"°úÇй®È­±³À°"

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

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International Journal of Science Education, 28(4), 2006

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1.ÃÊµî °úÇб³À°¿¡¼­ÀÇ »çȸÇൿÁÖÀÇ: Áö±¸ ¿Â³­È­ ±³À°ÀÇ °úÇÐ-±â¼ú-»çȸÀû Á¢±Ù
Social Activism in Elementary Science Education: A science, technology, and society approach to teach global warming.

By: Lester, Benjamin T.; Li Ma; Okhee Lee; Lambert, Julie.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p315-339

ÀÌ ¿¬±¸´Â ´ë±Ô¸ð ±³À°Àû ÁßÀç ¿¬±¸ÀÇ ÇÑ ºÎºÐÀ¸·Î¼­, Áõ°¡ÇÏ´Â ¿Â½ÇÈ¿°ú¿Í Áö±¸ ¿Â³­È­¿¡ ´ëÇÑ ÃʵîÇлýÀÇ °úÇÐ Áö½Ä°ú »çȸÇൿÁÖÀÇ¿¡ ´ëÇÑ Áö°¢À» Á¶»çÇÏ¿´´Ù. ÀÌ ¿¬±¸´Â ¹Ì±¹ ´ëµµ½Ã Çб³±¸¿ªÀÇ ´Ù¾çÇÑ ÀÎÀû ±¸¼ºÀ» º¸¿©ÁÖ´Â 5°³ ÃʵîÇб³ÀÇ 5Çгâ ÇлýµéÀ» ´ë»óÀ¸·Î ¼öÇàµÇ¾ú´Ù. ÀÌ ¿¬±¸´Â Çгâ ÃÊ¿Í Çг⸻¿¡ ½Ç½ÃÇÑ ¿Â½ÇÈ¿°ú Áõ°¡¿Í Áö±¸ ¿Â³­È­¿¡ ´ëÇÑ ÇлýÀÇ Áï¼® ±Û¾²±â ¹ÝÀÀ¿¡ ±âÃÊÇÏ¿´´Ù. ¿¬±¸ °á°ú, ÀûÇÕÇÑ °úÇÐÁö½ÄÀ» °¡Áø ÇлýµéÀº »çȸÀû ÇൿÁÖÀǸ¦ º¸´Ù ºó¹øÈ÷ µå·¯³»´Â °æÇ×ÀÌ ÀÖ¾ú°í, ±×µéÀÇ »çȸÇൿÁÖÀÇÀû Ç¥ÇöÀº ¼ö¾÷À» ÅëÇØ °úÇÐÁö½ÄÀ» º¸´Ù Àß È¹µæÇÒ¼ö·Ï ´õ¿í Áõ°¡ÇÏ¿´´Ù. ÀÌ·¯ÇÑ ¿¬±¸ °á°ú´Â À¯ÃʵîÇлýÀ» ´ë»óÀ¸·Î ÀÌ¿Í °°Àº Çö´ëÀûÀ̸ç Åä·ÐÀûÀÎ ³íÁ¦¿¡ ´ëÇÑ È¿°úÀûÀÎ ¼ö¾÷ÀÇ Á߿伺À» ºÎ°¢ÇÏ°í ÀÖÀ¸¸ç, À̵éÀÌ ÀÌ·¯ÇÑ È¿°úÀûÀÎ ±³À°À» ÅëÇÏ¿© »çȸÀû ¹®Á¦¿¡ ´ëÇؼ­ ÀÚ°¢ÇØ°¡¸ç ¹®Á¦ ÇØ°áÀ» À§ÇÑ ÇൿÀ» ÃëÇÏ¸ç »çȸÀûÀ¸·Î Ã¥ÀÓ°¨Àִ û¼Ò³â°ú ¼ºÀÎÀ¸·Î ¼ºÀåÇÒ ¼ö ÀÖÀ½À» ½Ã»çÇÑ´Ù.
As part of a large‐scale instructional intervention research, this study examined elementary students¡¯ science knowledge and awareness of social activism with regard to an increased greenhouse effect and global warming. The study involved fifth‐grade students from five elementary schools of varying demographic makeup in a large urban school district in the United States. The study was based on the analysis of students¡¯ responses to a writing prompt addressing an increased greenhouse effect and global warming at the beginning of and at the completion of instruction over the school year. The results indicate that students with adequate science knowledge tended to express activism more frequently, and that their expression of activism increased as they gained better science knowledge after the instruction. The results highlight the importance of effective instruction of this contemporary and controversial issue with K‐12 students, so that they come to be aware of this societal problem, take action in solving the problem, and become socially responsible youth and adults.
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2. ¹°¸® ¿µ¿ªÀÇ Àü»ê½Ã´¿ ÇнÀȯ°æ¿¡¼­ °úÇÐÀû ¹ß°ß ÇнÀ ÃËÁøÀ» À§ÇÑ ¹ß°ß¹ý »ç¿ë
Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain.

By: Veermans, Koen; van Joolingen, Wouter; de Jong, Ton.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p341-361

ÀÌ ³í¹®Àº Àü»ê½Ã´¿ ±â¹Ý ÇнÀÀ» ÅëÇÏ¿© ¹ß°ßÇнÀÀ» ÃËÁøÇÏ´Â ¹ß°ß¹ýÀû Áö¿ø¿¡ ´ëÇÑ ¿¬±¸¸¦ ±â¼úÇÏ°í ÀÖ´Ù. ÀÌ ¿¬±¸¿¡¼­´Â Ãæµ¹À̶ó´Â ÁÖÁ¦ÀÇ ¹°¸® ¿µ¿ª¿¡¼­ ÀÌ¿Í °°Àº µÎ °¡Áö ÇнÀȯ°æÀ» ºñ±³ÇÏ°í ÀÖ´Ù. ù° ÇнÀ ȯ°æ(ÀáÀçÀû ¹ß°ß¹ý)¿¡¼­´Â ÇнÀÀÚ¿¡°Ô ¹ß°ß¹ý ÀÚü¸¦ Á¦°øÇÏÁö ¾Ê°í ´ÜÁö ¹ß°ß¹ýÀ¸·ÎºÎÅÍ À¯·¡µÈ ¾È³»¸¸À» Á¦°øÇÏ¿´°í; ¶Ç ´Ù¸¥ ÇнÀ ȯ°æ(¸í½ÃÀû ¹ß°ß¹ý)¿¡¼­´Â ÇнÀÀÚ¿¡°Ô ¹ß°ß¹ý ÀÚü¸¦ ¾Ë·ÁÁÖ¾ú´Ù. ÀÌ µÎ °¡Áö ÇнÀ ȯ°æÀº 2°³ Çб³ 46¸íÀÇ Çлýµé¿¡ ÀÇÇØ Æò°¡µÇ¾ú´Ù. ¿¬±¸ °á°ú ÇнÀÀÚµéÀº µÎ Á¶°Ç ¸ðµÎ¿¡¼­ »çÀü-»çÈÄ °Ë»ç·ÎºÎÅÍ ¿µ¿ª Áö½ÄÀ» ¾ò¾ú´Ù. ȸ±ÍºÐ¼® °á°ú, ÀáÀçÀû ¹ß°ß¹ý ȯ°æÀÇ °æ¿ì »çÀü °Ë»ç °á°ú°¡ »çÈÄ °Ë»ç °á°ú¸¦ ¿¹ÃøÇÒ ¼ö ÀÖÁö¸¸ ¸í½ÃÀû ¹ß°ß¹ý ȯ°æÀº ±×·¸Áö ¾ÊÀ½À» º¸¿©ÁØ´Ù. °úÁ¤ ºÐ¼®°á°ú´Â ¹ß°ß¹ýÀ» ¸í½ÃÀûÀ¸·Î Á¦½ÃÇÏ´Â °ÍÀÌ Çлýµé¿¡°Ô º¸´Ù ÀÚ±â Á¶Àý ÇнÀÀ» ÃËÁøÇÑ´Ù´Â °ÍÀ» º¸¿©ÁØ´Ù.
This article describes a study into the role of heuristic support in facilitating discovery learning through simulation‐based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance derived from heuristics, without presenting the heuristics themselves; in the other (explicit heuristics) the heuristics themselves are also made explicit to the learner. The two learning environments are tested with 46 students from two schools. The results show that learners in both conditions gain domain knowledge from pre‐test to post‐test. Regression analyses show that pre‐test results can predict post‐test results in the implicit heuristics condition but not in the explicit heuristic condition. Process analyses suggest that presenting the heuristics explicitly facilitate more self‐regulation in students.
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3. °úÇп¡ °üÇÑ °íµîÇлýÀÇ °üÁ¡¿¡ À־ ¼ºÂ÷
Gender Differences in High‐school Students¡¯ Views about Science.

By: Miller, Patricia H.; Blessing, Jennifer Slawinski; Schwartz, Stephanie.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p363-381

ÀÌ ¿¬±¸¿¡¼­´Â 79¸íÀÇ °íµîÇлýµéÀÇ °úÇÐ ¼ö¾÷¿¡ ´ëÇÑ Åµµ, °úÇаú °úÇÐÀÚ¿¡ ´ëÇÑ ÀÎ½Ä ¹× °úÇÐ Àü°øÇϱ⿡ ´ëÇÑ °üÁ¡À» Á¶»çÇÏ¿´´Ù. ÀÌ ¿¬±¸´Â ¼±Çà ¿¬±¸µé¿¡ ±â¼úµÈ ¿©ÇлýµéÀÇ °úÇп¡ ´ëÇÑ ³·Àº Âü¿©¿Í Èï¹Ì¿¡ ³»ÀçµÈ ¸î °¡Áö ¹Ì¹¦ÇÑ Á¡À» ¹àÇôÁÖ°í ÀÖ´Ù. ¼ø¼­¸Å±â±â¿Í ¼³¹® °á°ú·ÎºÎÅÍ ³× °¡Áö ³íÀÇÁ¡ÀÌ ³ªÅ¸³µ´Ù. ù°, ¿©ÇлýµéÀº °úÇÐÀ» Àü°øÇÏ·Á°í °èȹÇÒ ¶§µµ ³²Çлýµéº¸´Ù ±×µéÀÌ °èȹÇÑ Àü°øÀÇ Àΰ£ÁöÇâÀûÀÎ Ãø¸é¿¡ º¸´Ù °ü½ÉÀÌ ÀÖ´Ù. µÑ°, »ý¹°ÇÐÀº ¿©ÇлýÀÇ °úÇп¡ ´ëÇÑ ³·Àº Èï¹Ì¿¡¼­ Á¦¿ÜµÈ ÇÑ°¡ÁöÀÌ´Ù. ¼Â°, ¿©ÇлýµéÀº Á¾Á¾ ÀÇÇÐÀ̳ª ¹°¸®Ä¡·á¿Í °°Àº °Ç°­ °ü·Ã Á÷¾÷À» °®±â À§ÇØ °úÇÐÀû ¹è°æÀÌ ÇÊ¿äÇϱ⠶§¹®¿¡ °úÇÐ Àü°øÀ» ¼±ÅÃÇÑ´Ù. ³Ý°, ¿©ÇлýµéÀº ÀϹÝÀûÀ¸·Î °úÇÐÀ» Àç¹Ì¾ø°Ô »ý°¢ÇÏ°í (±×µéÀÌ ÀνÄÇÑ) °úÇÐÀû »ýÈ°¹æ½ÄÀº ¸Å·ÂÀûÀÌÁö ¾ÊÀº °ÍÀ¸·Î ¿©±ä´Ù. ³¡À¸·Î °úÇÐ ±³À°¿¡ ´ëÇÑ ½Ã»çÁ¡À» ³íÀÇÇÏ¿´´Ù.
This study examined gender differences in 79 high‐school students¡¯ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females¡¯ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females¡¯ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed.
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4. ±¤ÇÕ¼º¿¡ ´ëÇÑ ÇлýµéÀÇ ÀÌÇØ: ¸ðµç Ãø¸éµé¿¡ ´ëÇÑ µ¿½ÃÀû Æò°¡¸¦ À§ÇÑ ¼³¹®
Pupils' Understanding of Photosynthesis: A questionnaire for the simultaneous assessment of all aspects.

By: Marmaroti, Panagiota; Galanopoulou, Dia.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p383-403

ÀÌ ¿¬±¸¿¡¼­´Â, ±¤ÇÕ¼ºÀÇ ¸ðµç Ãø¸é¿¡ ´ëÇؼ­ Á¶»çÇÏ´Â ³¡´ÝÈù ¼³¹®À» 13¼¼ÀÇ ±×¸®½º Çлý 290¸í¿¡°Ô µ¿½ÃÀûÀ¸·Î ½Ç½ÃÇÏ¿´´Ù. ¼³¹®Àº »óº¸ÀûÀÌ¸ç ³í¸®ÀûÀ¸·Î °ü·ÃÀÖ´Â ¹®Ç×µéÀ» Æ÷ÇÔÇÏ°í À־, ±³Â÷ ºÐ¼®À» ÅëÇØ °¢ Ãø¸é¿¡ ´ëÇÑ ÀÌÇظ¦ Æò°¡ÇÒ ¼ö ÀÖµµ·Ï ÇÏ¿´´Ù. ¿¬±¸ÀÇ ÁÖ¿ä ¹ß°ßÁ¡Àº ´ÙÀ½°ú °°´Ù: ÇлýµéÀº ±¤ÇÕ¼ºÀ» È­ÇÐÀû ¹ÝÀÀÀ¸·Î ÀνÄÇÏÁö ¸øÇÏ¸ç ¿±·Ï¼ÒÀÇ ¿ªÇÒÀ» ÀÌÇØÇÏÁö ¸øÇÏ°í ÀÖ´Ù; ÇлýµéÀÇ ¿¡³ÊÁö¿¡ ´ëÇÑ À߸øµÈ ÀÌÇش ž翭À» µ¿·ÂÈ­ÇÏ´Â °Í°ú °°Àº ¾ð±Þ°ú °°ÀÌ ¿¡³ÊÁöÀÇ ÇüÅÂ¿Í °ü·Ã ÀÖ´Ù; ¾î¶² ÇлýµéÀº ½Ä¹°ÀÌ ¸ðµç ¾çºÐÀ» ȯ°æÀ¸·ÎºÎÅÍ ¹Þ´Â´Ù´Â ¿À°³³äÀ» À¯ÁöÇÑ´Ù; ÇлýµéÀº ±¤ÇÕ¼ºÀ» È£Èí°ú È¥µ¿Çϰųª ¶ÇÇÑ ±¤ÇÕ¼ºÀÌ ¾øÀ» ¶§ È£ÈíÀÌ ¹ß»ýÇÑ´Ù°í ¹Ï´Â´Ù. ÀÌ ¼³¹®Àº ÇлýµéÀÇ ±¤ÇÕ¼ºÀÇ °¢ Ãø¸é¿¡ ´ëÇÑ ÀÌÇØ¿Í ÇÑ Ãø¸é ÀÌ»ó¿¡ ´ëÇÑ µ¿½ÃÀûÀÎ ÀÌÇظ¦ Æò°¡Çϱâ À§ÇØ ±³»çµé¿¡ ÀÇÇØ »ç¿ëµÉ ¼ö ÀÖ´Ù.
In this study, a close‐ended questionnaire examining all aspects of photosynthesis simultaneously has been developed and administered to 290 Greek pupils aged 13. It contains complementary or logically related items that permitted us to assess the understanding of each aspect by carrying out cross‐analysis. The main findings are: that pupils are not able to conceive photosynthesis as a chemical reaction and they do not appreciate the role of chlorophyll, that pupils' misunderstanding of the energy concept concerns the form of energy required as well as the notion of harnessing the sun's energy, that some pupils hold the misconception that plants receive all their nutrients from the environment, and that pupils confuse photosynthesis with respiration and also believe that respiration occurs when there is no photosynthesis. This questionnaire could be used by teachers for the assessment of their pupils' understanding of each individual aspect of photosynthesis and of the simultaneous understanding of more than one aspect.
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5. Áßµ¿°ú ¼­¾çÀÇ ¸¸³²: ¾Æµ¿ÀÇ Çб³ °úÇп¡ ´ëÇÑ Åµµ ºñ±³
Middle East meets West: Comparing children's attitudes to school science.

By: Murphy, Colette; Ambusaidi, Abdullah; Beggs, Jim.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p405-422

ÀÌ ¿¬±¸´Â ºÏ¾ÆÀÏ·£µå(¿µ±¹)¿Í ¿À¸¸ ÃʵîÇлýµéÀÇ Çб³ °úÇп¡ ´ëÇÑ Åµµ¸¦ ºñ±³ÇÏ°í ÀÖ´Ù. ¼±Ç࿬±¸µéÀº ÇгâÀÌ ¿Ã¶ó°¥¼ö·Ï Çб³ °úÇп¡ ´ëÇÑ Áñ±èÀÌ °¨¼ÒÇÏ´Â °æÇâÀ» º¸¿©ÁÖ°í ÀÖ°í, ÀÌ ¿¬±¸µéÀÇ ´ëºÎºÐÀº À¯·´°ú ºÏ¹Ì, ¿À½ºÆ®·¹Àϸ®¾Æ¿¡¼­ ¼öÇàµÈ °ÍÀ̾ú´Ù. ÀÌ ¿¬±¸¿¡¼­´Â ¿µ±¹¿¡¼­ ÇлýÀÇ Åµµ¸¦ ÃøÁ¤Çϱâ À§ÇØ »ç¿ëµÈ µµ±¸¸¦ ¿À¸¸¿¡¼­ »ç¿ëÇϱâ À§ÇØ Àû¿ëÇÏ¿´´Ù. ¿¬±¸ °á°ú, ¾Æµ¿ÀÇ Çб³ °úÇп¡ ´ëÇÑ Åµµ¿¡¼­ ¸î °¡Áö ³î¶ó¿î À¯»ç¼º°ú Èï¹ÌÀÖ´Â Â÷ÀÌÁ¡ÀÌ µå·¯³­´Ù. ÀÌ ¹ß°ßµéÀº µÎ Áö¿ª¿¡¼­ °úÇÐÀ» °¡¸£Ä¥ ¶§ Ãʵ»ç°¡ Á÷¸éÇÏ´Â °¢°¢ÀÇ µµÀüµé°ú °ü·ÃÇÏ¿© ³íÀǵǾú´Ù.
This study compares the attitudes of primary children to school science between children from the Northern Ireland (UK) and Oman. Previous research has indicated that pupils in the more senior primary classes showed a marked decline in their enjoyment of school science, although most of this research was carried out in Europe, North America, and Australia. In this study, an instrument that had been used to measure attitudes of pupils in UK schools was adapted for use in Oman. Results reveal some striking similarities and interesting differences between attitudes of children towards school science. These findings are discussed in relation to the respective challenges facing primary teachers in regard to teaching science in the two regions.
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6. °úÇÐ ¼ö¾÷¿¡¼­ È®½Å°ú °ü´ëÇÑ ÆíÀÇÁÖÀÇ: Ãʺ¸ ±³»ç¸¦ À§ÇÑ Á¶»çÀû °úÇÐÀÇ ±³¼ö¹ý¿¡ ´ëÇÏ¿©
Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers.

By: McNally, Jim.
International Journal of Science Education, 3/18/2006, Vol. 28 Issue 4, p423-438

ÀÌ ³í¹®Àº Ãʺ¸ ±³»çµéÀÌ ±³»ç ¸ñ¼Ò¸®¿¡ ¼øÀÀÇÏ´Â ¹æ½ÄÀ¸·Î Á¶»çÀûÀÎ °úÇÐ ±³¼ö¸¦ ¼Ò°³¹Þ´Â °Í¿¡ ´ëÇÑ °³³äÀû ±âÃʸ¦ È®¸³ÇÏ°íÀÚ ½ÃµµÇÏ¿´´Ù. ³í¹®Àº ±³»ç 20¸íÀÇ °øÀ¯µÈ ¹Ý¼ºÀ¸·ÎºÎÅÍ ¾òÀº ¿¹ºñ ÀÌ·ÐÀ» ÁÖ·Î ¹¦»çÇÏ°í ÀÖÀ¸¸ç, ÀÌ´Â ½ÅÀÓ ±³»ç 18¸íÀÇ Ãʱâ Á÷¾÷ ±³À° °æÇè¿¡ ´ëÇÑ º¸´Ù ÀϹÝÀûÀÎ ¸é´ã ¿¬±¸¿¡ ÀÇÇØ ³íÀǵǾú´Ù. ±¹Á¦ÀûÀ¸·Î º¸¸é ÀÌ°ÍÀº, ÁÖ·Î Ãʺ¸ ±³»ç ±³À°¿¡ À־, °úÇÐÀÇ º»¼º°ú °ü·ÃµÈ ¹®ÇåµéÀÇ ±¤¹üÀ§ÇÑ °ü½É Áß¿¡ ¼ÓÇØÀÖ´Ù. °æÇèÀûÀ¸·Î ½ºÄÚƲ·£µå ¸Æ¶ô¿¡ ±¹ÇÑÇÏ¿© º¸¸é, ±³»ç Áö½Ä¿¡ ´ëÇÑ ÇÑ ±Ù°ÅÀÖ´Â ÀνķÐÀû ¹è°æÀÌ Ãʱ⠱³»ç±³À°¿¡ ÇÊ¿äÇÑ Á÷¾÷±³À° ¼øȯ¿¡¼­ÀÇ ½Å·ÚÀÇ ¼ººÐÀ¸·Î¼­ ¹¦»çµÇ°í Á¦½ÃµÇ¾ú´Ù. ÀÌ ±ÛÀº, ±³»çµéÀÌ Á¶»çÀûÀ¸·Î(investigative) °¡¸£Ä¡·Á´Â Ãʱ⠽õµ¿¡ ´ëÇØ º¸È£Àû °æÇèÀÌ ÁÖ¾îÁú ¶§ ½ÅÀÓ ±³»çµéÀº ±×µéÀÌ °¡¸£Ä¡´Â ¾Æµ¿µéÀ» À§ÇÑ ÁøÁ¤ÇÑ °úÇп¡ °¡±õ°Ô µÇ´Â °ü´ëÇÑ ÆíÀÇÁÖÀÇÀÇ ÀÚ½ÅÀÖ´Â ±³¼ö¹æ¹ýÀ» °³¹ßÇÒ ¼ö ÀÖÀ» °ÍÀ̶ó´Â Á¡À» Á¦¾ÈÇÏ°í ÀÖ´Ù.
This paper attempts to establish a conceptual basis on which beginning teachers may be introduced to investigative science teaching in a way that accommodates the teacher voice. It draws mainly on preliminary theory from the shared reflections of 20 science teachers, augmented by a more general interview‐based study of the experience of early professional learning of 18 new teachers. Internationally, it is situated in the wider concern in the literature with the nature of science, mainly in initial teacher education. Empirically located within the Scottish context, a grounded epistemological base of teacher knowledge is illustrated and presented as components of confidence in a cycle of professional learning that needs to be set in motion during initial teacher education. It is proposed that, given protected experience in their early attempts to teach investigatively, new teachers can begin to develop a confident pedagogy of loose opportunism that comes close to authentic science for the children they teach.

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