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Korean Children's Biological Knowledge Development from Everyday Conversation

Submission Date
2007-07-16
Revised Date
2007-08-12
Accepted Date
2007-08-13

Reference

1.

교육부(1999). 유치원 교육과정. 서울: 대한교과서 주식회사.

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교육부(1997). 제7차 초등학교 교육과정 해설. 서울: 대한교과서 주식회사.

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교육부(1997). 제7차 중등학교 교육과정 해설. 서울: 대한교과서 주식회사.

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김미숙(2004). 구성주의와 생득주의의 교육적 함의와 유아 생물개념 교육의 방향. 유아교육연구, 24(2), 45-68.

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김영숙, 이현진, 김경아(2005). 일상생활의 대화에서 나타난 한국 아동의 인과적 설명: 물리, 생물, 심리지식을 중심으로. 한국심리학회지: 발달, 18(3), 21-40.

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박선미, 이현진, 김혜리, 정명숙, 양혜영, 변은희,김경아, 김영숙(2005a). 한국 아동의 물리, 심리, 생물 지식의 발달(Ⅰ): 인지발달은 영역특정적인가?. 한국심리학회지: 일반, 24(1), 23-47.

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박선미, 이현진, 김혜리, 정명숙, 양혜영, 변은희,김경아, 김영숙(2005b). 한국 아동의 물리, 심리, 생물 지식의 발달(Ⅱ): 인지발달은 이론발달인가?. 한국심리학회지: 일반, 24(1), 49- 74.

9.

배소영(2000). 한국어 발화분석 2.0(KCLA 2.0). 서울: 특수교육.

10.

변은희(2005). 생물 지식의 발달: 생물/무생물 구분과 인과기제. 한국심리학회지: 발달, 18(3), 41- 62.

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정명숙(2004). 생물 현상에 대한 지식의 발달: 질병에 대한 이해를 중심으로. 한국심리학회지: 발달, 17(4), 121-144.

12.

정명숙(2006). 심인성 신체증상에 대한 이해의 발달. 한국심리학회지: 발달, 19(3), 67-88.

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Bartsch K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.

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Carey, S. (1995). On the origin of causal understanding. In D. Sperber, D Premack, & A. J. Premack (Eds.), Causal Cognition: A multidisciplinary debate(pp. 268-302). New York: Oxford University Press.

17.

Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive Development(3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

18.

Fletcher, P. C., Happé, F., Frith, U., Baker, S. C., Dolan, R. J., Frackowiak, R. S. J., & Frith, C. D. (1995). Other minds in the brain: a functional imaging study of "theory of mind" in story comprehension. Cognition, 57, 109-128.

19.

Gelman, R., & Williams, E. (1998). Enabling constraints on cognitive development and learning: Domain specificity and epigenesis. In W. Damon(series Ed.) & D. Kuhn and R, Siegler (Vol. Eds.), Handbook of child psychology: vol. 2. Cognition, perception, and language, (5th ed., pp. 575-630). New York: Johns Wiley & Sons.

20.

Hickling, A. K., & Wellman, H. M. (2001). The emergence of children's causal explanations and theories: Evidence from everyday conversation. Developmental Psychology, 37, 5, 668-683.

21.

Inagaki, K., & Hatano, G. (1996). Young children's recognition of commonalities between animals and plants. Child Development, 67, 2823-2840.

22.

Inagaki, K., & Hatano, G. (2002). Young children's naive thinking about the biological world. Essays in developmental psychology. New York: Psychology Press.

23.

Keil, F. C. (1989). Concepts, kind, and cognitive development. Cambridge, MA: MIT Press.

24.

Keil, F. C. (1992). The origin of autonomous biology. In M. A. Gunnar & M. Maratsos (Eds.), Minnesota Symposium on Child Psychology (Vol. 25, pp. 103-138). Hillsdale, NJ: Erlbaum.

25.

Keil, F. C. (1994). The birth and nurturance of concepts of living things. In L. A. Hirschfeld and S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture. New York; cambridge University Press.

26.

Keil, F. C., & Lockart, K.. (1999). Explanatory understanding in conceptual development. In E. K. Scholnick, K. Nelson, S. Gelman, P. Miller(Eds.), Conceptual development: Piaget's legacy(pp. 103-130). NJ: Lawrence Erlbaum Associates.

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Piaget, J. (1929). The child's conception of the world. London: Routledge & Kegan Paul.

28.

Poulin-Dubois, D., & Baker, R. (2001). Infants' attribution of causal roles to animate and inanimate objects. Poster presented at the meeting of the Society for Research in Child Development, Minneapolis, MN.

29.

Rakison, D., & Poulin-Dubois, D. (2001). Developmental origin of the animate- inanimate distinction. Psychological Bulletin, 127, 209-228.

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Spelke, E. (1991). Physical knowledge in infancy. In S. Carey & R. Gelman (Eds.), The epigenesis of mind. New Jersey: Lawrence Erlbaum.

31.

Wellman, H. (1990). The child's theory of mind. Cambridge, MA: Bradford Books/MIT Press.

32.

Wellman, H., & Gelman, S. (1998). Knowledge acquisition in foundational domains. In W. Damon(series Ed.) & D. Kuhn and R, Siegler (Vol. Eds.), Handbook of child psychology: vol. 2. Cognition, perception, and language, (5th ed., pp. 523-573). New York: Johns Wiley & Sons.

33.

Wellman, H., Hickling, A., & Schult, C. (1997). Young children's psychological, physical, and biological explanations. In H. Wellman & K. Inagaki(Eds.), The emergence of core domains of though: The children's reasoning about physical, psychological, and biological phenomena. San Francisco: Jossey-Bass Publishers.

34.

Wellman, H. M., & Inagaki, K. (1997). Editor's note. In H. Wellman & K. Inagaki (eds.), The emergence of core domains of though: The children's reasoning about physical, psychological, and biological phenomena. Jossey-Bass Publishers.

35.

Woodward, A. (1998). Infants selectively encode the goals of a human actor. Cognition, 69, 1-34.

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