ç ¹× ÇлýÀÇ °³³ä À¯Çü ºñ±³

[¸ÍÈñÁÖ] ÅëÇÕ°úÇб³À°ÀÇ Àû¿ë°ú °úÇб³»çµéÀÇ ÀÎ½Ä ¹× °úÇб³¼ö È¿´É½Å³ä°úÀÇ °ü°è

[¹Ú±ÝÈ«] ÁßÇб³ °úÇÐ ¼ö¾÷¿¡¼­ MBL½ÇÇè ¼ö¾÷ÀÇ È¿°ú

[¹Úµµ¿µ] A STUDY OF EARTH SYSTEM SCIENCE IN THE COMMUNITY (EARTHCOMM) IN TERMS OF ITS CONGRUENCY WITH THE VISIONS IN THE NATIONAL SCIENCE EDUCATION STANDARDS AND ITS EFFECTIVENESS IN IMPROVING STUDENT LEARNING

[¹Ú½ÂÀç] AN INVESTIGATION OF THE ATTITUDES TOWARD SCIENCE AND SCIENCE TEACHING OF SCIENCE EDUCATION MAJORS IN KOREA

[¹Ú¿µ½Å] ANALYZING EXPLICIT TEACHING STRATEGIES AND STUDENT DISCOURSE FOR SCIENTIFIC ARGUMENTATION

[¹ÚÀ±¹è] Variables related to selection of mental representation and problem solving strategy during mechanics problem solving

[¹ÚÁ¾¼®] °³È­±â °úÇб³°ú¼­ÀÇ ¹ß°£ ½ÇÅÂ¿Í ³»¿ë ºÐ¼®

[¹ÚÁ¾¿ø] »ó´ë·Ð ±âÃÊ °³³ä º¯È­¿¡ À־ ÃÊÀÎÁöÀÇ ¿ªÇÒ

[¹Úöȣ] DEVELOPMENT OF A WEB BASED ENVIRONMENT FOR TASK CENTERED LEARNING OF RELATIVE MOTION

[¹ÚÇбÔ] ùÊßæµéÀÇ Úª×â Ùýð¹ú°Ì½ Φïï°ú Ùýð¹ÍöÊàÀÇ ëºúþ ÝÂà°

[¹ÚÇöÁÖ] A study of the components of students' conceptual ecologies

[¼­Á¤¾Æ] Á¤·®Àû ¹°¸®°³³ä¿¡ ´ëÇÑ ¾î¸²È°µ¿°ú ÃøÁ¤È°µ¿ÀÌ ¹®Á¦ÇØ°á °úÁ¤¿¡ ¹ÌÄ¡´Â ¿µÇâ

[¼Õ¿¬¾Æ] ÅëÇÕ°úÇб³À°°úÁ¤ÀÇ ¸ðÇü°³¹ßÀ» À§ÇÑ ÀÌ·ÐÀû °íÂû

[¼Û¿ë±Ô] The Relationship between Piagetian Cognitive Development Level as Measured by the Burney Logical Reasoning Test and Selected Scholastic Variables of Prospective Korean Secondary School Teachers

[¼ÛÁø¿õ] Effects on Pupils' Responses of Interactions between Process Skill Demands, Concept Requirements and Contexts in Science Questions

[¼ÛÇö¹Ì] ¹°Áú ´ë»ç ´Ü¿øÀÇ ¼­¼úÇü ¹®Á¦ÇØ°áÇнÀ¿¡ ÀÖ¾î µ¿·á Æò°¡ÀÇ È¿°ú ¹× ¼ÒÁý´Üº° ¾ð¾îÀû »óÈ£ÀÛ¿ë ºÐ¼®

[½Åµ¿Èñ] Environmental Earth Science Course Development for Preservice Secondary School Science Teachers in the Republic of Korea

[½Å¸í°æ] A Study of the Effectiveness of the Iowa Chautauqua Staff Development Model for Reform of Science Teaching in Korea

[½Å¿µÁØ] °úÇÐ ÇнÀ ¹è°æÀÇ ¼ºÂ÷ ºÐ¼®¿¡ ±Ù°ÅÇÑ ¿©Çлý ģȭÀû °úÇÐ ¼ö¾÷ Àü·« °³¹ß

[½ÉÀç±Ô] °úÇа濬ÀÇ Âü¿©µ¿±â¿Í ³»Àû Âü¿©µµ

[¿À¿ø±Ù] ºñÀÏ»óÀû »óȲÀÇ ¹«Á߷°ú »ó´ë¼ºÀÌ µµÀÔµÈ ±¸Á¶È­µÈ ´ëºñÈ°µ¿À» ÅëÇÑ ÁßÇлýÀÇ Èû°ú ¿îµ¿ °³³ä º¯È­

[¿ÀÇʼ®] Changes In Science Classrooms Resulting From Collaborative Action Research Initiatives

[À¯ÁØÈñ] Á¤±Ô Çб³ °úÇб³À°ÀÇ ºÎ°¢Á¡¿¡ µû¸¥ °úÇп¡ ´ëÇÑ Åµµ ¹× °úÇк¸µµ ¼ö¿ë ŵµ

[À±Áø] °úÇÐ °ü·Ã Áø·Î ¼±Åà ¿äÀεéÀÇ ºÐ¼®

[À±Çý°æ] È®ÀåÀû °úÇРŽ±¸ È°µ¿À» ÅëÇÑ ÁßÇлýÀÇ Å½±¸ µ¿±â º¯È­ °úÁ¤

[ÀÌ°æÈ£] °íµîÇлýÀÇ ¹°¸® °³³äº¯È­¿¡ ¹ÌÄ¡´Â ÀÎÁö°¥µî, ÇнÀµ¿±â¿Í ÇнÀÀü·«ÀÇ ¿µÇâ

[À̸é¿ì] ùÛÏÐ ÐÎÓÛÎçëÀÑ¢(1876-1910)ÀÇ ò¢Ï¹Î¡ùÊÎçëÀ

[ÀÌ ¹«] ΡùÊîÜ ÷®Ï¼ ÞÖÍÅÕô øÄʤ Ùýú£ û¡÷¾¿¡ μÇÑ æÚϼ

[À̹̰æ] THE EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM FOR PHYSICS TEACHERS ON THEIR TEACHING AND THE LEARNING OF THEIR STUDENTS

[À̺À¿ì] ¿Â¶óÀÎ ¹°¸®Å½±¸Åä·Ð ÇнÀüÁ¦ °³¹ß ¹× ¿µÀçµéÀÇ »óÈ£ÀÛ¿ë ºÐ¼®

[À̼±±æ] °íµîÇб³ °úÇпµÀ縦 À§ÇÑ »ç»ç ¿¬±¸(R&E) ÇÁ·ÎÁ§Æ® ÇнÀ ¸ðÇüÀÇ °³¹ß°ú Àû¿ë

[À̼ö¿µ] To what extent does classroom discourse synergistically support electronic discourse?: a study of the kids as global scientists message board

[ÀÌ¿ÁÈñ] Motivation to Learn Science in Middle School Classrooms

[À̾ç¶ô] Çùµ¿ ÇнÀÀÌ ÁßÇлýÀÇ °úÇÐ Áö½Ä, Ž±¸´É·Â ¹× ÇнÀ ȯ°æ ÀνĿ¡ ¹ÌÄ¡´Â È¿°ú

[ÀÌÀº¹Ì] Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers

[ÀÌÀçºÀ] ¹°¸®Å½±¸È°µ¿¿¡¼­ ºÒÈ®½Çµµ °³³äÀÌ ÃøÁ¤°ú ÀÚ·áÇؼ®°úÁ¤¿¡ ¹ÌÄ¡´Â ¿µÇâ

[ÀÌÈ­±¹] Towards a theory of representation for science education

[ÀÌÈñ¼±] Scaffolding elementary students' authentic inquiry through a written science curriculum

[ÀÓ¼º¹Î] ¹°¸®ÇнÀ¿¡ ´ëÇÑ ÀÎÁöÀû ½Å³ä°ú Æĵ¿ °³³ä ÀÌÇØÀÇ °ü°è

[ÀÓÈñÁØ] °úÇÐ ¼ö¾÷¿¡¼­ÀÇ Çùµ¿ÇнÀ: ±³¼ö È¿°ú¿Í ¼ÒÁý´ÜÀÇ ¾ð¾îÀû »óÈ£ÀÛ¿ë

[Á¤¿ëÀç] ¿¬°áÁÖÀÇÀû °üÁ¡ÀÇ °³³äÇнÀ ¹æ¾ÈÀ¸·Î¼­ ¡®ÀüÇüÀû ÀνĻóȲ(TPS)¡¯ÀÇ º¯È­: ÃʵîÇлýÀÇ ÈûÀÇ ÀÛ¿ë¿¡ °üÇÑ »ý°¢À» Áß½ÉÀ¸·Î

[Á¤Áø¿ì] The Relationship Between Ninth Grade Achievement and Tenth and Eleventh Grade Science Achievement in Korea

[Á¶¼±Çü] ùÛ¡¤Ú¸¡¤ìí ÏÐÚÅùÊÎè í»æÔΡ ò¢Ï¹Î¡ùÊ ÎçëÀΤïïÀÇ ÝïÎòæÚϼ

[Á¶¿À±Ù] ³îÀ̱â¹ÝŽ±¸(PBI) »óȲ¿¡¼­ ¹°¸®Å½±¸

[Á¶Á¤ÀÏ] AN INVESTIGATION OF FIFTH AND EIGHTH GRADE KOREAN STUDENTS' MISCONCEPTIONS OF PHOTOSYNTHESIS

[Á¶ÈñÇü] The impact of textbook concept emphasis on the learning of biological concepts at different cognitive levels by high school students

[Â÷Á¤È£] °³º°È­ À¥ ¿¡ÀÌÀüÆ®¸¦ žÀçÇÑ È­Çб³À° ȨÆäÀÌÁöÀÇ °³¹ß°ú ¿Â¶óÀÎ Åä·Ð¿¡¼­ »óÈ£ÀÛ¿ë ºÐ¼®

[Â÷Èñ¿µ] ±¸¼ºÁÖÀÇ ½Ã°¢¿¡¼­ º» Çѱ¹ °úÇÐ ±³À° °úÁ¤°ú Áßµî °úÇб³»ç ±³À° ÇÁ·Î±×·¥ »çÀÌÀÇ ÀÏ°ü¼º¿¡ °üÇÑ ¿¬±¸

[䵿Çö] Naive Theories in Earth Science among Korean Students in Grades Six, Eight and Ten

[ÃÖ°æÈñ] THE PRECEPTION OF KOREA SCIENCE TEACHERS AND STUDENT REGARDING SCIENCE AND SCIENCE-TECHNOLOGY-SOCIETY(STS) THEMES

[ÃÖº´¼ø] The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept

[ÇϹ̰æ] Á¤½ÅÁöü¾ÆÀÇ ¹«°Ô °³³ä ¹ß´Þ¿¡ °üÇÑ ¿¬±¸

[ÇѾÈÁø] The effect of science teaching on the fourth grade Korean child's concept of Piagetian physical causality

[ÇÑÀ翵] ¼ÒÁý´Ü °úÇÐ ÇнÀ¿¡¼­ À¯È­¼º¿¡ µû¸¥ Áý´Ü ±¸¼ºÀÇ ±³¼ö È¿°ú ¹× ¾ð¾îÀû »óÈ£ÀÛ¿ë

[(°í)ÇÑÁ¾ÇÏ] AN ANALYSIS OF THE SECOND YEAR KOREAN SCIENCE TEXTBOOK USING PIAGETIAN CONCRETE AND FORMAL OPERATIONAL THINKING PATTERNS.

[ÇÑÈ¿¼ø] DEVELOPING A RESEARCH AGENDA FOR INTEGRATING MICROCOMPUTER-BASED LABORATORY IN SCIENCE TEACHING

[Çã¸í] THE ANALYSIS OF INQUIRY LEARNING AMONG HIGH SCHOOL BIOLOGY STUDENTS AND ITS APPLICATION TO THE DEVELOPMENT OF AN INSTRUMENT FOR EVALUATING INQUIRY ACTIVITY IN SCIENCE CURRICULA

[Ȳ¼º¿ø] ÀüÀÚ±â ÇнÀ¿¡¼­ Çö»ó ±¸Çö È°µ¿ÀÇ ¿ªÇÒ

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