"°úÇй®È­±³À°"

2006-05-25 (Vol 3, 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,26(4) 2004

Student conceptualizations of the nature of science in response to a socioscientific issue.
»çȸ°úÇÐÀûÀÎ À̽´¿¡ ´ëÇÑ ÀÀ´ä¿¡¼­ ÇлýµéÀÇ °úÇÐÀÇ º»¼ºÀÇ °³³äÈ­

Sadler, Troy D
Chambers, F. William
Zeidler, Dana L

This study investigates student conceptualizations of the nature of science (NOS) and how students interpret and evaluate conflicting evidence regarding a socioscientific issue. Eighty-four high school students participated in the study by reading contradictory reports about the status of global warming and responding to questions designed to elicit ideas pertinent to the research goals. A subsample of 30 students was interviewed in order to triangulate data from the written responses. Data were analyzed using a qualitative methodological approach. The participants displayed a range of views on three distinct aspects of NOS: empiricism, tentativeness, and social embeddedness. Findings indicate that interpretation and evaluation of conflicting evidence in a socioscientific context is influenced by a variety of factors related to NOS such as data interpretation and social interactions including individuals' own articulation of personal beliefs and scientific knowledge. Implications for science teaching and learning are discussed.
ÀÌ ¿¬±¸´Â ÇлýµéÀÇ °úÇÐÀÇ º»¼º¿¡ ´ëÇÑ °³³äÈ­¸¦ Ž»öÇÏ°í ÇлýµéÀÌ ¾î¶»°Ô »çȸ°úÇÐÀûÀÎ À̽´¿¡ °ü·ÃµÈ »óÃæµÈ Áõ°Å¸¦ Çؼ®ÇÏ°í Æò°¡ÇÏ´Â Áö¸¦ ¾Ë¾Æº¸´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸¿¡ 84¸íÀÇ °íµîÇб³ ÇлýµéÀÌ Âü°¡ÇÏ¿© Áö±¸ ¿Â³­È­ÀÇ »óÅ¿¡ ´ëÇÏ¿© »ó¹ÝµÇ´Â º¸°í¼­¸¦ Àаí, ¿¬±¸ ¹®Á¦¿¡ ÀûÀýÇÑ »ý°¢À» À̲ø¾î³»±â À§ÇÑ Áú¹®¿¡ ´äº¯ÇÏ¿´´Ù. ¾º¿©Áø ´äº¯µé·ÎºÎÅÍ µ¥ÀÌÅ͸¦ »ï°¢Ãø·®Çϱâ À§ÇÏ¿© 30¸íÀÇ Çлýµé¿¡ ´ëÇÑ ¸é´ãÀ» ½Ç½ÃÇÏ¿´´Ù. µ¥ÀÌÅÍ´Â ÁúÀûÁ¢±Ù¹ýÀ» »ç¿ëÇÏ¿© ºÐ¼®µÇ¾ú´Ù. Âü°¡ÀÚµéÀº °úÇк»¼ºÀÇ ¼¼ °¡Áö µ¶¸³ÀûÀÎ Ãø¸é(°æÇè·Ð, tentativeness, social embeddedness)¿¡ ´ëÇÑ ´Ù¾çÇÑ °ßÇظ¦ º¸¿©ÁÖ¾ú´Ù. ¿¬±¸°á°ú´Â »çȸ°úÇÐÀûÀÎ ¸Æ¶ô¿¡¼­ »óÃæÇÏ´Â Áõ°Å¿¡ ´ëÇÑ Çؼ®°ú Æò°¡´Â °³ÀÎÀû ½Å³ä°ú °úÇÐÀû Áö½ÄÀÇ °³ÀÎÀÇ ÀÚ±â ÀÌÀ½À» Æ÷ÇÔÇÑ µ¥ÀÌÅÍ Çؼ®°ú »çȸÀû »óÈ£ÀÛ¿ë°ú °°Àº °úÇк»¼º¿¡ °ü·ÃµÈ ´Ù¾çÇÑ ¿äÀε鿡 ÀÇÇØ ¿µÇâÀ» ¹Þ´Â´Ù´Â °ÍÀ» º¸¿©ÁØ´Ù. °úÇÐ ±³¼ö¿Í ÇнÀÀ» À§ÇÑ Á¦¾ðµéÀÌ ³íÀǵȴÙ.

---------------------------------------------------------

Reconceptualizing the teaching of controversial issues.
³íÀïÀûÀÎ À̽´µéÀ» ±³¼öÇÏ´Â °ÍÀÇ Àç°³³äÈ­

Oulton, Chris
Dillon, Justin
Grace, Marcus M

Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem-solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied.
°úÇÐÀº ¸ðµç »çÈ­¿¡¼­ ³íÀïÇÒ¸¸ÇÑ °ÍÀ¸·Î ¿©°ÜÁö´Â ¼ö¸¹Àº À̽´µéÀÇ ÇØ°áÃ¥À» Á¦°øÇÏ´Â ¿ªÇÒÀ» ÇÑ´Ù. ±×·¯³ª È¿°úÀûÀÎ ¹®Á¦ ÇØ°áÀڷμ­ÀÇ °úÇаú °úÇÐÀÚ¿¡¼­ ÀڽۨÀÌ ºÎÁ·ÇÏ´Ù´Â ¿©·¯ Áõ°ÅµéÀÌ Áö¼ÓÀûÀ¸·Î º¸ÀÌ°í ÀÖ´Ù. ÀÌ ¿¬±¸´Â ÀÌ·¯ÇÑ ÀڽۨÀÇ ºÎÁ·ÀÌ ºÎºÐÀûÀ¸·Î´Â °úÇб³À°ÀÚµéÀÌ ³íÀïÀûÀÎ À̽´µéÀ» Á¦½ÃÇÏ´Â ¹æ¹ý ¶§¹®À̶ó°í »ý°¢ÇÑ´Ù. ƯÈ÷ ³íÀï¿¡ ´ëÇÏ¿© °¡¸£Ä¡´Â ÇöÀçÀÇ Á¢±Ù¹ýµéÀÌ ÃæºÐÈ÷ À̽´µé ÀÚüÀÇ º»¼ºÀ» ÀÎÁöÇÏÁö ¸øÇÏ°í ÀÖ´Ù°í ÁÖÀåÇÑ´Ù. ÀÌ ¿¬±¸´Â ³íÀïÀûÀÎ À̽´µéÀ» °¡¸£Ä¡´Â °ÍÀÇ Àç°³³äÈ­¸¦ À§ÇÑ ±âÃʷμ­ ¸î °¡Áö ¿øÄ¢À» Á¦½ÃÇÏ°í ¾î¶»°Ô À̰͵éÀÌ Àû¿ëµÉ ¼ö ÀÖ´ÂÁö¿¡ ´ëÇÑ ¿¹¸¦ Á¦½ÃÇÑ´Ù.

---------------------------------------------------------

How can we identify replies that accurately reflect students' knowledge? A methodological proposal.
¾î¶»°Ô ¿ì¸®´Â ÇлýµéÀÇ Áö½ÄÀ» Á¤È®ÇÏ°Ô ¹Ý¿µÇÏ´Â ÀÀ´äÀ» È®ÀÎÇÒ ¼ö ÀÖÀ»±î? ¹æ¹ý·ÐÀûÀÎ Á¦¾È

Marin, N.
Gomez, E. Jimenez
Benarroch, A.

The catalogue of conceptions that students are said to have concerning the different topics of the science curriculum is so great that some authors consider this line of research to be exhausted. However, others insist on the need to re-examine students' conceptions in order to better describe them using new theoretical, contexts and research methods. We present an integrated set of guidelines and methodological techniques for selecting those replies that best reflect students' knowledge.
ÇлýµéÀÌ °úÇÐ ±³À°°úÁ¤ÀÇ ´Ù¾çÇÑ ÁÖÁ¦µé¿¡ ´ëÇؼ­ °¡Áö°í ÀÖ´Â ¿©·¯ °¡Áö »ý°¢µéÀº ³Ê¹«³ª Ä¿¼­ ¾î¶² ¿¬±¸ÀÚµéÀº ÀÌ·¯ÇÑ ¿¬±¸´Â ¼Ò¸ðÀûÀ̶ó°í ¿©±â°í ÀÖ´Ù. ±×·¯³ª ¶Ç ´Ù¸¥ ¿¬±¸ÀÚµéÀº »õ·Î¿î ÀÌ·ÐÀû, ¸Æ¶ôÀû, ¿¬±¸¹æ¹ýÀ» »ç¿ëÇÏ¿© ÇлýµéÀÇ °³³äÀ» ´õ Àß ¹¦»çÇϱâ À§ÇÏ¿© ÇлýµéÀÇ °³³äµéÀ» ´Ù½Ã È®ÀÎÇÒ ÇÊ¿ä°¡ ÀÖ´Ù°í ÁÖÀåÇÑ´Ù. ¿ì¸®´Â ÇлýµéÀÇ Áö½ÄÀ» °¡Àå Àß ¹Ý¿µÇÏ´Â ±×·¯ÇÑ ´äº¯µéÀ» °í¸£±â À§ÇÑ ÅëÇÕµÈ ÀÏ·ÃÀÇ ¾È³»¼±°ú ¹æ¹ý·ÐÀûÀÎ ±â¹ýÀ» Á¦½ÃÇÑ´Ù.

---------------------------------------------------------

Teaching for understanding and/or teaching for the examination in high school physics.
°íµîÇб³ ¹°¸®¿¡¼­ ÀÌÇظ¦ À§ÇÑ ±³¼ö¿Í ½ÃÇèÀ» À§ÇÑ ±³¼ö

Geelan, David R.
Wildy, Helen
Louden, William
Wallace, John

Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and control, the teacher is described as the facilitator of a largely student-directed search for understanding. More 'transmissive', teacher-centred approaches are held to lead to poor student understanding, low cognitive engagement and rote learning. This paper reports a case study of physics teaching in a government high school in Perth, Western Australia. This case study is part of a larger project spanning 5 years and eight case investigations in Perth schools. While the pedagogical style of the teacher studied could be labelled as 'transmissive', we tentatively assert that his practice exemplified high-quality physics teaching and led to high-quality understanding on the part of the students. The study suggests that prescriptions for quality teaching must be sensitive to issues of context and content, and that further study in a variety of school contexts is required to expand our understanding of what constitutes good teaching and learning in physics.
¡®ÀÌÇظ¦ À§ÇÑ ±³¼ö¡¯¿Í ¡®½ÃÇèÀ» À§ÇÑ ±³¼ö¡¯ÀÇ °ü·ÃµÈ »ý°¢µé¿¡ ´ëÇÑ Âü°íÀÚ·á´Â ¾î¶°ÇÑ ±³½Ç ¿¬±¸¹ýÀ» óġÇÏ´Â °ÍÀ¸·Î½á Çؼ®µÇ´Â °æÇâÀÌ ÀÖ´Ù. Á¾Á¾ ±¸¼ºÁÖÀÇÀûÀÎ ±³¼ö¹ýÀ¸·Î ÀνĵǴ Àü·«µéÀÌ Àִµ¥, ÀÌ°ÍÀº ±³»çÀÇ ¿ªÇÒÀ» ÀçÁ¤ÀÇÇÏ´Â °ÍÀÌ´Ù. ±³»çÀÇ ¿ªÇÒÀ» Áö½ÄÀÇ ±Ù¿ø°ú ÅëÁ¦ÇÏ´Â °ÍÀÌ ¾Æ´Ï¶ó ÇлýÁÖµµÀÇ È°µ¿ÀÇ ÃËÁøÀڷμ­ÀÇ ¿ªÇÒÀÌ´Ù. Àü´ÞÀÚÀûÀÎ ±³¼ö Áß½ÉÀÇ ±³¼ö¹ýÀº ÇлýµéÀÇ ÀÌÇظ¦ ³ôÀÌÁö ¸øÇÏ°í ³·Àº ÀÎÁöÀûÀÎ »óŸ¦ ¸¸µé¸ç ÆÇ¿¡ ¹ÚÈù ÇнÀÀ̶ó°í ¿©°ÜÁø´Ù. ÀÌ ¿¬±¸´Â ¼­ºÎ È£ÁÖÀÇ °ø¸³ °íµîÇб³¿¡¼­ÀÇ ¹°¸®ÇнÀÀÇ »ç·Ê¿¬±¸ÀÌ´Ù. ÀÌ »ç·Ê¿¬±¸´Â 5³â µ¿¾ÈÀÇ Å« ÇÁ·ÎÁ§Æ®ÀÇ ºÎºÐÀÌ´Ù. ¿¬±¸µÈ ±³»çÀÇ ±³À°¹ýÀº ¡®Àü´ÞÀÚ¡¯·Î ¸í¸íµÇ¾úÁö¸¸, ¿ì¸®´Â ÀÓ½ÃÀûÀ¸·Î ±×ÀÇ ½ÇÇàÀº ³ôÀº ÁúÀÇ ¹°¸®±³¼öÀ̸ç ÇлýµéÀÇ ³ôÀº ÀÌÇظ¦ À̲ø¾ú´Ù°í ÁÖÀåÇÑ´Ù. ÀÌ ¿¬±¸´Â ±³¼öÀÇ ÁúÀû Çâ»óÀ» À§ÇÑ Ã³¹æÀº »óȲ°ú ³»¿ëÀÇ ¹®Á¦¿¡ ¸Å¿ì ¹Î°¨ÇÏ´Ù´Â °ÍÀ» Á¦½ÃÇÑ´Ù. ±×¸®°í ¹«¾ùÀÌ ¹°¸®¿¡¼­ ÁÁÀº ±³¼ö¿Í ÇнÀÀ» ±¸¼ºÇÏ´ÂÁö¿¡ ´ëÇÑ ÀÌÇظ¦ ³ÐÈ÷±â À§ÇÏ¿© ´Ù¾çÇÑ Çб³ »óȲ¿¡¼­ ¸¹Àº ¿¬±¸°¡ ¿ä±¸µÊÀ» ¹àÈù´Ù.

---------------------------------------------------------

Out-of-school experiences in science classes: problems, issues and challenges in Botswana.
°úÇÐ ¼ö¾÷¿¡¼­ÀÇ Çб³¹Û °æÇè: º¸Ã÷¿Í³ª¿¡¼­ÀÇ ¹®Á¦¿Í µµÀü

Koosimile, Anthony T.

This paper sets out to identify some key problems, issues and challenges relating to out-of-school experiences of learners in science teaching that emerged during classroom observations in schools in Botswana. Generally, there is evidence suggesting weak incorporation of learners' experiences into teaching. The experiences seemed to have a lower teaching priority than did formal universally accepted canonical science concepts. The study revealed that the relative merits of the science curriculum also appeared undermined by lack of teacher preparedness to handle the learners' out-of-school experiences. This paper also considers some of the implications of the research findings to science education in Botswana.
ÀÌ ³í¹®Àº º¸Ã÷¿Í³ªÀÇ Çб³¿¡¼­ ±³½Ç °üÂûÀ» ÇÏ´Â µ¿¾È¿¡ ³ªÅ¸³ª´Â °úÇÐ ¼ö¾÷¿¡¼­ ÇнÀÀÚµéÀÇ Çб³ ¹Û °æÇè¿¡ °ü·ÃµÈ ¸î ÁÖ¿äÇÑ ¹®Á¦, À̽´, µµÀüµéÀ» È®ÀÎÇÏ´Â °ÍÀÌ´Ù. ÀϹÝÀûÀ¸·Î´Â ÇнÀÀÚµéÀÇ °æÇèÀÌ ÇнÀÀ¸·Î ¿¬°áµÇ´Â °ÍÀº ¾àÇÏ´Ù´Â Áõ°ÅµéÀÌ ÀÖ´Ù. ÀÌ·¯ÇÑ °æÇèµéÀº º¸ÆíÀûÀ¸·Î Çü½ÄÀûÀ¸·Î ¹Þ¾Æµé¿©Áø °úÇÐ °³³äµé¿¡ ºñÇؼ­ ´õ ³·Àº ÇнÀ°ü·Ã¼ºÀ» º¸ÀÌ´Â °Í °°´Ù. ¿¬±¸¿¡¼­´Â °úÇÐ ±³À°°úÁ¤ÀÇ »ó´ëÀûÀÎ ÀåÁ¡µéÀÌ ÇнÀÀÚµéÀÇ Çб³ ¹Û °æÇèµéÀ» ´Ù·ç´Âµ¥ À־ ±³»çµéÀÇ ÁغñÀÇ ºÎÁ·¿¡ ÀÇÇؼ­ ¿ª½Ã ¾àÇØÁö´Â °ÍÀ¸·Î ³ªÅ¸³²À» º¸¿©ÁØ´Ù. ÀÌ ³í¹®Àº ¶ÇÇÑ º¸Ã÷¿Í³ª¿¡¼­ÀÇ °úÇб³À°¿¡ ´ëÇÏ¿© ¹ß°ßµÈ ¸î °¡Áö ³íÀǸ¦ Æ÷ÇÔÇÑ´Ù.

---------------------------------------------------------

The learning processes of two high-school biology students when reading primary literature.
ÃÊ±Þ ÀڷḦ ÀÐÀ» ¶§ µÎ ¸íÀÇ °íµîÇб³ »ý¹° ÇлýµéÀÇ ÇнÀ °úÁ¤

Brill, Gilat
Falk, Hedda
Yarden, Anat

Biology education, like education in any other discipline, strives to make students familiar with the knowledge, activities, and ways of thinking of the community of biologists. We produced a curriculum in developmental biology based on learning through primary literature, in an attempt to develop biological literacy among highschool students. Here we characterize the way in which two high-school biology students read a research article in developmental biology. Mere reading resulted in superficial comprehension. In contrast, when the students answered questions about the text, deeper comprehension evolved. The students could overcome readingcomprehension problems by applying well-established reading strategies, but encountered difficulties resulting from the classical structure of research articles. We hope that our characterization of the learning process of research articles by high-school students will enable the use of these complex texts in high-school biology classrooms.
´Ù¸¥ ¿µ¿ª¿¡¼­ÀÇ ±³À°°ú ¸¶Âù°¡Áö·Î »ý¹°±³À°Àº ÇлýµéÀÌ Áö½Ä, È°µ¿, »ý¹°ÇÐÀÚÀÇ °øµ¿Ã¼¿¡ ´ëÇÏ¿© »ý°¢ÇÏ´Â ¹æ½Ä¿¡ Àͼ÷ÇØÁö°Ô ÇÏ·Á°í ³ë·ÂÇÑ´Ù. ¿ì¸®´Â °íµîÇб³ ÇлýµéÀÇ »ý¹°ÇÐÀû ¼Ò¾çÀ» ³ôÀÌ·Á´Â ½Ãµµ·Î¼­ ÃÊ±Þ ÀڷḦ ÅëÇÑ ÇнÀ¿¡ ±âÃʸ¦ µÐ ¹ß´Þ»ý¹°ÇÐÀÇ ±³À°°úÁ¤À» ¸¸µé¾ú´Ù. ¿©±â¼­ ¿ì¸®´Â µÎ ¸íÀÇ °íµîÇб³ »ý¹° ÇлýµéÀÌ ¹ß´Þ»ý¹°Çп¡¼­ ¿¬±¸ ³í¹®À» Àд ¹æ½ÄÀ» Ư¡ȭÇÑ´Ù. ´ÜÁö Àд °ÍÀº ÇÇ»óÀûÀÎ ÀÌÇظ¦ À̲ø¾î³½´Ù. ´ëÁ¶ÀûÀ¸·Î ÇлýµéÀÌ ±Û¿¡ ´ëÇÑ Áú¹®¿¡ ´ë´äÀ» ÇÒ ¶§ ´õ ±íÀº ÀÌÇØ°¡ ³ªÅ¸³­´Ù. ÇлýµéÀº Àß ¼ö¸³µÈ Àбâ Àü·«À¸·Î½á ÀбâÀÌÇØ ¹®Á¦¸¦ ÇØ°áÇÒ ¼ö ÀÖÁö¸¸, ¿¬±¸ ³í¹®ÀÇ °íÀüÀûÀÎ ±¸Á¶·ÎºÎÅÍ ¾ß±âµÇ´Â ¾î·Á¿ò¿¡ Á¢ÇÏ¿´´Ù. ¿ì¸®´Â °íµîÇб³ Çлýµé¿¡ ÀÇÇÑ ¿¬±¸ ³í¹®ÀÇ ÇнÀ°úÁ¤ÀÇ Æ¯Â¡È­°¡ °íµîÇб³ »ý¹° ¼ö¾÷¿¡¼­ ÀÌ·¯ÇÑ º¹ÀâÇÑ ÀÚ·áÀÇ »ç¿ëÀ» °¡´ÉÇÏ°Ô ÇÒ °ÍÀ̶ó°í Èñ¸ÁÇÑ´Ù.

÷ºÎ
IJSE_V26N04(2004).hwp

À̺À¿ì
´Ü±¹´ëÇб³ °úÇб³À°°ú

°úÇй®È­±³À°¿¬±¸¼Ò