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2006-01-25 (Vol 3, No 1)

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International Journal of Science Education, 26(7) 2004

´Ü¼øÁ÷¿ªÀ» ÇÏ¿´±â ¶§¹®¿¡ ÀǹÌÀü´Þ¿¡ ¹®Á¦°¡ ÀÖÀ» ¼öµµ ÀÖ½À´Ï´Ù. ¿ø¹®À» °°ÀÌ ÂüÁ¶Çغ¸½Ã¸é µµ¿òÀÌ µÇ½Ç °ÍÀÔ´Ï´Ù.

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Development of school students¡¯ constructions of biology and physics

Katie Spall, Martin Stanisstreet, Dominic Dickson, Edward Boyes

Studies exploring school students' views about science have not always distinguished between different branches of science. Here, the views of 1395 secondary school students aged 11-16 about physics and, as a science comparator, biology were determined using a closed-form questionnaire. Over the period of secondary schooling a decreasing proportion of students expressed a liking for physics, fewer thought it was interesting and more thought it was boring. These changes did not apply to biology. There was an increasing view that the study of physics, but not biology, required mathematical skills. Fewer students thought that physics, compared with biology, could contribute to the solution of medical or environmental problems. Suggestions that physics might offer good employment prospects did not influence students' liking of physics. Factor analysis suggested that the oldest group of students distinguished between physics and biology in terms of their general characteristics - to the detriment of physics.

»ý¹°°ú ¹°¸®¿¡ ´ëÇÑ ÇлýµéÀÇ ¼³¸íÀÇ ¹ßÀü

°úÇп¡ ´ëÇÑ ÇлýµéÀÇ °ßÇØ¿¡ ´ëÇÑ ¿¬±¸µéÀº Ç×»ó °úÇÐÀÇ ´Ù¸¥ ¿µ¿ªµéÀ» ±¸ºÐÁö¾î¿Ô´Ù. ¿©±â¿¡¼­´Â 11-16¼¼ÀÇ 1395¸íÀÇ ÁßµîÇб³ ÇлýµéÀÇ ¹°¸®¿¡ ´ëÇÑ °ßÇØ¿Í ºñ±³¸¦ À§Çؼ­ »ý¹°¿¡ ´ëÇÑ °ßÇØ°¡ ´ÝÈù ¼³¹®À» ÀÌ¿ëÇÏ¿© ¿¬±¸µÇ¾ú´Ù. Àü Çг⿡ °ÉÃļ­ ¼Ò¼öÀÇ Çлýµé¸¸ÀÌ ¹°¸®¿¡ ´ëÇÑ ¼±È£µµ¸¦ ³ªÅ¸³»¾ú°í ¹°¸®°¡ Àç¹ÌÀÖ´Ù°í »ý°¢ÇÏ´Â ÇлýµéÀº ´õ Àû¾ú°í ¸¹Àº ÇлýµéÀÌ Áö·çÇÏ´Ù°í »ý°¢ÇÏ°í ÀÖ¾ú´Ù. ÀÌ°ÍÀº »ý¹°¿¡ ´ëÇؼ­´Â °°Áö ¾Ê¾Ò´Ù. »ý¹°°ú ºñ±³ÇÏ¿© ¹°¸®ÀÇ ÇнÀ¿¡´Â ¼öÇÐÀû ±â¼úÀ» ¿ä±¸ÇÑ´Ù´Â ¸¹Àº °ßÇØ°¡ ÀÖ¾ú´Ù. ¼Ò¼öÀÇ Çлýµé¸¸ÀÌ ¹°¸®°¡ »ý¹°¿¡ ºñÇؼ­ ÀÇÇÐÀ̳ª ȯ°æ¹®Á¦ÀÇ ÇØ´ä¿¡ ±â¿©ÇÒ ¼ö ÀÖÀ» °ÍÀ̶ó°í ´äÇÏ¿´´Ù. ¹°¸®°¡ ÁÁÀº °í¿ëÀü¸ÁÀ» °¡Áö°í ÀÖ´Ù´Â Á¦¾ÈÀº ÇлýµéÀÇ ¹°¸®¼±È£µµ¸¦ ³ôÀÌÁö ¸øÇß´Ù. ¿äÀÎ ºÐ¼® °á°ú´Â °¡Àå ³ªÀÌ°¡ ¸¹Àº ÇлýµéÀÌ ¹°¸®ÀÇ À¯Çع°À̶ó´Â ÀϹÝÀûÀΠƯ¡À¸·Î ¹°¸®¿Í »ý¹°À» ±¸ºÐÇÑ´Ù´Â °ÍÀ» ³ªÅ¸³»¾ú´Ù.
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Investigating the ¡®'failure of further learning¡¯' effect in preservice science teacher education

Peter F. W. Preece, Keith C. Postlethwaite, Nigel C. Skinner, Keith A. Simpson

In an investigation of the learning of science content knowledge in a postgraduate preservice education course, it was found that the 'failure of further learning' effect can be overcome, at least in part, in well-designed courses. Nevertheless the persistence of certain misconceptions among some students did indicate the partial salience of the effect in Postgraduate Certificate in Education science courses. Although the students' confidence in their knowledge of various topics, as indicated in self-audits, was positively related to their actual knowledge as displayed in their test answers, the relationship between confidence and knowledge was not strong, particularly for the biology topics.


¿¹ºñ °úÇб³»ç±³À°¿¡¼­ ¡®ÈÄ¼Ó ÇнÀÀÇ ½ÇÆС¯È¿°ú¿¡ ´ëÇÑ Å½»ö

´ëÇпø ¿¹ºñ ±³»ç±³À° °­Á¿¡¼­ °úÇÐ ³»¿ëÁö½ÄÀÇ ÇнÀ¿¡ ´ëÇÑ Å½»ö¿¡¼­ ¡®ÈÄ¼Ó ÇнÀÀÇ ½ÇÆС¯È¿°ú°¡ Àß ¼³°èµÈ °­Á·ΠÀÎÇؼ­ ÃÖ¼ÒÇÑ ºÎºÐÀûÀ¸·Î¶óµµ ±Øº¹µÉ ¼ö ÀÖÀ½ÀÌ ¹àÇôÁ³´Ù. ±×·³¿¡µµ ºÒ±¸ÇÏ°í ¾î¶² Çлýµé »çÀÌÀÇ ¿À°³³äÀÇ Á¸Àç´Â ¿¹ºñ °úÇб³»ç °­Á¿¡¼­ ±× È¿°úÀÇ ºÎºÐÀûÀÎ µ¹ÃâÀ» ³ªÅ¸³»¾ú´Ù. Àڱ⠺¸°í¼­¿¡ ³ªÅ¸³­ °Íó·³ ÇлýµéÀÇ ¿©·¯ ÁÖÁ¦ÀÇ Áö½Ä¿¡¼­ ÇлýµéÀÌ °®´Â ÀڽۨÀº ±×µéÀÇ ½ÃÇè Á¤´ä¿¡ ³ªÅ¸³­ °Íó·³ ½ÇÁ¦ Áö½Ä¿¡ ¾çÀÇ °ü°è¸¦ °®°í ÀÖÁö¸¸, Àڽۨ°ú Áö½Ä»çÀÌÀÇ °ü·Ã¼ºÀº °­ÇÏÁö ¾Ê¾Ò°í, Ưº°È÷ »ý¹° ÁÖÁ¦¿¡ ´ëÇؼ­ ±×·¯ÇÏ¿´´Ù.

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Designing a web-based design curriculum for middle school science: the WISE ¡®'Houses In The Desert¡¯' project

Alex J. Cuthbert and James D. Slotta

Design activities allow students to create their own solutions, drawing upon a personal understanding of science principles and examples. We created the 'Houses in the Desert' project to engage middle school students in designing a passive solar house that will keep its owners comfortable in the desert climate. Students used their knowledge of thermodynamics to evaluate evidence and select between design alternatives. Classroom trials of the initial version (n = 139) of the project revealed four areas where it could be improved: (a) students ignored some relevant science content, (b) there was a lack of diversity in students' designs coupled with a tendency to fixate on initial design ideas, (c) opportunities for students to collaborate and share ideas were rare, and (d) there was limited opportunity for revisiting and revising ideas. We describe the revisions designed to address these challenges, as well as a new set of classroom trials (n = 140). A combination of comparative evaluations and observations of student work are used to evaluate the effectiveness of an instructional framework (Linn and Hsi 2000) for informing revisions to both the curriculum and the technology.

ÁßÇб³ °úÇÐÀ» À§ÇÑ À¥±â¹Ý ¼³°è ±³À°°úÁ¤ÀÇ ¼³°è: WISE »ç¸·¿¡¼­ ÁýÁþ±â ÇÁ·ÎÁ§Æ®

¼³°èÈ°µ¿Àº ÇлýµéÀÌ °úÇÐÀÇ ¿ø¸®¿Í »ç·ÊÀÇ °³ÀÎÀûÀÎ ÀÌÇظ¦ ÀÌ¿ëÇÏ¿© ÀڽŸ¸ÀÇ ÇØ°áÃ¥À» âÃâÇÏ°Ô ÇÑ´Ù. ¿ì¸®´Â ÁßÇб³ Çлýµé¿¡°Ô ¡®»ç¸·¿¡¼­ ÁýÁþ±â¡¯¶ó´Â ÇÁ·ÎÁ§Æ®¸¦ ¸¸µé¾î ÁÖ°í »ç¸· ±âÈÄ¿¡¼­ °ÅÁÖÀÚ°¡ Æí¾ÈÇÏ°Ô ´À³¥ ¼ö ÀÖÀ» ¼öµ¿Àû ž翭ÁÖÅÃÀ» ¼³°èÇϵµ·Ï ÇÏ¿´´Ù. ÇлýµéÀº Áõ°Å¸¦ Æò°¡ÇÏ°í ¼³°è ¿äÀεéÀ» ¼±ÅÃÇϱâ À§ÇÏ¿© ¿­¿ªÇÐÀÇ Áö½ÄÀ» »ç¿ëÇÏ¿´´Ù. ÇÁ·ÎÁ§Æ®ÀÇ Ãʱ⠹öÀü ¿¡ ´ëÇÑ 139¸í¿¡ ´ëÇÑ Å×½ºÆ®´Â ´ÙÀ½°ú °°ÀÌ °³¼±µÇ¾î¾ß ÇÒ ³×°¡Áö ¿µ¿ªÀ» ¹ß°ßÇÏ¿´´Ù. ù°, ÇлýµéÀº ¾î¶² °ü·ÃµÈ °úÇÐ ³»¿ëÀ» ¹«½ÃÇß´Ù. µÑ°, Ãʱ⠼³°è ¾ÆÀ̵ð¾î¿¡ Á¤ÂøÇÏ·Á´Â °æÇâÀ» °¡Á® ÇлýµéÀÇ ¼³°è¿¡ ´Ù¾ç¼ºÀÌ ºÎÁ·ÇÏ¿´´Ù. ¼Â°, ÇлýµéÀÌ Çù·ÂÇÏ°í ¾ÆÀ̵ð¾î¸¦ °øÀ¯ÇÏ·Á´Â ±âȸ°¡ ºÎÁ·ÇÏ¿´´Ù. ³Ý°, ¾ÆÀ̵ð¾î¸¦ ´Ù½Ã »ìÆ캸°í ¼öÁ¤ÇÒ ±âȸ°¡ Á¦ÇÑÀûÀ̾ú´Ù. ¿ì¸®´Â ÀÌ·¯ÇÑ ¹®Á¦¸¦ ¾Ë¸®±â À§ÇÏ¿© °³Á¤À» ÇÏ°í 140¸íÀÇ Çлýµé¿¡°Ô »õ·Î¿î Å×½ºÆ®¸¦ ÇÏ¿´´Ù. ±³À°°úÁ¤°ú ±â¼úÀÇ °³Á¤À» ¾Ë·ÁÁÖ±â À§ÇÑ ±³¼ö üÁ¦(Linn and Hsi, 2000)ÀÇ À¯È¿¼ºÀ» °ËÁõÇϱâ À§ÇÏ¿© ÇлýµéÀÇ È°µ¿¿¡ ´ëÇÑ ºñ±³Æò°¡¿Í °üÂûÀÇ Á¶ÇÕÀÌ »ç¿ëµÇ¾ú´Ù.

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An analysis of the understanding of geological time by students at secondary and post-secondary level

Antonio J. Hidalgo, San I.E.S. Fernando, José I.C.E. Otero

This paper addresses the concept of geological time as used by students who face tasks that demand three types of skills: to locate events in time, to order them according to time calendar, and to manage time intervals. The empirical study consisted of asking high school students as well as technical school students to carry out tasks that required the use of the three previously mentioned components. It was found, first, that students frequently used erroneous temporal labels, which shows a lack of knowledge that would allow them to locate events within the context of geobiologic data. Second, the students did not store the representation of a succession of events, but were nevertheless able to create it by means of the deductive use of previous knowledge. Finally, the importance of having an appropriate representation of geological time intervals became patent while observing the students' difficulties in understanding geologic changes.

Áßµî Çлý°ú ±× ÀÌÈÄ ÇлýµéÀÇ ÁöÁúÇÐÀû ½Ã°£ÀÇ ÀÌÇØ¿¡ ´ëÇÑ ºÐ¼®

ÀÌ ¿¬±¸´Â ÇлýµéÀÌ »ç°ÇÀ» ½Ã°£´ë¿¡ À§Ä¡½ÃÅ°°í, ±× »ç°ÇÀ» ½Ã°£·Â¿¡ µû¶ó ¼ø¼­¸¦ Á¤ÇÏ°í ½Ã°£°£°ÝÀ» ´Ù·ç´Â ¼¼ °¡Áö ÇüÅÂÀÇ ±â¼úÀ» ¿ä±¸ÇÏ´Â ¾î¶² ÀÏ¿¡ ¸Â´ÚÃÆÀ» ¶§ ÇлýµéÀÌ »ç¿ëÇÏ´Â ÁöÁúÇÐÀû ½Ã°£ÀÇ °³³äÀ» ¿¬±¸ÇÑ´Ù. °æÇ迬±¸´Â ±â¼úÇб³ Çлýµé°ú °íµîÇб³ Çлýµé¿¡°Ô ÀÌÀü¿¡ ¾ð±ÞÇÑ ¼¼ °¡Áö ¿ä¼Ò¸¦ »ç¿ëÇϵµ·Ï ¿ä±¸ÇÏ´Â ÀÏÀ» ¼öÇàÇϵµ·Ï ÇÏ¿´´Ù. ¿¬±¸ °á°ú ´ÙÀ½°ú °°Àº °ÍµéÀÌ ¹àÇôÁ³´Ù. ù°, ÇлýµéÀº ºó¹øÇÏ°Ô À߸øµÈ ½Ã°£¶óº§À» »ç¿ëÇÏ¿´´Âµ¥, ÀÌ°ÍÀº ÇлýµéÀÌ ÁöÁú»ý¹°ÇÐ µ¥ÀÌÅÍÀÇ ¸Æ¶ôÀ¸·Î »ç°ÇÀ» À§Ä¡½ÃÅ°´Â Áö½ÄÀÌ ºÎÁ·ÇÔÀ» º¸¿©ÁØ´Ù. µÎ ¹ø°, ÇлýµéÀº ¿¬¼ÓÀûÀÎ »ç°ÇÀÇ Ç¥ÇöÀ» °¡Áö°í ÀÖÁö ¾Ê¾Ò´Ù. ±×·¯³ª ±×·³¿¡µµ ºÒ±¸ÇÏ°í ÀÌÀüÀÇ Áö½ÄÀÇ ¿¬¿ªÀûÀÎ »ç¿ëÀ» ÅëÇؼ­ ±×°ÍÀ» âÁ¶ÇÒ ¼ö ÀÖ¾ú´Ù. ¸¶Áö¸·À¸·Î ÀûÇÕÇÑ ÁöÁúÇÐÀû ½Ã°£ °£°ÝÀÇ Ç¥ÇöÀ» ÇÏ´Â Á߿伺Àº ¸í¹éÇÏ°Ô µÇ¾ú´Âµ¥, ÇлýµéÀº ÁöÁúÇÐ º¯È­¸¦ ÀÌÇØÇϴµ¥ ¾î·Á¿òÀ» °¡Áö°í ÀÖ¾ú´Ù.

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Student-generated assignments about electrical circuits in a computer simulation

Cornelise Vreman-de Olde and Ton de Jong

In this study we investigated the design of assignments by students as a knowledge-generating activity. Students were required to design assignments for 'other students' in a computer simulation environment about electrical circuits. Assignments consisted of a question, alternatives, and feedback on those alternatives. In this way, subjects were encouraged to engage in processes such as 'generating questions', 'discriminating between examples and non-examples', and 'generating feedback'. The resulting assignments were analysed and different types of assignments were identified. Information on the design process was collected from think-aloud protocol data. Results showed that students not only designed assignments about facts or procedures, but also about observations made with the simulation. During the design process, subjects actively used their prior knowledge. Students seemed to strengthen their domain knowledge by retrieving and explaining problem-solving steps, and focus on the dynamic characteristics of the simulated circuits.

ÄÄÇ»ÅÍ ½Ã¹Ä·¹À̼ǿ¡¼­ Àü±â ȸ·Î¿¡ ´ëÇÑ Çлý-À¯µµ °úÁ¦

ÀÌ ¿¬±¸¿¡¼­ ¿ì¸®´Â Áö½Ä-¹ßÀü È°µ¿À¸·Î½á Çлýµé¿¡ ÀÇÇÑ °úÁ¦ÀÇ ¼³°è¸¦ Ž»öÇÏ¿´´Ù. ÇлýµéÀº Àü±â ȸ·Î¿¡ ´ëÇÑ ÄÄÇ»ÅÍ ½Ã¹Ä·¹ÀÌ¼Ç È¯°æ¿¡¼­ ´Ù¸¥ ÇлýµéÀ» À§ÇÑ °úÁ¦¸¦ ¼³°èÇϵµ·Ï µÇ¾ú´Ù. °úÁ¦´Â Áú¹®, ¼±Åà ±×¸®°í ÀÌ ¼±Åÿ¡ µû¸¥ Çǵå¹éÀ¸·Î ±¸¼ºµÇ¾ú´Ù. ÀÌ·± ¹æ½ÄÀ¸·Î ÇлýµéÀº ¡®Áú¹®À» ¸¸µé±â¡¯, ¡®»ç·Ê¿Í ºñ»ç·Ê »çÀ̸¦ ±¸º°Çϱ⡯, ¡®Çǵå¹é ¸¸µé±â¡¯¿Í °°Àº °úÁ¤¿¡ Âü¿©Çϵµ·Ï °Ý·ÁµÇ¾ú´Ù. ÃÖÁ¾ °á°ú °úÁ¦°¡ ºÐ¼®µÇ¾ú°í ´Ù¸¥ ÇüÅÂÀÇ °úÁ¦¿Í ºñ±³µÇ¾ú´Ù. ¼³°è°úÁ¤¿¡ ´ëÇÑ Á¤º¸´Â think-aloud protocol µ¥ÀÌÅͷκÎÅÍ ¼öÁýµÇ¾ú´Ù. ¿¬±¸ °á°ú, ÇлýµéÀº »ç½ÇÀ̳ª °úÁ¤¿¡ ´ëÇÑ °úÁ¦¸¦ ¼³°èÇÏ¿´À» »Ó¸¸ ¾Æ´Ï¶ó ½Ã¹Ä·¹À̼ÇÀ¸·Î ¸¸µé¾îÁø °üÂû¿¡ ´ëÇÏ¿©µµ ÀÌ·ç¾îÁ³´Ù. ¼³°è °úÁ¤ µ¿¾È¿¡ ÇлýµéÀº ´Éµ¿ÀûÀ¸·Î ÀÚ½ÅÀÇ ¼±Áö½ÄÀ» »ç¿ëÇÏ¿´´Ù. ÇлýµéÀº ¹®Á¦ÇØ°á´Ü°è¸¦ º¸ÃæÇÏ°í ¼³¸íÇÔÀ¸·Î½á ÀڽŵéÀÇ Àü¹® Áö½ÄÀ» °­È­ÇÏ´Â °Í °°¾Ò°í, ½Ã¹Ä·¹À̼ǵǴ ȸ·ÎÀÇ µ¿Àû Ư¼º¿¡ ÃÊÁ¡À» ¸ÂÃß´Â °Í °°¾Ò´Ù.

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Science textbooks for lower secondary schools in Brunei: issues of gender equity

Ann G. Elgar

This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998-2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei.

ºê·ç³ªÀÌ¿¡¼­ÀÇ ÇÏÀ§ ÁßµîÇб³¸¦ À§ÇÑ °úÇÐ ±³°ú¼­: ¼ºÆòµîÀÇ ³íÁ¡

ÀÌ ¿¬±¸´Â ¼Ò³à¿Í ¼Ò³âÀ» À§ÇÑ °úÇÐ ±³À°¿¡¼­ °øÁ¤¿¡ ¿µÇâÀ» ÁÖ´Â ³íÁ¡¿¡ °ü·ÃµÇ¾î ÀÖ´Ù. ¿¬±¸¿¡¼­ ÃÖ±Ù(1998-2000)¿¡ ºê·ç³ªÀÌ¿¡¼­ ¹ßÇàµÈ ±³°ú¼­ÀÇ Å½»ö °á°ú°¡ Á¦½ÃµÈ´Ù. ³í¹®ÀÇ Ã¹ºÎºÐ¿¡¼­´Â °úÇÐ ±³À°¿¡¼­ ¼ºÂ÷º°À» Áö¼Ó½ÃÅ°´Â ¹è°æ À̽´¿Í ±³°ú¼­ ºÐ¼®ÀÇ º»¼º°ú ¹üÀ§ÀÇ ¹è°æ À̽´µéÀ» ¾à¼úÇÏ¿´´Ù. ±×·± ÈÄ¿¡ ºê·ç³ªÀÌ ±³°ú¼­¿¡ ³ªÅ¸³­ »ðÈ­¿Í ±Û¿¡¼­ ³²³àÀÇ Ç¥ÇöÀ» ³íÀÇÇÏ¿´´Ù. ÀÌ·± ºÐ¼®À¸·ÎºÎÅÍ ³²³à ¸ðµÎ¿¡°Ô ÆòµîÇÑ ÀûÇÕ¼ºÀ» Ãß±¸ÇÏ´Â °ÍÀ¸·Î½á °úÇÐÀÌ ¹¦»çµÇ´Â Á¤µµ·Î ±×¸²ÀÌ ³ªÅ¸³­´Ù. ÀÌ ¿¬±¸´Â ºê·ç³ªÀÌ¿¡¼­ÀÇ ´õ Æø³ÐÀº ¼º°ú ±³À°ÀÇ ¸Æ¶ôÀ¸·Î Ç¥ÇöµÇ´Â ¿©·¯ ¹ß°ßµÈ »ç½ÇµéÀ» Æ÷ÇÔÇÏ°í ÀÖ´Ù.

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Situational interest and the attitudes towards science of primary teacher education students

David Palmer

The construct of "situational interest" involves the identification of classroom factors that arouse student interest, but previous research has focussed on non-science domains such as reading or mathematics. The first aim of this study was to identify the sources of situational interest in a science content/methods course for primary teacher education students. The second aim was to investigate whether sustained situational interest could positively influence students' attitudes towards science. Data were obtained by formal surveys, informal surveys and individual interviews. The results indicated that situational interest was generated by factors such as novelty, meaningfulness and involvement, and positive attitude change did occur.


ÃÊµî ±³»ç±³À° ÇлýµéÀÇ °úÇп¡ ´ëÇÑ »óȲÀû Èï¹Ì¿Í ŵµ

¡®»óȲÀû Èï¹Ì¡¯ÀÇ °³³äÀº ÇлýµéÀÇ Èï¹Ì¸¦ À¯¹ßÇÏ´Â ±³½ÇÀÇ ¿äÀεé°ú µ¿ÀϽõȴÙ. ±×·¯³ª ÀÌÀüÀÇ ¿¬±¸µéÀº Àбâ¿Í ¼öÇаú °°Àº ºñ°úÇÐÀû ¿µ¿ª¿¡ ÃÊÁ¡À» µÎ°í ÀÖ¾ú´Ù. ÀÌ ¿¬±¸ÀÇ Ã¹ ¹ø° ¸ñÇ¥´Â ÃÊµî ±³»ç ±³À° Çлýµé¿¡ ´ëÇؼ­ »óȲÀû Èï¹ÌÀÇ ±Ù¿øÀ» °úÇÐ ³»¿ë/¹æ¹ý¿¡¼­ È®ÀÎÇÏ´Â °ÍÀÌ´Ù. µÎ ¹ø° ¸ñÇ¥´Â Áö¼ÓÀûÀÎ »óȲÀû Èï¹Ì°¡ ÇлýµéÀÇ °úÇп¡ ´ëÇÑ Åµµ¿¡ ±àÁ¤ÀûÀ¸·Î ¿µÇâÀ» ÁÖ´ÂÁö¸¦ Ž»öÇÏ´Â °ÍÀÌ´Ù. Çü½ÄÀû ¼³¹®, ºñÇü½ÄÀû ¼³¹®°ú °³º° ¸é´ãÀ» ÅëÇؼ­ ÀڷḦ ±¸ÇÏ¿´´Ù. ¿¬±¸°á°ú, »óȲÀû Èï¹Ì´Â Âü½ÅÇÔ, ÀÇ¹Ì ÀÖÀ½, °ü·Ã¼º µî°ú °°Àº ¿äÀο¡ ÀÇÇؼ­ ¹ß»ýµÇ¾ú°í, ±àÁ¤ÀûÀΠŵµ º¯È­°¡ À־À½À» ¾Ë¾Æ³»¾ú´Ù.

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IJSE_V26_N07(2004).hwp

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Institute of Education, University of London

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