"°úÇй®È­±³À°"

2007-06-25 (Vol 4, No 6)

·Î±×ÀÎ | À¥Áø | ÇѸ¶´ç

¸ÕÁ£±Û  |  ´ÙÀ½±Û  |  Â÷·Ê

±¹Á¦Àû °úÇб³À°Çмú³í¹® ¿ä¾à°ú ¿Ü±¹ °úÇб³À° ¹× ±¹Á¦È­

International Journal of Science Education, 25(7) 2003

Approaches to learning in a second year chemical engineering course

Case, Jennifer
Gunstone, Richard

Students' approaches to learning in a second year chemical engineering course were investigated by means of a qualitative research project which utilized interview and journal data from a group of 11 students. Three approaches to learning were identified in this context: a conceptual approach (similar to the classic deep approach), in which the intention is to understand concepts; an algorithmic approach, in which the focus is on calculation methods; and an information-based approach, in which the intention is to gather and remember information. The latter two approaches can both be considered forms of the surface approach in that the fundamental intention does not involve understanding. This paper presents an analysis of students' responses to a series of conceptual questions in which the use of particular approaches is identified. The research presented in this paper supports the notion that particular forms of deep and surface approaches might be found in specific contexts.

2Çгâ È­ÇÐ °øÇÐ ¼ö¾÷¿¡¼­ ÇнÀ¿¡ ´ëÇÑ Á¢±Ù¹ýµé

2Çгâ È­ÇаøÇÐ ¼ö¾÷¿¡¼­ ÇлýµéÀÇ ÇнÀ¿¡ ´ëÇÑ Á¢±ÙÀÌ ¾î¶°ÇÑÁö¸¦ 11¸íÀÇ ÇлýÀ¸·Î ±¸¼ºµÈ ±×·ì¿¡ ´ëÇÑ ¸é´ã°ú Àú³Î ÀڷḦ ÀÌ¿ëÇÑ ÁúÀû ¿¬±¸¹æ¹ýÀ» ÅëÇؼ­ ¿¬±¸µÇ¾ú´Ù. ÇнÀ¿¡ ´ëÇÑ ¼¼ °¡Áö Á¢±Ù¹ýÀÌ È®ÀεǾú´Ù. ù ¹ø°´Â °³³ä»ó Á¢±ÙÀ¸·Î ¿©±â¿¡¼­ ¸ñÇ¥´Â °³³äÀ» ÀÌÇØÇÏ´Â °ÍÀÌ´Ù. µÎ ¹ø°´Â ¾Ë°í¸®Áò Á¢±Ù¹ýÀ¸·Î ¿©±â¼­ ÃÊÁ¡Àº °è»ê ¹æ¹ý¿¡ ÀÖ´Ù. ±×¸®°í ¸¶Áö¸·Àº Á¤º¸ ±â¹Ý Á¢±ÙÀ¸·Î ¸ñÇ¥´Â Á¤º¸¸¦ ¸ðÀ¸°í ±â¾ïÇÏ´Â °ÍÀÌ´Ù. ¸¶Áö¸· µÎ °³ÀÇ Á¢±Ù¹ýÀº ¸ðµÎ ±Ùº»ÀûÀÎ ¸ñÀûÀÌ ÀÌÇظ¦ Æ÷ÇÔÇÏÁö ¾Ê´Â Ç¥¸éÀû Á¢±ÙÀÇ ÇüÅ·Π°£ÁÖµÉ ¼ö ÀÖ´Ù. ÀÌ ¿¬±¸´Â ÀÏ·ÃÀÇ °³³äÀûÀÌ ¹®Á¦¿¡ ´ëÇÑ ÇлýµéÀÇ ¹ÝÀÀÀ» ºÐ¼®ÇÏ¿© Á¦½ÃÇÏ¿´´Âµ¥, °Å±â¿¡¼­ ƯÁ¤ÇÑ Á¢±Ù¹ýµéÀÇ »ç¿ëÀÌ È®ÀεǾú´Ù. ÀÌ ³í¹®¿¡¼­ Á¦½ÃµÈ ¿¬±¸´Â ƯÁ¤ÇÑ ÇüÅÂÀÇ ±íÀº ±×¸®°í Ç¥¸éÀûÀÎ Á¢±Ù¹ýµéÀÌ Æ¯Á¤ÇÑ ¸Æ¶ô¿¡¼­ ¹ß°ßµÉ ¼öµµ ÀÖ´Ù´Â °ÍÀ» ³ªÅ¸³½´Ù.

------------------------------------

The images of scientists and science among Hebrew- and Arabic-speaking pre-service teachers in Israel

Edna Rubin, Ariel Cohen

This study investigated the image of scientists held by Israeli pre-service teachers, the majority of whom were female. The population consisted of students belonging to two cultures, Hebrew-speaking and Arabic-speaking. The DAST ('Draw-a-Scientist-Test') tool and other tools, some of which were developed specifically for this research, tested the image of the scientist as perceived by the participants. It was found that the image of the scientist is perceived as predominantly male, a physicist or a chemist, working in a laboratory typical of the eighteenth, nineteenth or the early-twentieth century. Students did not differentiate between scientists and inventors. Different images were held in the two cultures. Most of the Arabic-speaking students put Classical Islamic scientists near the top of their lists and thought of the scientist as an Arab male, while the Hebrew-speaking students' was as a typical Western male. Recommendations, resulting from the findings, for developing a new learning unit for the purpose of
altering stereotypes are suggested.

À̽º¶ó¿¤ÀÇ Çìºê¶óÀ̾î±Ç°ú ¾Æ¶óºñ¾Æ¾î±ÇÀÇ ¿¹ºñ±³»çµéÀÌ °®´Â °úÇÐÀÚ¿Í °úÇÐÀÇ »ó

ÀÌ ¿¬±¸´Â ´ëºÎºÐÀÌ ¿©ÀÚÀÎ À̽º¶ó¿¤ÀÇ ¿¹ºñ ±³»çµéÀÌ °®´Â °úÇÐÀÚ »óÀ» Ž»öÇÏ´Â °ÍÀÌ´Ù. Çìºê¶óÀ̾î±Ç°ú ¾Æ¶óºñ¾î±ÇÀÇ µÎ ¹®È­¿¡ ¼ÓÇÏ´Â ÇлýµéÀÇ Áý´ÜÀ» ´ë»óÀ¸·Î ÇÏ¿´´Ù. DAST °Ë»ç¿Í ÀÌ ¿¬±¸¸¦ À§ÇØ Æ¯º°È÷ °³¹ßµÈ ´Ù¸¥ °Ë»ç µµ±¸µé·Î, Âü°¡ÀÚµéÀÌ ÀνÄÇÏ´Â °úÇÐÀÚÀÇ »óÀ» °Ë»çÇß´Ù. °úÇÐÀÚ »óÀÌ ´ëºÎºÐÀÌ ³²ÀÚ·Î 18, 19, 20¼¼±â ÃÊÀÇ ÀüÇüÀûÀÎ ½ÇÇè½Ç¿¡¼­ ¿¬±¸ÇÏ´Â ¹°¸®ÇÐÀÚ³ª È­ÇÐÀÚ¿´´Ù. ÇлýµéÀº °úÇÐÀÚ¿Í ¹ß¸í°¡ÀÇ Â÷À̸¦ ¸ð¸£°í ÀÖ¾ú´Ù. µÎ ¹®È­¿¡¼­´Â ´Ù¸¥ »óÀ» °®°í ÀÖ¾ú´Ù. ´ëºÎºÐÀÇ ¾Æ¶óºñ¾î±Ç ÇлýµéÀº °íÀüÀûÀÎ À̽½¶÷ °úÇÐÀÚ°¡ ±×µéÀÌ ¸ñ·Ï¿¡¼­ ÃÖ»óÀ§¸¦ Â÷ÁöÇß°í °úÇÐÀÚ¸¦ ¾Æ¶óºñ¾Æ ³²ÀÚ·Î »ý°¢ÇÏ´Â ¹Ý¸é, Çìºê¶óÀ̾î±ÇÀÇ ÇлýµéÀº ÀüÇüÀûÀÎ ¼­±¸ ³²ÀÚ¶ó°í »ý°¢Çß´Ù. ¿¬±¸ÀÇ °á°ú´Â ¿¬»óÇÏ´Â °íÁ¤°ü³äÀ» ¹Ù²Ü ¸ñÀûÀ¸·Î »õ·Î¿î ÇнÀÀÇ ÀÚ·á·Î È°¿ëµÉ ¼ö Àֱ⸦ ±â´ëÇÑ´Ù.

----------------------------------------------

Challenging accepted wisdom: looking at the gender and science education question through a different lens.

Gilbert, Jane Calvert, Sarah

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.


ÀÌ ³í¹®Àº ¿©¼º °úÇÐÀÚµéÀÌ ±×µé ÀڽŰú °úÇп¡ ´ëÇÏ¿© °®´Â ÀÌÇØÁ¤µµ¸¦ Ž»öÇÏ´Â ¿¬±¸ÀÇ °á°úÀÌ´Ù. ÀÌ ¿¬±¸¿¡¼­´Â º¸ÆíÀûÀÌÁö ¾ÊÀº ¿¬±¸¹æ¹ýÀ» »ç¿ëÇß´Ù. Á¤½Å¿ä¹ý¿¡¼­ »ç¿ëÇϱâ À§Çؼ­ °³¹ßµÈ Åë»óÀûÀÎ ÁúÀû ¿¬±¸¹æ¹ý°ú ±â¼úµéÀÇ º¹ÇÕÀûÀÎ ¹æ¹ý. ¿¹ºñ °á°ú´Â ¿©ÀÚ¿Í °úÇб³À°¿¡ ´ëÇÑ ¿¹ÀüÀÇ ¿¬±¸µéÀÇ ¸¹Àº °ÍÀÌ ±Ù°£À» µÎ°í ÀÖ´Â °¡Á¤µéÀ» ¿ÏÀüÈ÷ ¸ð¼øµÇ´Â °ÍÀ¸·Î ³ªÅ¸³­´Ù. ¿¹¸¦ µé¸é, °­ÇÑ ¿©¼º ¿ªÇÒ ¸ðµ¨ÀÇ ±×µéÀÇ »î¿¡¼­ÀÇ Á¸À糪 ¿©¼º ģȭÀûÀÎ ±³À° ÀÚ·áÀÇ »ç¿ë°ú °°Àº ¿ä¼ÒµéÀº ±×µéÀÌ ´ëÇÐ ¼öÁØ¿¡¼­ °úÇÐÀ» Áö¼ÓÀûÀ¸·Î °øºÎÇÏ´Â °ÍÀ» °áÁ¤Çϴµ¥ Áß¿äÇÑ ¿ªÇÒÀ» ÇÏÁö ¾Ê´Â´Ù. ´Ù¸¥ ¿äÀεé(±×µé Áß ¾î¶² °ÍµéÀº ±â´ëÇÏÁö ¾Ê¾Ò´ø °ÍÀ̾ú´Ù.)ÀÌ ´õ Å« ¿µÇâÀ» ³¢ÃÆ´Ù. ÀÌ ³í¹®Àº ÀÌ ÇÁ·ÎÁ§Æ®ÀÇ ¹æ¹ý·ÐÀÇ °³¿ä¸¦ ³ªÅ¸³»°í, ¿¬±¸¿¡¼­ ¹ß°ßÇÑ °ÍÀÇ ÀϺθ¦ º¸¿©ÁØ´Ù. ±×¸®°í ¼º°ú °úÇб³À° ¹®Á¦¿¡ ´ëÇÑ ÈÄ¼Ó ¿¬±¸¸¦ À§ÇÏ¿© ¿¬±¸¿¡¼­ ¹ß°ßÇÑ °ÍµéÀÇ Àǹ̸¦ Ž»öÇغ»´Ù.

--------------------------------------------------

Crossing borders: learning and teaching primary science in the pre-service to in-service transition.

Mulholland, Judith / Wallace, John

This paper reports on a 4-year longitudinal case study of two Australian primary science teachers during their transition from pre-service to in-service teaching. An analytic framework suggested by Aikenhead (1996) was used to interpret teachers' change and professional growth as instances of sub-cultural border crossing. The same framework provides an opportunity for reflexivity on the part of the researchers in coming to understand their own role in the construction of the borders crossed by beginning teachers. The study examines the hazards encountered by teachers as they cross borders and proposes ways of assisting teachers to manage border crossing into the sub-culture of science teaching.

°æ°è¸¦ °¡·ÎÁö¸£±â: ¿¹ºñ±³»ç¿¡¼­ ÇöÁ÷±³»ç·Î ¿Å°Ü°¡´Â °úÁ¤¿¡¼­ÀÇ ±âÃÊ °úÇÐÀ» ÇнÀÇÏ°í °¡¸£Ä¡±â

ÀÌ ³í¹®Àº 2¸íÀÇ È£ÁÖÀÇ Ãʵî°úÇб³»ç¿¡ ´ëÇÏ¿© ¿¹ºñ±³»ç¿¡¼­ ÇöÁ÷±³»ç·ÎÀÇ Àüȯ°úÁ¤ÀÇ 4³âµ¿¾ÈÀÇ Á¾´ÜÀû »ç·Ê¿¬±¸ °á°úÀÌ´Ù. Aikenhead¿¡ ÀÇÇؼ­ Á¦½ÃµÈ ºÐ¼®Æ²ÀÌ ¹®È­Àû °æ°è¸¦ °¡·ÎÁö¸£´Â °ÍÀÇ ½Ç·Ê·Î½á ±³»çÀÇ º¯È­¿Í Àü¹®ÀûÀÎ ½ÅÀåÀ» Çؼ®Çϴµ¥ »ç¿ëµÇ¾ú´Ù. µ¿ÀÏÇÑ ºÐ¼®Æ²Àº Ãʺ¸ ±³»çµéÀÌ °Ç³Ê°¡´Â °æ°è¸¦ ¸¸µå´Âµ¥ ¿¬±¸ÀÚµéÀÌ ÀÚ½ÅÀÇ À§Ä¡¿¡¼­ ±×µé ÀÚ½ÅÀÇ ¿ªÇÒÀ» ÀÌÇØÇϱ⠹ݼºÀÇ ±âȸ¸¦ Á¦°øÇØÁØ´Ù. ÀÌ ¿¬±¸´Â ±³»çµéÀÌ °æ°è¸¦ Áö³ª¸é¼­ ¸¸³ª°Ô µÇ´Â À§ÇèÀ» ¾Ë·ÁÁÖ°í ±³»çµéÀÌ °æ°è¸¦ ³Ñ¾î °úÇб³À°ÀÇ ¿µ¿ªÀ¸·Î µé¾î°¡´Â °ÍÀ» µµ¿ï ¹æ¹ýÀ» Á¦½ÃÇÑ´Ù.

À̺À¿ì
´Ü±¹´ëÇб³ °úÇб³À°°ú

°úÇй®È­±³À°¿¬±¸¼Ò