"°úÇй®È­±³À°"

2005-05-25 (Vol 2, No 5)

·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, Volume 27(3), March 2005

³í¹® ¿ä¾à 1
......................................................................................

°¡¶ó¾É°í ¶ß´Â Çö»ó¿¡ ´ëÇÑ ¾î¸° ¾Æµ¿ÀÇ °³³äº¯È­°úÁ¤À» »çȸÀû ±¸¼ºÁÖÀÇ °üÁ¡¿¡¼­ Á¶»çÇϱâ
Examining young children's conceptual change process in floating and sinking from a social constructivist perspective

Havu-Nuutinen, Sari

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p259, 21p

ÀÌ ³í¹®Àº 6¼¼ ¾Æµ¿ÀÇ °³³äº¯È­°úÁ¤¿¡ ´ëÇÑ »ç·Ê¿¬±¸ÀÌ´Ù. °¡¶ó¾É°í ¶ß´Â Çö»ó¿¡ ´ëÇÑ °³³äº¯È­°úÁ¤À» µÎ °¡Áö °üÁ¡¿¡¼­ ±â¼úÇÏ¿´´Ù. (1) ¾î¶»°Ô ¾Æµ¿ÀÇ °³³äÀÌ ¼ö¾÷°úÁ¤À» ÅëÇØ º¯È­ÇØ °¡´Â°¡, (2) ½ÇÇè Áß »çȸÀû ³íÀÇ°¡ ¾î¶»°Ô ¾Æµ¿¿¡°Ô À־ ÀÎÁöÀû º¯È­·Î º¸ÀÏ ¼ö Àִ°¡. ¾ð¾îÀû ÀÚ·á¿¡ ´ëÇÑ Á¤¼ºÀû ºÐ¼®¿¡ ÀÇÇϸé, ¾Æµ¿ÀÇ °³³äº¯È­´Â ´ëºÎºÐ ÇüÀÌ»óÇÐÀûÀ̾úÀ¸¸ç, ¶ß´Â Çö»ó¿¡ ´ëÇÑ ¾Æµ¿ÀÇ °³³äÀº º¸´Ù °úÇÐÀûÀÎ °üÁ¡À¸·Î ¿Ï¼ºµÇ¾î °¬´Ù. °³³äº¯È­ °üÁ¡¿¡ º¸¸é, °³³äÀûÀÎ ±³»ç-¾Æµ¿°£ »óÈ£ÀÛ¿ëÀÌ ¾Æµ¿ÀÇ ÀÎÁöÀû ±â´É¹ß´ÞÀ» Áö¿øÇÏ´Â °ÍÀ¸·Î ³ªÅ¸³µÀ¸¸ç, ¾Æµ¿ÀÌ ¶ß´Â ÀÌÀ¯¸¦ »ý°¢ÇØ º¸µµ·Ï ¾È³»ÇØ ÁÖ¾ú´Ù.


³í¹® ¿ä¾à 2
.....................................................................................

¹®È­Àû °üÁ¡°ú Á¤·®Àû ¹æ¹ýÀ» ÅëÇÑ °úÇп¡ ´ëÇÑ ÇлýÀÇ Åµµ Á¶»ç: ¹°¸® ¼ö¾÷¿¡¼­ °æ°è¸¦ ³Ñ¾î¼­±â
Studying students' attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom.

Krogh, Lars & Thomsen, Poul

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p281, 22p

º» ¿¬±¸´Â Phelan µîÀÌ Ã³À½À¸·Î Á¦¾ÈÇÑ ¹®È­Àû °æ°è ³Ñ±â (cultural border crossing) °³³äÀ» ÀÌ¿ëÇÏ¿© ÇлýµéÀÇ ¹°¸®¿¡ ´ëÇÑ Åµµ¿Í A-¼öÁØÀÇ ¹°¸®°ú¸ñ ¼±ÅÃÀ» Á¶»çÇÏ¿´´Ù. °æ°è³Ñ±â À¯ÇüÀ» ¼Ò°³ÇÏ°í ¿©·¯ °¡Áö °¡´ÉÇÑ °æ°è ³Ñ±â°¡ °¡Á¤µÇ¾ú´Ù: ¿¹¸¦ µé¸é, °¡Á· ȯ°æ (ºÎ¸ðÀÇ Á÷¾÷°ú »ç°í À¯Çü), ºÎ¸ð¿Í Ä£±¸µé°£¿¡ Çб³¿¡ ´ëÇÑ ³·Àº °ü½É, Áö½Ä¿¡ ´ëÇÑ ÇлýÀÇ ºñ°úÇÐÀûÀÎ °üÁ¡, Áö½Ä ½Àµæ¿¡ ´ëÇØ ´Ü¼øÈ÷ Èí¼öÇÏ´Â °Í ÀÌ»óÀÇ ¸ñÀû, ±×¸®°í ´Ù¸¥ °¡Ä¡¿Í °ü·ÃµÈ ÆǴܵéÀÌ´Ù. Á¤·®Àû ¹æ¹ýÀ» »ç¿ëÇÏ¿© ÇлýÀÇ Åµµ¿¡ ´ëÇÑ È¸±Í ¸ðµ¨À» ¼¼¿ü°í, ¿©·¯ °¡Áö °æ°è³Ñ±â µéÀÌ °³¼º º¯Àΰú ±³»ç, ±×¸®°í Áöµµ À¯ÇüÀÇ Æ¯¼º¿¡ ¹ÌÄ¡´Â ¿µÇâµéÀ» ºñ±³ÇÏ¿´´Ù. °á°úÀûÀ¸·Î ¹®È­Àû °æ°è³Ñ±â ¿äÀεéÀº µ§¸¶Å©ÀÇ °íµîÇб³ (±è³ªÁö¿ò)¿¡¼­ A-¼öÁØÀÇ ¹°¸®°ú¸ñ ¼±Åðú ¹°¸®¿¡ ´ëÇÑ Åµµ¸¦ ³ªÅ¸³»´Â Áß¿äÇÑ ¿äÀÎÀÓÀ» ¾Ë°Ô µÇ¾ú´Ù.


³í¹® ¿ä¾à 3
......................................................................................

±³À°°úÁ¤ °³Çõ »óȲ¿¡¼­ Áöµµ¿Í ÇнÀ¿¡ ´ëÇÑ È­Çб³»ç¤Ò °³³ä
The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation

van Driel, Jan, Bulte, Astrid, & Verloop, Nico

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p303, 20p

º» ³í¹®¿¡¼­´Â ³×´ú¶õµå °íµîÇб³¿¡¼­ È­ÇÐ Áöµµ¿Í ÇнÀ¿¡ ´ëÇÑ È­Çб³»çÀÇ ¹ÏÀ½À» ¿¬±¸ÇÏ¿´´Ù. ÀÌ ¿¬±¸´Â È­Çб³À°°úÁ¤À» º¸´Ù »óȲ¿¡ ±âÃÊÇÑ Á¢±Ù¹ýÀ¸·Î °³ÇõÇÏ·Á´Â ±¹°¡Àû °èȹ »óȲ¿¡¼­ ¼öÇàµÇ¾ú´Ù. È­ÇÐ ±³À°°úÁ¤¿¡ ´ëÇØ ³»¿ë°ú °ü·ÃµÈ »ý°¢°ú ÀϹÝÀûÀÎ ±³À°Àû ¹ÏÀ½¿¡ ´ëÇÑ ¼³¹®Áö¸¦ ÀÌ¿ëÇÏ¿© È­ÇÐ ±³»çÀÇ ¹ÏÀ½À» Á¶»çÇÏ¿´´Ù. ¼³¹®Áö´Â 966¸íÀÇ ³×´ú¶õµå È­Çб³»ç¿¡°Ô ÅõÀԵǾú°í, 348¸í(35%)ÀÇ ÀÀ´äÀ» ¹Þ¾Ò´Ù. ¿äÀÎ ºÐ¼®¿¡ ÀÇÇØ, µÎ °¡Áö °³º°ÀûÀÎ ¹ÏÀ½ ±¸Á¶°¡ ¹ß°ßµÇ¾ú´Ù. (1) ±âÃÊ È­ÇÐÀ» °­Á¶ÇÏ´Â ±³À°°úÁ¤°ú ÁÖÁ¦ Áß½ÉÀÇ ±³À° ¹ÏÀ½ÀÌ ÅëÇÕµÈ ¹ÏÀ½, (2) È­ÇÐ-±â¼ú-»çȸ¸¦ °­Á¶ÇÏ´Â ±³À°°úÁ¤°ú ÇнÀÀÚ Áß½ÉÀÇ ¹ÏÀ½ÀÌ ÅëÇÕµÈ ¹ÏÀ½. ±ºÁý ºÐ¼®¿¡ ÀÇÇØ ´ëºÎºÐÀÇ ±³»çµé (¾à 1/3) ÀÌ µÎ °¡Áö ¹ÏÀ½ ±¸Á¶°¡ À¶ÇÕµÈ ¿ä¼Ò¸¦ °¡Áö°í ÀÖÀ½À» ¾Ë ¼ö ÀÖ¾ú´Ù. ±×·¯³ª µÎ°³ÀÇ »ó´ëÀûÀ¸·Î ÀÛÀº ±×·ìµµ ¹ß°ßµÇ¾ú´Âµ¥, ±× ±×·ìÀÌ °¡Áø ¹ÏÀ½Àº µÎ °¡Áö ¹ÏÀ½ ü°è ÁßÀÇ Çϳª¸¸À» °¡Áø °æ¿ì¿´´Ù. È­Çб³À°°úÁ¤ÀÇ °³Çõ¿¡ ÁÖ´Â ½Ã»çÁ¡À» ³íÀÇÇÏ¿´´Ù.


³í¹® ¿ä¾à 4
....................................................................................

¡®È­ÇÐÀû ¼Ò¾ç¡¯ÀÇ Á¶ÀÛÀû Àǹ̸¦ Á¤ÀÇÇÏ´Â °úÁ¤¿¡¼­ °íµîÇϱ³ È­Çб³»ç Âü¿©ÀÇ Á߿伺
The importance of involving high-school chemistry teachers in the process of defining the operational meaning of 'chemical literacy'

Shwartz, Yael, Ben-Zvi, Ruth, & Hofstein, Avi

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p323, 22p

À̽º¶ó¿¤À» Æ÷ÇÔÇÏ¿© ¸¹Àº ³ª¶óÀÇ °úÇб³À° °³Çõ¿¡¼­ ¸ðµç À̸¦ À§ÇÑ °úÇÐÀû ¼Ò¾çÀº Áß¿ä ¸ñÇ¥ ÁßÀÇ Çϳª·Î Æ÷ÇԵǾî ÀÖ´Ù. ÀÌ·¯ÇÑ »óȲ¿¡¼­ ±³»çµé¿¡°Ô °úÇÐÀû ¼Ò¾çÀ̶ó´Â ¿ë¾îÀÇ Àǹ̸¦ ±¸¼ºÇÒ ¼ö ÀÖÀ» ±âȸ¸¦ ÁÖ´Â °ÍÀº Áß¿äÇÏ´Ù. ±×·¸°Ô ÇÔÀ¸·Î¼­ »õ·Î¿î Áöµµ ¸ñÇ¥¸¦ º¸´Ù ºÐ¸íÇÏ°Ô ÀÌÇØÇÒ ¼ö ÀÖÀ» °ÍÀÌ´Ù. ¿©±â¿¡¼­´Â ±³»çµéÀÌ Àü¹®¼º °³¹ßÀÇ ÇÑ ºÐ¾ß·Î¼­ È­ÇÐÀû ¼Ò¾çÀ̶ó´Â ¿ë¾î¸¦ Á¤ÀÇÇϴµ¥ Âü¿©ÇÏ¿´´Ù. ±×µéÀº ±×°ÍÀÇ Çʿ伺¿¡ ´ëÇؼ­ ³íÀÇÇÏ°í ±× ¸ñÀû¿¡ µµ´ÞÇϱâ À§ÇØ ÇÊ¿äÇÑ ±³À° °æÇèµéÀ» Á¦¾ÈÇÏ¿´´Ù. ³»¿ë°ú ±³À°, À̽º¶ó¿¤ÀÇ È­Çб³À° °³ÇõÀÇ ÇÑ ºÎºÐÀ¸·Î ÇÁ·Î±×·¥µéÀÌ ¼öÇàµÇ¾ú´Ù. ¼öÁýµÈ ÀÚ·á¿¡ ÀÇÇϸé, ±³»çµéÀÌ È­ÇÐÀû ¼Ò¾çÀÇ °³³äÀ» ¹ß´ÞÇØ °úÁ¤¿¡ ´ëÇØ ÅëÂûÀ» ¾òÀ» ¼ö ÀÖ¾ú°í, ½ÇÁ¦ Çб³¿¡ Àû¿ëÇÏ´Â ¹æ¹ýÀÌ È­ÇÐÀû ¼Ò¾ç¿¡ ´ëÇÑ ±³»çÀÇ °³³ä¿¡ ÀνĿ¡ ¿µÇâÀ» ÁÖ´Â ¹æ½ÄÀ» ¾Ë ¼ö ÀÖ¾ú´Ù.



³í¹® ¿ä¾à 5
...................................................................................

¹°¸®±³À°¿¡¼­ °³³ä¹ß´ÞÀ» À§ÇÑ ÄÄÇ»ÅÍ º¸Á¶ ½ÇÇèÀÇ Çõ½ÅÀûÀÎ º¯È­¸¦ ½ÃµµÇÏ´Â ±³»ç Áö¿øÇϱâ
Supporting teachers in making innovative changes in the use of computer-aided practical work to support concept development in physics education

Barton, Roy

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p345, 21p

ÄÄÇ»ÅÍ º¸Á¶ ½ÇÇè¿¡¼­ÀÇ ÀáÀçÀûÀÎ ÀÌÁ¡¿¡ ´ëÇؼ­ ¹®Çå¿¡¼­ ÁÖÀåÇÏ´Â °Í°ú ±×°ÍÀ» ½ÇÇàÇÏ´Â ±³»ç°¡ ÀνÄÇÏ´Â ¾î·Á¿ò »çÀÌ¿¡ °è¼ÓÀûÀÎ °ÝÂ÷°¡ ÀÖ¾î¿Ô´Ù. ±×·¯ÇÑ °ÝÂ÷´Â ICTÀÇ »ç¿ëÀ» È®½ÅÇÏ´Â ±³»çµé¿¡°Ôµµ ÀÖ¾î¿Ô´Ù. ÀÌ ³í¹®Àº ±³»ç°¡ ÇлýÀÇ ¹°¸®°³³ä ¹ß´ÞÀ» µ½µµ·Ï ÀÌ·¯ÇÑ Á¢±Ù¹ýÀ» »ç¿ëÇÏ·Á ÇÒ ¶§, ±³»ç¸¦ Áö¿øÇÒ ¼ö ÀÖ´Â ¹æ¹ýµéÀ» Ž»öÇϱâ À§ÇÑ °ÍÀÌ´Ù. ÀÌ ³í¹®Àº ¿¬±¸ÀÚ¿Í ±³»ç¿ÍÀÇ Çùµ¿ÀûÀÎ ÆÄÆ®³Ê½±À¸·Î ÁøÇàµÇ¾ú´Ù. ¿¬±¸ °á°ú, Áöµµ ¹æ¹ýÀÌ ¸í½ÃµÇ°í Áöµµ ÀÚ·á°¡ °³¹ßÀÌ º¸´Ù È°¹ßÈ÷ ÀÌ·ç¾îÁö¸é, ±×·¯ÇÑ Á¢±Ù¹ý¿¡¼­ »ó´çÇÑ ÀáÀ缺ÀÌ ÀÖ´Ù´Â °ÍÀÌ ¹àÇôÁ³´Ù.


³í¹® ¿ä¾à 6
.................................................................................

¹°Áú¿¡ ´ëÇÑ °³³äÀÇ ¹ß´Þ: ¾Æµ¿ÀÌ ¹°ÁúÀ» ¾î¶»°Ô ±â¼úÇÏ´ÂÁö¿¡ ´ëÇÑ ³ªÀ̺° ¿¬±¸
The development of the concept of 'matter': a cross-age study of how children describe materials.

International Journal of Science Education; 2/25/2005, Vol. 27 Issue 3, p367, 17p

½½·Îº£´Ï¾Æ 3-13¼¼ÀÇ 84¸í ¾Æµ¿À» ´ë»óÀ¸·Î ¸é´ãÀ» ½Ç½ÃÇÏ¿© ¹°Áú¿¡ ´ëÇÑ °³³ä¹ß´ÞÀ» Á¶»çÇÏ¿´´Ù. ¾Æµ¿µé¿¡°Ô Á¦½ÃµÈ ¹°Ã¼³ª »ç¹°À» ±â¼úÇϵµ·Ï ÇÏ¿´´Ù. ¾Æµ¿ÀÇ ¹ÝÀÀÀº ºÐ·ùÇÏ°í ³ªÀÌ¿¡ µû¸¥ ¹ß´ÞÀ» º¼ ¼ö ÀÖµµ·Ï ÆÐÅÏÀ¸·Î ³ªÅ¸³»¾ú´Ù. ÀÌ·¯ÇÑ ¹ÝÀÀ ÆÐÅϵ鿡 ÀÇÇϸé, ¾Æµ¿µéÀº »ç¹°°ú ¹°Ã¼¿¡ Á÷Á¢ ÀÛ¿ëÀ» ÇØ º½À¸·Î¼­ ¸ÕÀú »ç¹°¿¡ ´ëÇÑ ¿øÇü°³³ä(prototype)À» Çü¼ºÇÏ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ±×¸®°í ¹°Ã¼ÀÇ ³»ÀûÀΠƯ¼º°ú ¿ÜÇüÀû Ư¼º°£ÀÇ Â÷À̸¦ ÀνÄÇϸ鼭 ÀÌ·¯ÇÑ °³³äÀÌ ¹ß´ÞÇØ ³ª°¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ¾Æµ¿ÀÌ ±â¼úÇÑ °ÍµéÀº ÇǾÆÁ¦ °üÁ¡¿¡¼­ ºÐ¼®µÇ¾ú´Ù. ¼¼»ó¿¡ ´ëÇÑ ¾Æµ¿ÀÇ ÀÛ¿ëÀº Á¡Â÷ Á¤±³ÇÑ µµ½ÄÀ¸·Î ¹ß´ÞµÇ¾î ³»ÀûÀΠƯ¼º°ú ¿ÜÇüÀû Ư¼ºÀ» ±¸º°ÇÒ ¼ö ÀÖ°Ô µÇ°í, »ç¹°°ú ¹°Ã¼¸¦ ±¸º°ÇÒ ¼ö ÀÖ°Ô µÇ¾ú´Ù.

÷ºÎ
IJSE 27(3).hwp

¹ÚÁ¾¿ø
Àü³²´ëÇб³

°úÇй®È­±³À°¿¬±¸¼Ò