"°úÇй®È­±³À°"

2005-12-25 (Vol 2, No 12)

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

International Journal of Science Education(IJSE), 26(8), 2004

Shaping school science: competing discourses in an inquiry-based elementary program

Patricia M. Rowell and Margaretha Ebbers

In this study, we juxtapose the purpose and procedures for school science inquiry activities as they are portrayed in curriculum policy statements, provincial assessment materials and teacher resources with a teacher's enactment of these policy and resource directives in her classroom. This article draws on data collected during a Grade 6 classroom inquiry into evidence supporting the existence of air. Data consist of field notes taken during observations in a sequence of five lessons and transcripts of audiotaped lessons and teacher interviews. Guided by the questions 'How is science inquiry shaped through a discourse of policy statements and teacher resources?' and 'How is science inquiry mediated by instructional discourse?', we explore the discourses in which school science is embedded. The findings suggest that an institutional discourse of accountability dominates the instructional discourse and confines an orientation to inquiry.


Çб³°úÇÐÀ» ±¸Ã¼È­Çϱâ: Ž±¸±â¹Ý ÃʵîÇÁ·Î±×·¥¿¡¼­ÀÇ °æÀïÀû ´ãÈ­

ÀÌ ¿¬±¸¿¡¼­ ¿ì¸®´Â Çб³°úÇРŽ±¸È°µ¿À» À§ÇÑ ¸ñÀû°ú °úÁ¤À» ±³À°°úÁ¤ Á¤Ã¥, Áö¿ª Æò°¡ ¿ä¼Ò, ÀÌ·¯ÇÑ Á¤Ã¥¿¡ ´ëÇÑ ±³»ç¹ý·ü¿¡¼­ÀÇ ±³¼öÀÚ·á ±×¸®°í ¼ö¾÷¿¡¼­ÀÇ ÀڷḦ ÅëÇؼ­ »ìÆ캻´Ù. ÀÌ ³í¹®Àº 6Çг⠼ö¾÷ Ž±¸¿¡¼­ ¾ò¾îÁø ÀڷḦ Åä´ë·Î ¸¸µé¾îÁ³´Ù. µ¥ÀÌÅÍ´Â 5°³ÀÇ ¿¬¼ÓµÈ ¼ö¾÷ÀÇ Âü¿© °üÂû µ¿¾È¿¡ ÀÌ·ç¾îÁø Çʵå³ëÆ®, ³ìÀ½µÈ ¼ö¾÷ÀÇ Àü»çÀÚ·á ±×¸®°í ±³»çÀÇ ¸é´ãÀÚ·áÀÌ´Ù. ¡®¾î¶»°Ô °úÇРŽ±¸°¡ Á¤Ã¥°ú ±³¼öÀڷḦ ÅëÇÏ¿© ±¸Ã¼È­µÇ´Â°¡?¡¯¿Í ¡®¾î¶»°Ô Çб³ Ž±¸°¡ ±³¼ö ´ãÈ­¿¡ ÀÇÇؼ­ ÀÌ·ç¾îÁö´Â°¡?¡¯¶ó´Â ¾È³»µÈ Áú¹®À» ÅëÇؼ­ ¿ì¸®´Â Çб³°úÇÐÀÌ ±íÀÌ ¸¶À½¿¡ ´ã°í ÀÖ´Â ´ãÈ­¸¦ Ž»öÇÏ¿´´Ù. ±× °á°ú Ã¥ÀÓ ÀÖ´Â Á¦µµÀû ´ãÈ­´Â ±³À°ÀÇ ´ãÈ­¸¦ Áö¹èÇÏ°í ¿À¸®¿£Å×À̼ÇÀ» Ž±¸¿¡ Á¦ÇÑÇÑ´Ù´Â °ÍÀ» ¾Ë¾Æ³»¾ú´Ù.

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Cooperating in constructing knowledge: case studies from chemistry and citizenship

Rejane Barbosa, Zélia JÓfili, Mike Watts

This paper looks at three case studies within the teaching and learning of chemistry. Each case considers the effectiveness of group learning activities in terms of the ways in which they enhance cooperative learning. Group tasks are generally undertaken in order to encourage learners to develop their understanding of particular issues, although one key disadvantage is that much of the process of the group work is lost as soon as the group disbands. The cases explored here aim to: (i) investigate the development of cooperative attitudes among students, looking for significant learning of scientific concepts, (ii) encourage the development of ethical attitudes, to motivate, and then (iii) empower the participants so that they can build upon the communal knowledge that is generated. In this way learners enhance their levels of partnership and cooperation with other members leading to a fuller and broader understanding of the collaboration required within the values of citizenship education. Using science to educate for citizenship is a growing concern across many countries of the world, in this case illustrated by work in Brazil and the UK.

Áö½ÄÀ» ±¸¼ºÇÏ´Â µ¥ À־ÀÇ Çù·Â: È­Çаú ½Ã¹Î±ÇÀÇ »ç·Ê¿¬±¸µé

ÀÌ ³í¹®Àº È­ÇÐÀÇ ±³¼ö ÇнÀ¿¡ ³ªÅ¸³­ ¼¼ °¡Áö »ç·Ê ¿¬±¸¸¦ »ìÆ캸´Â °ÍÀÌ´Ù. °¢°¢ÀÇ ¿¬±¸µéÀº ÇлýµéÀÌ Çù·Â ÇнÀÀ» ÁõÁø½ÃÅ°±â À§Çؼ­ »ç¿ëµÈ ¿©·¯ °¡Áö ¹æ½ÄÀÇ Á¶º° ÇнÀ È°µ¿ÀÇ È¿°ú¸¦ »ìÆ캸°í ÀÖ´Ù. Á¶º° È°µ¿Àº ÀϹÝÀûÀ¸·Î ÇнÀÀÚµéÀÌ Æ¯º°ÇÑ ÁÖÁ¦¿¡ ´ëÇÑ ÀÌÇظ¦ ÁõÁø½ÃÅ°µµ·Ï ÇÏ´Â °ÍÀ» Àå·áÇϱâ À§ÇØ¿© ¼öÇàµÇ¾ú´Ù. ¹°·Ð ÇϳªÀÇ ÁÖµÈ ´ÜÁ¡Àº Á¶º° È°µ¿ÀÇ °úÁ¤ÀÇ ¸¹Àº °ÍµéÀº Á¶°¡ ÇØüµÇ¸é ¹Ù·Î ¾ø¾îÁø´Ù´Â °ÍÀÌ´Ù. »ç·ÊµéÀº ¿©±â¼­ ´ÙÀ½°ú °°Àº ¼¼ °¡Áö ¸ñÀûÀ» ´Þ¼ºÇϱâ À§ÇÏ¿© ¿¬±¸µÇ¾ú´Ù. (1) Çлýµé »çÀÌÀÇ Çù·ÂÀûÀÎ ÀÚ¼¼ÀÇ ¹ßÀü»óÀ» Ž»öÇϱâ À§ÇØ (2) µµ´öÀûÀΠŵµÀÇ ¹ß´ÞÀ» °Ý·ÁÇÏ°í ÀÚ±ØÀ» ÁÖ°í (3) Âü¿©ÀÚµéÀÌ °øµ¿»çȸÀÇ Áö½ÄÀ» »ý¼ºÇÒ ¼ö ÀÖ°Ô Çϱâ À§ÇÑ. ÀÌ·± ¹æ½ÄÀ¸·Î ÇнÀÀÚµéÀº ´Ù¸¥ »ç¶÷°úÀÇ Çù·ÂÀÇ ¼öÁØÀ» ³ôÀÌ°í ½Ã¹Î±Ç ±³À°ÀÇ °¡Ä¡¿¡ ÇÊ¿äÇÑ Çù·ÂÀÇ ´õ ±í°í Æø³ÐÀº ÀÌÇظ¦ À̲ø¾î ³»¾ú´Ù. ½Ã¹Î±Ç ±³À°À» À§ÇÏ¿© °úÇÐÀ» ÀÌ¿ëÇÏ´Â °ÍÀº ¼¼°èÀÇ ¸¹Àº ³ª¶ó¿¡¼­ Á¡Â÷·Î Áõ°¡ÇÏ°í ÀÖ´Â °ü½É»çÀÌ´Ù. º» ¿¬±¸´Â ºê¶óÁú°ú ¿µ±¹ÀÇ »ç·ÊÀÌ´Ù.

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A model-based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum

Douglas FalcÃo, Dominique Colinvaux, Sonia Krapas, Glória Querioz, Fátima Alves, Sibele Cazelli, Maria Esther Valente, Guaracira Gouvea

A models and modelling approach was adopted to investigate the educational potential of a science museum exhibition. It focused on patterns of relationship between the teaching models proposed by designers and students models in regard to four exhibits concerning astronomical cycles. Student's models were elicited by interviewing 21 pupils selected from among those who showed a change of their models between pre-visit and post-visit questionnaires. Four patterns of relationship were identified, ranging from low to high degrees of convergence between designers and students. Exhibits designed by fragmenting the phenomena (analytical approach) tend to promote less convergent patterns than exhibits that maintain the complexity of the phenomena (synthetic approach). We argue that the two approaches are complementary: without synthetic models visitors find it difficult to identify the phenomenon addressed by analytical models, while the latter may bring to visitors' attention aspects that otherwise might be hidden by the complexity of synthetic models.

°úÇÐ Àü½Ã Æò°¡¸¦ À§ÇÑ ¸ðµ¨ ±â¹Ý Á¢±Ù: ºê¶óÁú õ¹® ¹Ú¹°°üÀÇ »ç·Ê

°úÇаü Àü½Ã¹°ÀÇ ±³À°ÀûÀÎ ÀáÀ缺À» Ž»öÇϱâ À§ÇÏ¿© ¸ðµ¨°ú ¸ðµ¨¸µ Á¢±ÙÀ» Àû¿ëÇÏ¿´´Ù. ÀÌ ¿¬±¸´Â ³× °¡Áö õ¹®°ü·Ã Àü½Ã¹°¿¡ °ü·ÃµÈ ¼³°èÀÚ¿¡ ÀÇÇØ Á¦½ÃµÈ ±³¼ö¸ðµ¨°ú ÇлýµéÀÇ ¸ðµ¨ »çÀÌÀÇ °ü°èÀÇ °æÇâ¿¡ ÃÊÁ¡À» ¸ÂÃß°í ÀÖ´Ù. ÇлýµéÀÇ ¸ðµ¨Àº »çÀü¼³¹®°ú »çÈļ³¹®¿¡¼­ ¸ðµ¨ÀÇ º¯È­¸¦ º¸¿©ÁØ Çлýµé Áß¿¡¼­ 21¸íÀÇ ¸é´ãÀ» ÅëÇؼ­ ¾ò¾îÁ³´Ù. ¼³°èÀÚ¿Í Çлýµé »çÀÌÀÇ ¼ö·Å Á¤µµ¿¡ µû¶ó¼­ °ü°èÀÇ ³× °¡Áö °æÇâÀÌ È®ÀεǾú´Ù. Çö»óÀ» ³ª´²¼­ ¼³°èµÈ Àü½Ã¹°(ºÐ¼®Àû Á¢±Ù)Àº Çö»óÀÇ º¹À⼺À» À¯ÁöÇÏ´Â Àü½Ã¹°(ÅëÇÕÀû Á¢±Ù)º¸´Ù ´ú ¼ö·ÅÀûÀÎ °æÇâÀ» ³ªÅ¸³»¾ú´Ù. ¿ì¸®´Â µÎ°¡Áö Á¢±ÙÀÌ º¸¿ÏÀûÀ̶ó°í ¿©±ä´Ù: ÅëÇÕÀûÀÎ ¸ðµ¨ÀÌ ¾øÀÌ´Â ¹æ¹®°´µéÀº ºÐ¼®Àû ¸ðµ¨·Î ¸¸µé¾îÁø Çö»óÀ» ÀÌÇØÇϴµ¥ ¾î·Á¿òÀ» ³ªÅ¸³»°í, ¹Ý¸é¿¡ ºÐ¼®Á¢ Á¢±ÙÀº ¹æ¹®°´µé¿¡°Ô ÅëÇÕÀû ¸ðµ¨ÀÇ º¹À⼺¿¡ ÀÇÇؼ­ °¨Ãß¾îÁø Ư¼ºÀ» ¾Ë°Ô ÇØ ÁÙ °ÍÀÌ´Ù.

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Pursuit of explanation within a computer-supported classroom

Kai Hakkarainen

The problem addressed in the study was whether 10-year-old and 11-year-old children, collaborating within a computer-supported classroom, learned an explanation-driven process of inquiry that had characteristics of the progressive nature of scientific inquiry. The technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was based on qualitative content analysis of students' written productions in physics posted to CSILE's database in three investigative projects. The study indicated that some young students do engage in epistemic agency and genuinely pursue explanation-driven inquiry. students' intuitive explanations were often functional (referring to human agency) and empirical (in terms of observables) in nature. Provided that understandable explanations were available, some of the students moved towards theoretical scientific explanations.

ÄÄÇ»ÅÍ º¸Á¶ ¼ö¾÷¿¡¼­ ¼³¸íÀÇ Ãß±¸

ÀÌ ¿¬±¸¿¡¼­ Á¦±âµÇ´Â ¹®Á¦´Â 10, 11»ì ¾ÆÀ̵éÀÌ ÄÄÇ»ÅÍ º¸Á¶ ¼ö¾÷¿¡¼­ Çù·ÂÇϸ鼭, °úÇÐÀû Ž±¸ÀÇ Áøº¸ÀûÀÎ º»¼ºÀÇ Æ¯Â¡À» °¡Áö°í Àִ Ž±¸ÀÇ ¼³¸í À¯µµ °úÁ¤À» ¹è¿ì´Â Áö¸¦ ¾Ë¾Æº¸´Â °ÍÀÌ´Ù. ¿¬±¸ÀÇ ±â¼úÀûÀÎ ±â¹ÝÀº Computer-Supported Intentional Learning Environments (CSILE)¿¡ ÀÇÇؼ­ ÁøÇàµÇ¾ú´Ù. ¿¬±¸´Â ¼¼ °¡Áö ¿¬±¸ ÇÁ·ÎÁ§Æ®¿¡¼­ CSILEÀÇ µ¥ÀÌÅͺ£À̽º¿¡ ÀúÀåµÈ ¹°¸®¿¡ ´ëÇÑ ÇлýµéÀÇ ¹®¼­µéÀÇ ÁúÀûÀÎ ³»¿ë ºÐ¼®¿¡ ±âÃÊÇÏ°í ÀÖ´Ù. ¿¬±¸ °á°ú ¸î ¾î¸® ÇлýµéÀº ÀνķÐÀûÀÎ ÀÛ¿ë¿¡ Âü¿©ÇÏ°í ÀÖ°í, ¼ø¼öÇÏ°Ô ¼³¸íÀ¯µµ Ž±¸¸¦ Ãß±¸ÇÏ°í ÀÖ´Ù´Â °ÍÀ» ¾Ë¾Æ³»¾ú´Ù. ÇлýµéÀÇ Á÷°üÀûÀÎ ¼³¸íÀº Á¾Á¾ º»ÁúÀûÀ¸·Î´Â ±â´ÉÀûÀÌ°í °æÇèÁÖÀÇÀûÀ̾ú´Ù. ¸¸¾à ÀÌÇØÇÒ ¼ö ÀÖ´Â ¼³¸íÀÌ °¡´ÉÇÏ´Ù¸é, Çлýµé ¸î¸îÀº ÀÌ·ÐÀûÀÎ °úÇÐÀû ¼³¸íÀ¸·Î ³ª¾Æ°¬À» °ÍÀÌ´Ù.

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What factors does friction depend on? A socio-cognitive teaching intervention with young children

Konstantinos Ravanis, Dimitris Koliopoulos, Yannis Hadzigeorgiou

The objective of this study was to investigate the effect of a socio-cognitive teaching strategy on young children. It tests their understanding of the factors that friction depends on when an object is projected across a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. The sample consisted of 68 preschool children who were assigned to two groups according to age and cognitive ability, based on their responses to a pre-test. The children in the experimental group participated in activities that were approached from a socio-cognitive perspective while the children in the control group participated in the same activities but from a Piagetian perspective. A statistically significant difference was found (Mann-Whitney U-test), between the pre-test and the post-test, providing evidence for the effect of the socio-cognitive strategy on children's understanding of a 'precursor model' for the concept of friction.


¸¶ÂûÀº ¾î¶² ¿äÀο¡ ÀÇÁ¸Çϴ°¡? ¾î¸° ¾ÆÀÌ¿ÍÀÇ »çȸ ÀÎÁöÀûÀÎ ±³¼ö ÁßÀç

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ¾î¸° ¾ÆÀ̵鿡 ´ëÇÑ »çȸ ÀÎÁöÀûÀÎ ±³¼ö Àü·«ÀÇ È¿°ú¸¦ Ž»öÇÏ´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸´Â ¾î¶² ¹°Ã¼¸¦ ¼öÆò¸éÀ» µû¶ó¼­ ¹Ð¾úÀ» ¶§, ¸¶ÂûÀÌ ÀÇÁ¸ÇÏ°í ÀÖ´Â ¿ä¼Ò¸¦ ¾î¶»°Ô ÀÌÇØÇÏ´Â Áö¸¦ ¾Ë¾Æº¸´Â °ÍÀÌ´Ù. ¿¬±¸´Â ¼¼ °¡Áö »óÅ·ΠÀÌ·ç¾îÁ³´Âµ¥, »çÀü°Ë»ç, ±³¼ö ÁßÀç, ±×¸®°í »çÈÄ °Ë»çÀÌ´Ù. »ùÇÃÀº 68¸íÀÇ ÃëÇÐ Àü Çлýµé·Î ÀÌ·ç¾îÁ³´Âµ¥ ±×µéÀº »çÀü°Ë»çÀÇ °á°ú¿¡ µû¶ó¼­ ³ªÀÌ¿Í ÀÎÁöÀû ´É·Â¿¡ µû¶ó¼­ µÎ Áý´ÜÀ¸·Î ³ª´©¾îÁ³´Ù. ½ÇÇèÁý´Ü¿¡ ÀÖ´Â ¾ÆÀ̵éÀº »çȸ ÀÎÁöÀû °üÁ¡À¸·Î ¸¸µé¾îÁø È°µ¿¿¡ Âü°¡ÇÏ¿´°í, ÅëÁ¦Áý´Ü¿¡ ÀÖ´Â ¾ÆÀ̵éÀº ÇǾÆÁ¦ °üÁ¡À¸·Î ¸¸µé¾îÁø °°Àº È°µ¿¿¡ Âü°¡ÇÏ¿´´Ù. »çÀü°Ë»ç¿Í »çÈÄ°Ë»ç »çÀÌ¿¡ Åë°èÀûÀ¸·Î À¯ÀǹÌÇÑ Â÷ÀÌ(Mann-Whitney U-test)°¡ ¹ß°ßµÇ¾ú´Âµ¥, ÀÌ´Â ¸¶ÂûÀÇ °³³ä¿¡ ´ëÇÑ ¡®¼±±¸Àû ¸ðµ¨¡¯ÀÇ ¾î¸°¾ÆÀ̵éÀÇ ÀÌÇØ¿¡ ´ëÇÑ »çȸ ÀÎÁöÀû Àü·«ÀÇ È¿°ú¿¡ ´ëÇÑ Áõ°Å¸¦ Á¦½ÃÇØÁØ´Ù.

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A smooth trajectory: Developing continuity and progression between primary and secondary science education through a jointly-planned projectiles project

Dan Davies and Kendra McMahon

This article reports on findings from a two-year project--'Improving Science Together'--undertaken in 20 primary and four secondary schools in and around Bristol, UK. The project was funded by the pharmaceutical company AstraZeneca PLC as part of their national Science Teaching Trust initiative, and had as one of its aims the development of cross-phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers' understanding of both the range of the science curriculum covered in primary schools and pupils' levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.

¸Å²öÇÑ ±ËÀû: °øµ¿ °èȹ ±Ëµµ ÇÁ·ÎÁ§Æ®¸¦ ÅëÇÑ ÃÊÁßµî °úÇб³À° »çÀÌÀÇ ¿¬¼Ó¼º°ú Áøº¸¸¦ ¹ßÀü½ÃÅ°±â

ÀÌ ³í¹®Àº ¿µ±¹ ºê¸®½ºÅç ÁÖÀ§ÀÇ 20°³ ÃʵîÇб³¿Í 4°³ ÁßµîÇб³¿¡¼­ ¼öÇàµÈ 2³âÂ¥¸® ÇÁ·ÎÁ§Æ®(Improving Science Together)¿¡¼­ ¹ß°ßµÈ °ÍÀ» º¸°íÇÏ´Â °ÍÀÌ´Ù. ÀÌ ÇÁ·ÎÁ§Æ®´Â ±¹°¡ °úÇб³À° Áö¿ø¼±µµ ÇÁ·Î±×·¥À¸·Î½á Á¦¾à ȸ»çÀÎ AstraZeneca PLC¿¡¼­ Áö¿øÇÑ °ÍÀ¸·Î Áßµî Çб³ °úÇÐºÎ¿Í ÀÌÀü ÃʵîÇб³ »çÀÌÀÇ ±³Â÷»ó ¿¬°áÀÇ ¹ßÀüÀ» ÇϳªÀÇ ¸ñÀûÀ¸·Î ÇÏ°í ÀÖ´Ù. ±³Â÷ ´ÜÀ§ÀÇ Á¢ÇÕ °èȹ°ú ¼öÇàÀÇ °á°ú·Î½á Áßµî Çб³ ±³»ç°¡ ÃʵîÇб³¿¡¼­ ¼öÇàµÈ °úÇб³À°°úÁ¤ÀÇ ¹üÀ§¿Í °úÇÐÀû Ž±¸ÀÇ °úÁ¤¿¡¼­ ÇлýµéÀÇ ¼öÇà ¼öÁØ¿¡ ´ëÇÑ ÀÌÇØÀÇ ÁõÁøÀÌ ÀÖ¾ú´Ù. ¶ÇÇÑ Àü´Þ Æò°¡ Á¤º¸°¡ °èȹÇϱ⸦ ¾Ë·ÁÁÖ°í ÀÖ°í, ÇлýµéÀº ±×µéÀÇ °úÇб³À°¿¡¼­ ´õ Ä¿´Ù¶õ ¿¬¼Ó¼ºÀ» °æÇèÇÏ°í ÀÖ´Ù´Â Áõ°Å°¡ ÀÖ¾ú´Ù.

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Students as 'catalysts' in the classroom: the impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

Colette Murphy, Jim Beggs, Karen Carlisle, Julian Greenwood

This study is an investigation of the impact of collaborative teaching by student-teachers and classroom teachers on children's enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student-teachers were placed in primary schools where they 'co-taught' investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children's attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children's experience of science.

±³½Ç¿¡¼­ Ã˸ŷμ­ÀÇ Çлý: ¾ÆÀ̵éÀÇ °úÇп¡ ´ëÇÑ Áñ°Å¿ò°ú ÇнÀ¿¡ ´ëÇÑ Çлý±³»ç¿Í ÃÊµî ¼ö¾÷±³»ç »çÀÌÀÇ °øµ¿ ±³¼öÀÇ ¿µÇâ

ÀÌ ¿¬±¸´Â ¾ÆÀ̵éÀÇ °úÇп¡ ´ëÇÑ Áñ°Å¿ò°ú °úÇÐÀÇ ÇнÀ¿¡ ´ëÇÏ¿© Çлý-±³»ç¿Í ±³½Ç ±³»ç¿¡ ÀÇÇÑ °øµ¿ ÁöµµÀÇ ¿µÇâÀ» Ž»öÇÏ´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸¿¡¼­´Â °úÇÐÀ» Àü°øÇÏ´Â ´ëÇлý Çлý-±³»ç°¡ ÃʵîÇб³¿¡ ¹èÄ¡µÇ¾î Ãʵ»ç¿Í ÇÔ²² °úÇаú ±â¼ú ¼ö¾÷¿¡ °øµ¿À¸·Î ÁöµµÇÏ´Â ÇÁ·ÎÁ§Æ®¿¡¼­ ³ª¿Â °á°ú¸¦ ¹ÙÅÁÀ¸·Î ÇÏ°í ÀÖ´Ù. ¾à 6°³¿ù µ¿¾È ÁøÇàÇÑ ÈÄ¿¡ ¾ÆÀ̵éÀÇ Çб³ °úÇп¡ ´ëÇÑ Åµµ¿¡ ´ëÇÑ ¼³¹®Á¶»ç¸¦ ÅëÇÏ¿© ¾ÆÀ̵éÀº ´õ¿í ´õ °úÇÐ ¼ö¾÷À» Áñ±â°Ô µÇ¾úÀ¸¸ç ´Ù¸¥ ¾ÆÀ̵麸´Ù °úÇп¡ ´ëÇÑ Åµµ¿¡ À־ ³ªÀÌÂ÷³ª ¼ºÂ÷°¡ Àû¾îÁö°Ô µÇ¾ú´Ù. ÀÌ ³í¹®¿¡¼­´Â ÀÌ·¯ÇÑ Çù·ÂÀûÀÎ °èȹ, ±³¼ö, Æò°¡ÀÇ ¸ðµ¨ÀÌ ±³»ç±³À°À» ÁõÁø½ÃÅ°°í ¾î¸°¾ÆÀ̵éÀÇ °úÇп¡ ´ëÇÑ °æÇèÀ» ÁõÁø½ÃÅ°´ÂÁö¿¡ ´ëÇؼ­ ³íÀÇÇÏ¿´´Ù.

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Institute of Education, University of London

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