"과학문화교육"

2005-01-25 (Vol 2, No 1)

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과학교육학 학위논문 요약과 종합해설

Towards a theory of representation for science education

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ABSTRACT of the above thesis submitted in fulfilment of the regulations for the degree of Doctor of Philosophy in the University of East Anglia
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The aim of this study was to seek a theory of representation which can clarify the nature of science and of students' learning of science.

Three interrelated aspects of the overall problem were examined and these are presented in parts Ⅰ, Ⅱ and Ⅲ of the thesis. These three aspects were:
(1). the critical evaluation of Gagne's theory of learning and instruction, Piaget's theory of genetic epistemology and contemporary theories of cognitive science for the viability of their static and dynamic structures of knowledge for science education.
(2). the construction of an alternative Theory Of Cognitive Science (TOCS) by integrating the useful ideas which emerged from the explorations into contemporary theories of representation.
(3). the selective application of TOCS to develop an instructional system and to analyze some realistic classroom problem solving behaviour in a science context.

Although primitive and incomplete the framework of the TOCS and of the instructional system based on the TOCS produced some potentially useful insights into the goals, content and methods of science education, such as:
(1). the representation of science in terms of explicit and teachable cognitive processes of problem solving.
(2). a clarification of Gagne's "cognitive strategies", Piaget's "operational structures" and "higher order knowledge" of cognitive science in terms of structured metaknowledge.
(3). the identification of qualitatively different forms of representation in students' learning of science and of the possible developmental patterns of these different forms.
(4). the linking of a theory of representation with other fundamental problems of science education and theories of science instruction.

Limitations of the theory were identified and suggested as the direction for further elaboration.
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School of Chemical Science
University of East Anglia
Norwich, England
January 1983

Supervisor: Dr. R. Maskill

이화국 Lee, Wha-Kuk (whakuk@mail.kcu.ac )
사이버대학교

과학문화교육연구소