References
- Beijaard, D., & Verloop, N. (1996). Assessing teachers' practical knowledge. Studies in Educational Evaluation, 22, 275-286. https://doi.org/10.1016/0191-491X(96)00016-8
- Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
- Cho, H., & Choi, K. (1998). The necessities and current states of science education dealing with socioscientific characteristics of science. Journal of the Korean Association for Research in Science Education, 18(4), 559-570.
- Connell, S., Fien, J., Lee, J., Sykes, H., & Yencken, D. (1999). 'If it doesn't directly affect you, you don't think about it': A qualitative study of young people's environmental attitudes in two Australian cities. Environmental Education Research, 5(1), 96-113.
- Connelly, E. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
- Cross, R. T., & Price, R. F. (1996). Science teachers' social conscience and the role of controversial issues in the teaching of science. Journal of Research in Science Teaching, 33(3), 319-333. https://doi.org/10.1002/(SICI)1098-2736(199603)33:3<319::AID-TEA5>3.0.CO;2-W
- Davis, K. S. (2003). "Change is hard": What science teachers are telling us about reform and teacher learning of innovative practises. Science Education, 87(1), 3-30. https://doi.org/10.1002/sce.10037
- Dewhurst, D. (1992). The teaching of controversial issues. Journal of Philosophy of Education, 26, 153-163. https://doi.org/10.1111/j.1467-9752.1992.tb00277.x
- Elbaz, F.(1981). The teacher's practical knowledge: Report of a case study. Curriculum Inquiry, 11(1), 43-71. https://doi.org/10.2307/1179510
- Gess-Newsome, J., Southerland, S. A., Johnston, A. & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731-767. https://doi.org/10.3102/00028312040003731
- Jenkins, E. W. (1992). School science education: Toward a reconstruction. Journal of Curriculum Studies, 24(3), 229-46. https://doi.org/10.1080/0022027920240302
- Jenkins, E. W. (2002). Linking school science education with action. In W.M. Roth and J. Desautels (Eds.), Science education as/for sociopolitical action (pp.17-34). New York: Peter Lang.
- Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123-136. https://doi.org/10.1016/0742-051X(92)90003-L
- Kibble, D. (1998). Moral education dilemmas for the teacher. Curriculum Journal, 9, 51-61. https://doi.org/10.1080/0958517970080105
- Lee, H., & Chang, H. (2007). The comparison of state-level U.S. science curricula with science teachers' perception regarding teaching socioscientiifc issues(SSI). The Journal of Curriculum & Evaluation, 10(1), 189-209.
- Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers' perceptions of the introduction of socioscientific issues into the science curriculum. Canadian Journal of Science, Mathematics, and Technology Education, 6(2), 97-117. https://doi.org/10.1080/14926150609556691
- Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA:Sage.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA:Sage.
- Ministry of Education. (1992). The 6th Korea National Curriculum Standard. Seoul:Daehan Printing and Publishing Co.
- Ministry of Education. (1997). The 7th Korea National Curriculum Standard. Seoul:Daehan Printing and Publishing Co.
- Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423. https://doi.org/10.1080/0950069032000072746
- Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112 138. https://doi.org/10.1002/tea.20042
- Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376. https://doi.org/10.1002/tea.20142
- Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education. In D. L. Zeidler (Ed.), The role of moral reasoning in socioscientific issues and discourse in science education (pp. 7-40). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Cited by
- Enlargement of Pre-service Science Teachers' Understanding of SSI Teaching through a Teacher Education Program vol.15, pp.4, 2010, https://doi.org/10.24231/rici.2011.15.4.913
- An analysis of changes in gifted, middle school students' decision-making on socioscientific issues in biotechnology vol.17, pp.4, 2013, https://doi.org/10.24231/rici.2013.17.4.1501
- 집단지성 원리를 적용한 과학관련 사회·윤리적 쟁점 수업 모형의 개발 vol.34, pp.6, 2014, https://doi.org/10.14697/jkase.2014.34.6.0523
- 과학 기술 관련 사회쟁점 교육에 대한 과학 교사들의 SSI-PCK 사례연구 vol.37, pp.4, 2010, https://doi.org/10.14697/jkase.2017.37.4.679
- 플립러닝 기반 SSI 수업이 중학생의 과학기술 사회 시민으로서의 역량 및 인성 함양에 미치는 효과 vol.38, pp.4, 2010, https://doi.org/10.14697/jkase.2018.38.4.467