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2006-06-25 (Vol 3, No 6)

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International Journal of Science Education, 26(3), 2004

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Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA
È£ÁÖ, ½ÃÇÁ·¯½º, ¹Ì±¹¿¡¼­ °úÇп¡ ´ëÇÑ Åµµ¿Í °úÇмºÃëµµÀÇ Æ¯ÀÌÇÑ È¿°ú

Elena C. Papanastasiou, Michalinos Zembylas

The purpose of this study was to investigate the 'locality' of the relationship between attitudes towards science, self-beliefs and science achievement for senior high school students in Australia, Cyprus and the USA. These relationships were examined with the use of the structural equation modeling software, AMOS. The data for this study were obtained from the Third International Mathematics and Science Study database. The results of this study demonstrated the differential effects that science achievement and science attitudes can have on each other, depending on the characteristics of the educational systems within each of country.
Furthermore, these findings provide a number of directions for further research.

ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº È£ÁÖ, ½ÃÇÁ·¯½º, ¹Ì±¹ÀÇ °íµîÇб³ Çлýµé¿¡ ´ëÇÑ °úÇп¡ ´ëÇÑ Åµµ, ÀÚ±â½Å³ä, °úÇÐ ¼ºÃëµµ »çÀÌÀÇ °ü°èÀÇ ¡®¹ß»ýÁö¡¯¸¦ Ž»öÇÏ´Â °ÍÀÌ´Ù. ÀÌ·¯ÇÑ °ü·Ã¼ºÀº ±¸Á¶½Ä ¸ðµ¨ ¼ÒÇÁÆ®¿þ¾îÀÎ AMOS¸¦ »ç¿ëÇÏ¿© ÀÌ·ç¾îÁ³´Ù. ÀÌ ¿¬±¸ÀÇ µ¥ÀÌÅÍ´Â TIMSSÀÇ °á°ú·ÎºÎÅÍ ¾ò¾îÁ³´Ù. ÀÌ¿¬±¸ÀÇ °á°ú´Â °úÇÐ ¼ºÃëµµ¿Í °úÇÐÀÇ Åµµ°¡ ¼­·Î¼­·Î¿¡ ´ëÇؼ­ °¡Áú ¼ö Àִ ƯÀÌÇÑ È¿°ú¸¦ º¸¿©Áִµ¥, ÀÌ´Â °¢ ³ª¶óÀÇ ±³À° ½Ã½ºÅÛÀÇ Æ¯¼º¿¡ ÀÇÁ¸ÇÑ´Ù.

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Effect of a long-term in-service training program on teachers' beliefs about the role of experiments in physics education
¹°¸®±³À°¿¡¼­ ½ÇÇèÀÇ ¿ªÇÒ¿¡ ´ëÇÏ¿© ±³»çÀÇ ½Å³ä¿¡ ´ëÇÑ ±³»ç ¿¬¼ö ÇÁ·Î±×·¥ÀÇ È¿°ú

Jari Lavonen, Johanna Jauhiainen, Ismo T. Koponen, Kaarle Kurki-Suonio

The basis of this paper concerns a one-and-a-half year in-service training program (In-service Training for Physics Teachers; 40 ECTS credits) for physics teachers (Grades 7-12, n = 98) designed to enhance both their subject knowledge and pedagogical content knowledge. The role of laboratory experiments in physics education in particular was discussed during lectures, seminars, and through an e-mail list. This discussion centered on the epistemic role of experiments in the teaching of physics. Working in permanent small groups was also central to the training program. Following the active phase of the project, a survey was organized to clarify the teachers' beliefs about the role of experiments. The teachers' descriptions showed that approximately 20% had improved their use of experiments in conjunction with the goals of the In-service Training for Physics Teachers program.

ÀÌ ¿¬±¸ÀÇ ±âÃÊ´Â °ú¸ñÀÇ Áö½Ä°ú ±³À°Àû ³»¿ë Áö½ÄÀ» ÁõÁø½ÃÅ°±â À§ÇÏ¿© ¼³°èµÈ ¹°¸®±³»ç¸¦ À§ÇÑ 1³â ¹Ý µ¿¾È ¼öÇàµÇ´Â ¡°¹°¸®±³»ç ¿¬¼ö ÇÁ·Î±×·¥¡±¿¡ °ü·ÃµÈ °ÍÀÌ´Ù. ƯÈ÷ ¹°¸®±³À°¿¡¼­ ½ÇÇè½Ç ½ÇÇèÀÇ ¿ªÇÒÀº ¼ö¾÷, ¼¼¹Ì³ª, À̸ÞÀϸ®½ºÆ®¸¦ ÅëÇÏ¿© ³íÀǵǾú´Ù. ÀÌ ³íÀÇ´Â ¹°¸®ÀÇ ±³À°¿¡¼­ ½ÇÇèÀÇ ÀÎÁöÀûÀÎ ¿ªÇÒ¿¡ Áß½ÉÀ» µÎ°í ÀÖ´Ù. ¼Ò±×·ìÀ¸·Î °øºÎÇÏ´Â °ÍÀº ¿ª½Ã ±³À° ÇÁ·Î±×·¥¿¡ ÇÙ½ÉÀÌ µÇ´Â °ÍÀ̾ú´Ù. ½ÇÇèÀÇ ¿ªÇÒ¿¡ ´ëÇÑ ±³»çÀÇ ½Å³äÀ» ºÐ¸íÇÏ°Ô Çϱâ À§ÇÏ¿© ¼³¹®ÀÌ ¼öÇàµÇ¾ú´Ù. ±³»çµéÀÇ ¹¦»ç´Â ´ë·«ÀûÀ¸·Î 20%°¡ ¡°¹°¸®±³»ç ¿¬¼ö ÇÁ·Î±×·¥¡±ÀÇ ¸ñÀû°úÀÇ ¿¬°è¿¡¼­ ½ÇÇèÀÇ »ç¿ëÀ» ÁõÁø½ÃÄ×´Ù´Â °ÍÀ» º¸¿©ÁÖ¾ú´Ù.


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Beliefs and knowledge in chemistry teacher development
È­Çб³»ç±³À°¿¡¼­ ½Å³ä°ú Áö½Ä

William R. Veal

The primary objective of this research was to establish a link between preservice, secondary chemistry teachers' knowledge base and beliefs about teaching. The case study followed two preservice chemistry teachers through their methods course, practicum experience, and student teaching internship. Pedagogical content knowledge vignettes, following a microgenetic model, and other data sources were used to monitor participants' conceptual change over time. Participants had well-intentioned beliefs about teaching and chemistry. The interaction of epistemologies and beliefs was determined to be synergistic, such that they remained separate epistemological ideas. The beliefs about content were not changed whereas those for teaching did change; one focused on epistemic understanding and the other on subjective realization.

ÀÌ ¿¬±¸ÀÇ ÁÖ¿ä ¸ñÀûÀº ¿¹ºñ Áßµî È­Çб³»çÀÇ Áö½Ä±â¹Ý°ú ±³¼ö¿¡ ´ëÇÑ ½Å³ä»çÀÌÀÇ °ü·ÃÀ» ¼ö¸³ÇÏ´Â °ÍÀÌ´Ù. µÎ ¸íÀÇ ¿¹ºñÈ­Çб³»ç¿¡ ´ëÇؼ­ ±×µéÀÇ ¹æ¹ý°úÁ¤, ±³À°½Ç½ÀÀ» ÅëÇÑ »ç·Ê¿¬±¸°¡ À̾îÁ³´Ù. ±³À°Àû ³»¿ë Áö½ÄÀÌ ¹Ì¼¼»ý¹°ÇÐ ¸ðµ¨·Î ¹¦»çµÇ°í, ´Ù¸¥ µ¥ÀÌÅ͵éÀº Âü¿©ÀÚµéÀÇ ½Ã°£¿¡ µû¸¥ °³³ä º¯È­¸¦ »ìÆ캸±â À§ÇÏ¿© »ç¿ëµÇ¾ú´Ù. Âü¿©ÀÚµéÀº ±³¼ö¿Í È­Çп¡ ´ëÇÑ Àß ÀǵµµÈ ½Å³äÀ» °¡Áö°í ÀÖ¾ú´Ù. Àνķаú ½Å³äÀÇ »óÈ£ÀÛ¿ëÀº »ó½ÂÀÛ¿ëÀ» ÇÏ´Â °ÍÀ¸·Î ³ªÅ¸³ª´Âµ¥, ±×µéÀº µ¶¸³ÀûÀÎ ÀνķÐÀûÀÎ ¾ÆÀ̵ð¾îµéÀ» ³²°Ü³õ¾Ò´Ù. ³»¿ë¿¡ ´ëÇÑ ½Å³äÀº º¯È­µÇÁö ¾Ê¾Ò°í, ±³¼ö¿¡ ´ëÇÑ ½Å³äÀº º¯È­°¡ µÇ¾ú´Âµ¥, ³»¿ë¿¡ ´ëÇÑ ½Å³äÀº ÀνķÐÀûÀÎ ÀÌÇØ¿¡ ÃÊÁ¡À» µÎ°í ÀÖ°í, ±³¼ö¿¡ ´ëÇÑ ½Å³äÀº ÁÖ°üÀûÀÎ ÀÌÇØ¿¡ ÃÊÁ¡À» µÎ°í ÀÖ´Â °ÍÀÌ´Ù.

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From the general to the situated: three decades of metacognition
ÀϹÝÀûÀÎ °ÍºÎÅÍ Æ¯Á¤ÇÑ °÷±îÁö: ¸ÞŸÀÎÁöÀÇ »ï½Ê³â

Petros Georghiades

This paper discusses the notion of metacognition, which is usually defined as 'cognitions about cognitions', or 'thinking about one's own thinking'. In so doing, it reviews the literature on metacognition over the past three decades, listing different definitions of the term and identifying diverse origins of processes metacognitive. Aspects of the nature of metacognition are discussed, highlighting some of its important yet problematic dimensions, and the potentially positive impact metacognition can have on the learning process is addressed. The paper also relates metacognition to the broader area of general thinking skills and discusses the appropriateness of practising metacognition with primary school children. The paper concludes with a synopsis of research in the outcomes of metacognition, in general, and in science education, in particular, highlighting recent interest in blending metacognitive thinking with science subject matter. Directions for research in science education with an interest in metacognition are also proposed.

ÀÌ ³í¹®Àº ¸ÞŸÀÎÁöÀÇ »ý°¢À» Åä·ÐÇÏ´Â °ÍÀε¥, ¸ÞŸÀÎÁö´Â Åë»óÀûÀ¸·Î ÀÎÁö¿¡ ´ëÇÑ ÀÎÁö, ÀÚ½ÅÀÇ »ý°¢¿¡ ´ëÇÑ »ý°¢À¸·Î Á¤ÀǵȴÙ. Áö³­ 30³â µ¿¾ÈÀÇ ¸ÞŸÀÎÁö¿¡ ´ëÇÑ ÀÌ·ÐÀûÀÎ ¸®ºä¸¦ ¼öÇàÇÏ¿©, ¿ë¾îÀÇ ´Ù¾çÇÑ Á¤ÀǸ¦ ³ª¿­ÇÏ°í, ¸ÞŸÀÎÁöÀûÀÎ °úÁ¤ÀÇ ´Ù¾çÇÑ ±Ù¿øÀ» È®ÀεȴÙ. ¸ÞŸÀÎÁöÀÇ º»¼ºÀÇ Æ¯Â¡ÀÌ ³íÀǵǴµ¥, Áß¿äÇÏÁö¸¸ ¹®Á¦°¡ ÀÖ´Â °ÍµéÀ» °­Á¶ÇÏ¿´´Ù. ±×¸®°í ¸ÞŸÀÎÁö°¡ ÇнÀ°úÁ¤¿¡¼­ °¡Áú ¼ö ÀÖ´Â ÀáÀçÀûÀ¸·Î ±àÁ¤ÀûÀÎ ¿µÇâµéÀÌ ¼Ò°³µÈ´Ù. ÀÌ ³í¹®Àº ¶ÇÇÑ ¸ÞŸÀÎÁö¿Í ÀϹÝÀûÀÎ »ç°í±â¼úÀÇ ´õ ³ÐÀº ¿µ¿ªÀ» °ü·ÃÁþ°í, ÃʵîÇб³ Çлýµé°ú ¸ÞŸÀÎÁö¸¦ ¿¬½ÀÇÏ´Â ÀûÇÕ¼ºÀ» ³íÀÇÇÏ¿´´Ù. ÀÌ ³í¹®Àº ÀϹÝÀûÀ¸·Î ¸ÞŸÀÎÁöÀÇ °á°ú¿¡¼­ ¿¬±¸ÀÇ °³·«À¸·Î °á·ÐÀ» Áþ´Â´Ù. ±×¸®°í °úÇб³À°¿¡¼­ ƯÈ÷ °úÇÐ ÁÖÁ¦¿Í ¸ÞŸÀÎÁöÀû »ç°í¸¦ ¼¯´Â°Í¿¡ ´ëÇÑ ÃÖ±ÙÀÇ °ü½ÉÀ» °­Á¶ÇÏ¿´´Ù. ¸ÞŸÀÎÁö¿¡¼­ÀÇ °ü½É°ú °úÇб³À°¿¡¼­ ¿¬±¸¸¦ À§ÇÑ ¹æÇâÀÌ ¶ÇÇÑ Á¦½ÃµÇ¾ú´Ù.

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