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2006-03-25 (Vol 3, No 3)

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International Journal of Science Education, Vol. 27 Issue 15

Èû(ÀϾî·Î Ä¡Ä«¶ó) °³³äÀÇ »çȸ ÀºÀ¯Àû ´ëÀÀ
Social Metaphorical Mapping of the Concept of Force ¡°CHIKARA¡± in Japanese.

Suzuki, Mariko1
1Shiga University, Japan

ÀÌ ¿¬±¸´Â ´ºÆ° ¿ªÇп¡¼­ ¡®Èû¡¯(ÀϾî·Î Ä¡Ä«¶ó) °³³ä¿¡ ÃÊÁ¡À» µÐ´Ù. ÁÖµÈ ¸ñÀûÀº °úÇÐ ÁÖÁ¦ ÇнÀ¿¡¼­ ÇлýÀÇ »ç°í¸¦ Çؼ®Çϱâ À§ÇØ ÀºÀ¯¿¡ ±â¹ÝÇÑ µµ±¸¸¦ °³¹ßÇÏ´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸´Â °°Àº ÁÖÁ¦¿¡ ´ëÇÏ¿© ¼­·Î ´Ù¸¥ °üÁ¡À» °¡Áø Çлýµé »çÀÌÀÇ ´ëÈ­¿¡¼­ »ç°íÀÇ »óÈ£ º¯È­ °úÁ¤À» ÃßÀûÇÏ´Â µ¥ ÀÌ µµ±¸¸¦ »ç¿ëÇÏ´Â ¿¹¸¦ Á¦½ÃÇÑ´Ù. ÄÄÇ»ÅÍ ½Ã¹Ä·¹À̼ÇÀ» ÅëÇÑ ÇнÀ ȯ°æ¿¡¼­ Èû(Ä¡Ä«¶ó) °³³ä¿¡ ´ëÇØ ¼­·Î ´Ù¸¥ ÀνķÐÀû Æз¯´ÙÀÓÀ» °¡Áø ÁßÇлýµé µÎ Áý´Ü »çÀÌÀÇ ´ëÈ­¸¦ Çؼ®ÇÏ´Â µ¥ ¡®»çȸ ÀºÀ¯Àû ´ëÀÀ¡¯À» »ç¿ëÇÏ¿´´Ù. µÎ ÀÚ·á ¿µ¿ªÀ» »çȸ ÀºÀ¯Àû ´ëÀÀÀ» ÅëÇØ Àç»óȲȭÇÏ¿´°í °³³äÀÇ »óÈ£ º¯È­ °úÁ¤À» ÃßÀûÇÏ¿´´Ù. Âü¿©ÀÚµéÀº Èû¿¡ ´ëÇÑ ºÎ¸®´Ü 1 °³³äÀÌ ´ºÆ°ÀÇ Èû °³³ä°ú ´Ù¸£°Ô ±¸ºÐµÇÁö¸¸ ÀϺ»¾î¿¡¼­´Â ¡®Ä¡Ä«¶ó¡¯¶ó´Â ¿ë¾î·Î ÇÔ²² »ç¿ëµÇ¸ç, ºÎ¶ó´ÜÀÇ Èû °³³äÀº ´ºÆ°ÀÇ ¸ð¸àÅÒ °³³ä°ú À¯»çÇÏ´Ù´Â °ÍÀ» ¾Ë¾ÆÂ÷·È´Ù.

This research focused on the concept of ¡°force¡± (¡°CHIKARA¡± in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. ¡°Social metaphorical mapping¡± was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian 1 concept of¡°force¡± differs from the Newtonian concept of ¡°force,¡± differentiated between the concepts of ¡°force¡± that use the same Japanese term ¡°CHI‐KA‐RA,¡± and noticed that the Buridanian concept of ¡°force¡± resembles the Newtonian concept of ¡°momentum.¡±
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ÇнÀÀÚ Á᫐ ÇнÀ¿¡¼­ ÀÏ»ó »óȲÀÇ ¿ªÇÒ: ³ª¹Ìºñ¾Æ ÁßÇб³¿¡¼­ÀÇ ½ÇÇà
The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools.

Kasanda, Choshi1
Lubben, Fred2
Gaoseb, Noah1
Kandjeo‐Marenga, Utji1
Kapenda, Hileni1
Campbell, Bob2
1University of Namibia
2University of York, UK

ÀÌ ³í¹®Àº ³ª¹Ìºñ¾ÆÀÇ °úÇÐ ±³½Ç¿¡¼­ Çб³¹Û¿¡ ÀÏ»ó »ýÈ°À» »ç¿ëÇÑ °ÍÀ» º¸°íÇÑ´Ù. ÇнÀÀÚ-Á᫐ ±³¼ö¶ó´Â ¸í¹éÇÑ ±³À° öÇÐÀÇ ¹è°æ ÇÏ¿¡ ÀÌ°ÍÀÇ »ç¿ëÀ» ¹Ù¶óº¸¾Ò´Ù. ÀÚ·á·Î 6°³ Çб³ÀÇ ±³»ç 12¸íÀÌ °¡¸£Ä£ 29°³ Áß,°íµîÇб³ ¼ö¾÷¿¡¼­ ±³»ç-ÇнÀÀÚ »óÈ£ÀÛ¿ëÀ» À½¼º ³ìÀ½ÇÏ°í ºñÂü¿©Àû ÇöÀåÀÏÁö¸¦ ÀÛ¼ºÇÏ¿´´Ù. ÀÏ»ó »óȲÀ» »ç¿ëÇÏ´Â ¿¡ÇǼҵ带 ºÐ·ùÇÏ°í ±³»ç°¡ ±×·¯ÇÑ »óȲÀ» »ç¿ëÇÏ´Â ±³À°Àû Àü·«À» È®ÀÎÇϱâ À§ÇØ ÇöÀç ¾Ë·ÁÁø À¯ÇüƲÀ» »ç¿ëÇÏ¿´´Ù. ºÐ¼® °á°ú °íµîÇб³º¸´Ù ÁßÇб³ ¼ö¾÷¿¡¼­ ÀÏ»ó »óȲÀ» ´õ ¸¹ÀÌ »ç¿ëÇÏ°í ÀÖ¾ú°í, µÎ °æ¿ì ¸ðµÎ »ç¿ëÇÑ ÀÏ»ó »óȲÀÇ À¯ÇüÀÌ Á¦ÇÑÀûÀ̾úÀ¸¸ç, ÀÏ»ó »óȲÀº ±³»çÀÇ Áú¹®À̳ª ÀÌ·ÐÀû exposition µÚ¿¡ »ç¿ëµÇ¾ú´Ù. ÀÌ·¯ÇÑ °á°ú´Â ÇнÀÀÚ-Á᫐ ±³¼ö¿¡ ´ëÇÑ ¼¼ °¡Áö Çؼ®°ú ¿¬°üµÇ¾ú´Ù. ÇнÀÀÚ-Á᫐ ±³¼ö¸¦ Á¦´ë·Î ¼öÇàÇϱâ À§ÇÑ Á¦¾ÈÁ¡À» µµÃâÇß´Ù.

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers¡¯ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.
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ÇлýµéÀÌ °úÇРŽ±¸ È°µ¿À» ¹ßÇ¥ÇÏ´Â ¼ö¾÷¿¡¼­ ±³»çÀÇ ³íÁõÀûÀÎ ¿ªÇÒ
Discursive Roles of the Teacher during Class Sessions for Students Presenting their Science Investigations.

Oh, Phil Seok1
1Ewha Womans University, Republic of Korea
Çѱ¹ °úÇÐ ±³»çÀÇ ³íÁõÀûÀÎ ½ÇÇàÀ» Á¶»çÇÏ¿© ¸»À» ÅëÇØ ¼öÇàÇÏ´Â ±³À°Àû ¿ªÇÒÀ» È®ÀÎÇÏ¿´´Ù. ÇлýµéÀÌ ¼öÇàÇÑ °úÇÐ ÇÁ·ÎÁ§Æ®¸¦ ¹ßÇ¥ÇÏ°í Áú¹®°ú ÀÀ´äÀ» ÇÏ´Â ±³½Ç ¼ö¾÷À» ºñµð¿À ³ìÈ­ÇÏ¿© ÀڷḦ ¾ò¾ú´Ù. Àü»çº»À» ¸¸µé°í, ±³»ç°¡ ÇлýµéÀÇ ÇнÀ °úÁ¤À» µ½´Â ±³À°Àû ¿ªÇÒÀ» È®ÀÎÇÒ ¼ö ÀÖµµ·Ï Á¤¼ºÀûÀ¸·Î ºÐ¼®ÇÏ¿´´Ù. 3°¡Áö ³íÁõÀûÀÎ ¿ªÇÒÀ» Á¤ÀÇÇÏ¿´´Âµ¥, ±×°ÍÀº ÇлýµéÀÌ °úÇÐÀû Áö½ÄÀ» »ç¿ëÇÒ ¼ö ÀÖµµ·Ï Çϱâ, ÇлýµéÀÇ ¼ºÃ븦 °ü¸®ÇÏ°í ÁõÁø½ÃÅ°µµ·Ï ÁöµµÇϱâ, ºñ°èÈ­Çϱ⠵îÀÌ´Ù. 9°³ÀÇ ÇÏÀ§ ¿ªÇÒµµ È®ÀÎÇÏ¿´´Ù. ÀÌ·¯ÇÑ ±³»ç ¿ªÇÒÀÇ ±³À°Àû Àǹ̸¦ Á¤±³È­ÇÏ°í °úÇÐ ¼ö¾÷¿¡¼­ÀÇ ±³¼ö ½ÇÇàÀ» ÁõÁø½ÃÅ°±â À§ÇÑ ½Ã»çÁ¡À» ³íÀÇÇÏ¿´´Ù.

A Korean science teacher¡¯s discursive practises were examined with a view to identifying pedagogical roles performed through his talk. Data came from the video recordings of classroom sessions where students presented their science projects and exchanged questions and answers during the presentations. Transcripts were developed and analysed in a qualitative way that identified the teacher¡¯s pedagogical roles to help students in the learning process. Three major discursive roles were defined, including making scientific knowledge available to students, coaching students to manage and enhance their performance, and scaffolding. Nine subordinate roles are also identified. Educational meanings of these teacher roles are elaborated upon, and implications for better teaching practises in the science classroom are discussed.
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±¸¼ºÁÖÀÇ-ÀûÀÎ ±³¼ö¿¡ ´ëÇÑ µ¿±â·ÐÀû °üÁ¡
A Motivational View of Constructivist Informed Teaching.

Palmer, David1
1University of Newcastle, Australia

ÇнÀ¿¡ ´ëÇÑ ±¸¼ºÁÖÀÇ¿Í °³³äº¯È­ °üÁ¡Àº ¼ö¸¹Àº ±¸¼ºÁÖÀÇ ±³¼ö ¸ðÇüÀ» ¸¸µé¾î ³»¾ú´Ù. µ¿±â´Â Áö½ÄÀÇ ±¸¼º°ú °³³äº¯È­ °úÁ¤¿¡ Áß¿äÇÑ ¿äÀÎÀ¸·Î ÀÎ½ÄµÇ¾î ¿ÔÀ¸¹Ç·Î, µ¿±â Àü·«ÀÌ ±¸¼ºÁÖÀÇ-ÀûÀÎ ±³¼öÀÇ ÇÙ½ÉÀû ¿ä¼Ò¶ó°í ±â´ëÇÒ ¼ö ÀÖ´Ù. ÀÌ ³í¹®ÀÇ ¸ñÀûÀº ¹®Çå Á¶»ç¸¦ ÅëÇØ ÇöÁ¸ÇÏ´Â ±¸¼ºÁÖÀÇ-ÀûÀÎ ±³¼ö ¸ðÇü¿¡ µ¿±â Àü·«ÀÌ ¾î´À Á¤µµ Æ÷ÇԵǾú´ÂÁö Á¶»çÇÏ´Â °ÍÀÌ´Ù. ÇöÀçÀÇ µ¿±â ±¸Àο¡ ±â¹ÝÇÏ¿© µ¿±â Àü·« ¸ñ·ÏÀ» ¸¸µé¾ú´Ù. ±×¸®°í ¸î¸î ±¸¼ºÁÖÀÇ-ÀûÀÎ ±³¼ö ¸ðÇüÀ» ºÐ¼®ÇÏ¿´´Ù. ºÐ¼® °á°ú ÀÌµé ¸ðÇüµéÀº µ¿±â Àü·«À» ¸í¹éÇÏ°Ô ÅëÇÕ½ÃÅ°´Â Á¤µµ°¡ Á¦ÇÑÀûÀ̾ú´Ù. ¶ÇÇÑ ¸ðÇüÀÇ ¾î¶² Ãø¸éÀº ÇöÀçÀÇ µ¿±â °üÁ¡°ú ÀüÇô ÀÏÄ¡ÇÏÁö ¾Ê¾Ò´Ù. ¸¶Áö¸·À¸·Î ±¸¼ºÁÖÀÇ-ÀûÀÎ ±³¼öÀÇ µ¿±âÀû ¸ðÇüÀ» °³¹ßÇÏ°í ±×°ÍÀÇ ¼¼ ±¸¼º ¿ä¼Ò¸¦ ±â¼úÇÏ¿´´Ù.

Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist‐informed teaching. The purpose of this paper was to examine, by literature review, the extent to which motivation strategies have been included in extant models of constructivist‐informed teaching. The study involved the development of a list of motivation strategies, based on current motivation constructs. Several constructivist‐informed teaching models were then analysed. It was found that these models were rather limited in the extent to which they had explicitly integrated motivation. It was also found that some aspects of the models were not entirely in accord with current views of motivation. Finally, a motivational model of constructivist informed teaching was developed and its three components were described.

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IJSE27(15).hwp

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