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A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory
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 Title & Authors
A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory
Oh, Phil Seok;
  PDF(new window)
 Abstract
The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.
 Keywords
resources-based view;conceptual resources;epistemological resources;practical resources;model;seasons;
 Language
Korean
 Cited by
1.
교육대학교 학생들의 '전기' 용어의 연상 단어 및 정의에 대한 네트워크 분석,송영욱;

한국과학교육학회지, 2016. vol.36. 5, pp.791-800 crossref(new window)
2.
초등학생들의 계절의 변화 단원의 학습에서 모델링 중심 과학 탐구 수업의 효과,유연준;오필석;

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3.
귀추적 사고 과정에서 모델의 역할 -이론과 경험 연구를 통한 도식화-,오필석;

한국과학교육학회지, 2016. vol.36. 4, pp.551-561 crossref(new window)
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과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-,이차은;김희백;

한국과학교육학회지, 2016. vol.36. 3, pp.471-483 crossref(new window)
1.
Effects of Modeling-Based Science Inquiry Instruction on Elementary Students' Learning in the Unit of Seasonal Changes, Journal of Korean Elementary Science Education, 2016, 35, 2, 265  crossref(new windwow)
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