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2006-10-25 (Vol 3, No 10)

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International Journal of Science Education. 28(6), 2006

1.°úÇÐ ¹× °úÇÐÀÇ À¯¿ë¼º¿¡ ´ëÇÑ Çлý ŵµ º¯È­ÀÇ ±³Â÷¿µ¿ª ºÐ¼®
A Cross domain Analysis of Change in Students¡¯ Attitudes toward Science and Attitudes about the Utility of Science.

George, Rani

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p571-589

µÎ °¡Áö ŵµ Â÷¿ø Áï, Áß°íµîÇлýµéÀÇ °úÇп¡ ´ëÇÑ Åµµ¿Í °úÇÐÀÇ À¯¿ë¼º¿¡ ´ëÇÑ Åµµ º¯È­¸¦ Á¶»çÇϱâ À§Çؼ­ ±³Â÷¿µ¿ª ºÐ¼®À» ½Ç½ÃÇÏ¿´´Ù. ¹Ì±¹ û¼Ò³â Áß 444¸íÀÇ ÇлýÀ» ´ë»óÀ¸·Î Ⱦ´ÜÀû Á¶»ç¸¦ ÇÏ¿´´Ù. ¿¬±¸ °á°ú, ÇлýÀÇ °úÇÐÀÇ À¯¿ë¼º¿¡ ´ëÇÑ Åµµ´Â Àü¹ÝÀûÀ¸·Î ±àÁ¤ÀûÀÌ´Ù; ±×·¯³ª °úÇп¡ ´ëÇÑ Åµµ´Â Áß°íµîÇб³¸¦ °ÅÃÄ°¡¸ç °¨¼ÒÇÑ´Ù. µÎ Â÷¿øÀÇ Åµµ Áß ½Ã°£¿¡ µû¶ó º¯ÇÏ´Â ¿¹ÃøÀÚ Áß¿¡´Â Àڱⰳ³ä, µ¿·á ŵµ, ±³»çÀÇ °Ý·Á, ±×¸®°í ´ú ½ÉÇÏÁö¸¸, ÇлýÀÇ °úÇÐÈ°µ¿ Âü¿© µîÀÌ Æ÷ÇԵȴÙ.

Cross-domain analysis was used to examine changes in two attitudinal dimensions: students¡¯ attitudes towards science and attitudes about the utility of science over the middle school and high school years. A sample of 444 students was selected from the Longitudinal Study of American Youth. The results show that the overall trend for students¡¯ attitudes about the utility of science is positive; however, attitudes towards science decline over the middle school and high school years. Important time-varying predictors of both attitudes include science self-concept, peer attitudes, teacher encouragement of science, and, to a lesser extent, student participation in science activities.
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2. ´Ù¸¥ ±¹°¡, °°Àº °úÇб³½Ç: ÇлýÀÇ Ç¥Çö¿¡ µû¸¥ Çб³ °úÇб³À° °æÇè
Different Countries, Same Science Classes: Students¡¯ experiences of school science in their own words.

Lyons, Terry

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p591-613

ÀÌ ³í¹®¿¡¼­´Â ½º¿þµ§, ¿µ±¹ ±×¸®°í È£ÁÖÀÇ °íµîÇлýµé¿¡ ÀÇÇØ º¸°íµÈ ƯÀÌÇÒ¸¸ÇÏ°Ô À¯»çÇÑ Çб³ °úÇб³À° °æÇèµé¿¡ ´ëÇؼ­ »ìÆ캻´Ù. À̸¦ À§ÇØ LindahlÀÇ ¿¬±¸, Osborne°ú CollinsÀÇ ¿¬±¸, ±×¸®°í LyonsÀÇ ¿¬±¸ µî °úÇб³À°ÀÇ Áß´ë ³íÁ¦¿Í °ü·ÃµÈ ÇÙ½ÉÁÖÁ¦¸¦ ¹àÈ÷´Â ¼¼ ÆíÀÇ Çؼ®Àû ¿¬±¸¿¡¼­ ³ª¿Â Çлý ´ãÈ­³»¿ëµéÀ» ºñ±³ÇÑ´Ù. ÀÌ ÁÖÁ¦µéÀº ±× ¿¬±¸µé¿¡¼­ Çлý¿¡ ÀÇÇØ º¸°íµÈ ¹Ù¿Í °°ÀÌ Àü´ÞÀûÀÎ ±³À°, Å»»óȲȭµÈ ³»¿ë, Çб³ °úÇÐÀÇ ºÒÇÊ¿äÇÑ ¾î·Á¿ò µîÀ» ´ã°í ÀÖ´Ù. ±×µéÀÇ Á¾ÇÕµÈ °æÇèµéÀº ±¤¹üÀ§ÇÑ ±¹Á¦ ¹®ÇåÀ¸·ÎºÎÅÍ µµÃâÇÒ ¼ö ÀÖ´Â, ÀϹÝÀûÀÎ Çб³ °úÇп¡ ´ëÇÑ ÇлýÀÇ °³³ä°ú ŵµ¸¦ Á¶»çÇϴ Ʋ·Î¼­ »ç¿ëµÇ¾ú´Ù. ÀÌ ³í¹®Àº ¼¼ ¿¬±¸¿¡¼­ÀÇ Çлý °æÇèÀÌ °íµîÇб³ ¹× ´ëÇÐ °úÇÐ ±³°ú¸ñ¿¡ ´ëÇÑ Çлý Èï¹Ì¿Í Âü¿©ÀÇ ÇÏÇâ Ãß¼¼¿¡ ´ëÇÑ Áß¿äÇÑ ½Ã¾ß¸¦ Á¦°øÇÑ´Ù´Â °ÍÀ» ³íÀÇÇÑ´Ù.

This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes revolve around the transmissive pedagogy, decontextualized content, and unnecessary difficulty of school science commonly reported by students in the studies. Their collective experiences are used as a framework for examining student conceptions of, and attitudes to, school science more generally, drawing on an extensive range of international literature. The paper argues that the experiences of students in the three studies provide important insights into the widespread declines in interest and enrolments in high school and university science courses.
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3. À¥º¸Á¶ÇнÀ°ú ÆÀƼĪ °áÇÕÀÇ 7Çг⠰úÇÐ ¼ö¾÷¿¡¼­ÀÇ È¿°ú
The Effects of Incorporating Web‐assisted Learning with Team Teaching in Seventh‐grade Science Classes.

Jang, Syh-Jong

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p615-632

´ë¸¸ÀÇ 9³â ÅëÇÕ ±³À°°úÁ¤Ã¼Á¦ ½ÃÇàÀ¸·Î ÀÎÇØ ÆÀƼĪ°ú À¥±â¹Ý ±â¼ú¿¡ ´ëÇÑ ¿¬±¸°¡ ½Ã±ÞÇÏ°Ô µîÀåÇÏ°Ô µÇ¾ú´Ù. ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº À¥º¸Á¶ÇнÀ°ú ÆÀƼĪÀÇ °áÇÕÀÌ´Ù. ±¸Ã¼ÀûÀÎ ¿¬±¸¹®Á¦´Â ÇлýÀÇ ¼öÇà°ú ±³¼ö ¹æ¹ý¿¡ ´ëÇÑ Åµµ¿¡ °ü°èµÈ´Ù. µÎ ¸íÀÇ ÀÚ°ÝÀÎÁõµÈ °úÇб³»ç¿Í 7ÇÐ³â ³× ÇбÞÀÌ ÀÌ ¿¬±¸¿¡ Âü¿©ÇÏ¿´´Ù. ¿¬±¸¸¦ À§ÇØ Á¤·®Àû ¹× Á¤¼ºÀû ±â¼úÀ» °áÇÕÇÏ¿© È¥ÇÕ ¹æ¹ý ¼³°è¸¦ ÀÌ¿ëÇÏ¿´´Ù. ÁÖ¿ä ÀÚ·áµéÀº ÇлýÀÇ ¼ºÀû, ¼³¹®, ±³»çÀÇ ÀÚ±â¹Ý¿µ, ¿¬±¸ÀÚÀÇ ±³»ç¿¡ ´ëÇÑ ¸é´ã µîÀ» Æ÷ÇÔÇÑ´Ù. ¿¬±¸ °á°ú, »õ·Î¿î ±³¼ö¹æ¹ýÀ» °æÇèÇÑ ÇлýÀÇ Æò±Õ ÃÖÁ¾ Á¶»ç Á¡¼ö´Â ÀüÅëÀû ±³¼ö¸¦ ¹ÞÀº Áý´Ü¿¡ ºñÇØ ³ô°Ô ³ªÅ¸³µ´Ù. µÎ ±³¼ö¹æ¹ýÀº ÇлýÀÇ ¼ºÃë ¸é¿¡¼­ À¯ÀÇÇÏ°Ô Â÷À̸¦ ³ªÅ¸³Â´Ù. ÀÌ ¿¬±¸´Â ÇлýµéÀÇ ÀÚ·á ¼öÁý°ú ÄÄÇ»ÅÍ»ç¿ë, Åä·Ð ´É·ÂÀÇ Â÷ÀÌ ¶§¹®¿¡ ÇÑ°èÁ¡À» Áö´ÏÁö¸¸, °ú¹Ý¼ö ÀÌ»óÀÇ ÇлýµéÀÌ ÀüÅëÀû ¹æ¹ýº¸´Ù »õ·Î¿î ±³¼ö¹æ¹ýÀ» ¼±È£ÇÏ¿´´Ù. ±×·¯³ª, ÆÀ ±³»çµéÀº ±â¼úÀû ´É·Â°ú ½Ã°£ Á¦ÇÑ, ±×¸®°í ÀԽÿ¡ ´ëÇÑ ¾Ð·Â µîÀÇ ¾î·Á¿ò¿¡ Á÷¸éÇÏ°Ô µÈ´Ù.

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students¡¯ scores, questionnaires, teachers¡¯ self-reflections, and the researcher¡¯s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students¡¯ achievement. The research had limitations because of students¡¯ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.
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4. °íµîÇб³ Çؾç°úÇаú °úÇÐÀû ¼Ò¾ç: ÅëÇÕ°úÇÐ °ú¸ñÀÇ ¾à¼Ó
High School Marine Science and Scientific Literacy: The promise of an integrated science course.

Lambert, Julie

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p633-654

ÀÌ ±â¼úÀû ¿¬±¸´Â ÇöÀç °íµîÇб³ Çؾç°úÇÐ ±³À°°úÁ¤°ú Ç÷θ®´Ù 7°³ Çб¸ÀÇ ±³»ç 9¸í¿¡ ÀÇÇØ »ç¿ëµÈ ±³¼ö ½ÇÁ¦, ±×¸®°í ÇØ´ç Çб³ ÇлýµéÀÇ °úÇÐÀû ¼Ò¾ç-±¹°¡ °úÇÐÇ¥ÁØ°ú º¥Ä¡¸¶Å©¿¡ ÀÇÇØ Á¤ÀǵÈ-¼öÁØ ºñ±³¸¦ ´ã°í ÀÖ´Ù. °úÇÐ °³³ä°ú °úÇÐ-±â¼ú-»çȸ °ü·Ã ³íÁ¦¿¡ ´ëÇÑ ÀÌÇظ¦ ÃøÁ¤Çϱâ À§ÇØ, ±³°ú¸ñ ½ÃÀÛ°ú ³¡³¯ ¶§ ¿¬±¸ÀÚ°¡ °³¹ßÇÑ ¼¼°¡Áö µµ±¸¸¦ ÀÌ¿ëÇÏ¿© ÇлýÀ» Æò°¡ÇÏ¿´´Ù. ºñ±³ Ç¥º» t °ËÁõ°á°ú À¯ÀÇÇÑ Áøº¸¸¦ ³ªÅ¸³»¾ú´Ù.
This descriptive study provides a comparison of existing high school marine science curricula and instructional practices used by nine teachers across seven schools districts in Florida and their students¡¯ level of scientific literacy, as defined by the national science standards and benchmarks. To measure understandings of science concepts and Science–Technology–Society-related issues, students were assessed at the beginning and end of their course using three instruments developed by the researcher. Paired-sample t tests revealed a significant improvement
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5. ¿¹ºñ Ãʵ»çÀÇ ÀÚ±âÈ¿´É°¨ º¯È­ÀÇ Áö¼Ó¼º
Durability of Changes in Self‐efficacy of Preservice Primary Teachers.

Palmer, David

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p655-671

¸¹Àº ¿¹ºñ Ãʵ»çµéÀº Ãʱ⿡ ³·Àº ÀÚ±âÈ¿´É°¨ ȤÀº ±³¼ö´É·Â¿¡ ´ëÇÑ ½Å³äÀ» °¡Áö°í ÀÖ´Ù. ±×·¯³ª, Àß ¼³°èµÈ °úÇб³À° ±³°ú¸ñÀº È¿´É°¨ ½Å³ä¿¡ ÀÖ¾î À¯ÀÇÇÏ°Ô ±àÁ¤ÀûÀÎ º¯È­¸¦ °¡Á®¿Ã ¼ö ÀÖ´Ù. ÇÑÆí, ½Å³ä º¯È­°¡ Áö¼Ó°¡´ÉÇÑ ¶Ç´Â ½Ã°£ÀÌ Èê·¯µµ À¯ÁöµÇ´Â Á¤µµ´Â ÀÌÁ¦ºÎÅÍ Á¶»çµÇ¾î¾ß ÇÑ´Ù. ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº ¿¹ºñ Ãʵ»çÀÇ ÀÚ±âÈ¿´É°¨ ½Å³ä º¯È­ÀÇ Áö¼Ó¼ºÀ» Á¶»çÇÏ´Â °ÍÀÌ´Ù. °úÇб³¼ö¿¡ ´ëÇÑ ÀÚ±âÈ¿´É°¨Àº °úÇб³¼ö¹æ¹ý ¼ö¾÷ÀÇ ½ÃÀÛ°ú Á÷ÈÄ, ±×¸®°í 9°³¿ù ÈÄ ´Ù½Ã ÃøÁ¤µÇ¾ú´Ù. ¸é´ãÀÌ ±× °ú¸ñÀÌ ³¡³­ Áö 1³â ÈÄ ¼öÇàµÇ¾ú´Ù. ¿¬±¸ °á°ú, °ú¸ñ À̼ö °á°ú·Î ÀÚ±âÈ¿´É°¨ÀÇ ±àÁ¤ÀûÀÎ º¯È­°¡ ³ªÅ¸³µÀ¸¸ç, ÀÌ´Â ½Ã°£ÀÌ È帥 ÈÄ¿¡µµ ¿©ÀüÈ÷ ³ôÀº Á¡¼ö·Î ³ªÅ¸³µ´Ù. ÃʵîÇб³¿¡¼­ °úÇÐÀ» °¡¸£Ä¡´Â ±âȸ¸¦ °¡Á®º¸´Â °ÍÀº ¹æ¹ý·Ð ¼ö¾÷ ÈÄ È¿´É°¨ ¼öÁØÀ» °­È­Çϴµ¥ À¯ÀǹÌÇÑ ¿ä¼Ò°¡ µÇ¾ú´Ù.

Many preservice primary teachers initially have a low self-efficacy, or belief in their ability to teach science, but well-designed science education courses can produce significant positive changes in efficacy beliefs. However, the extent to which the belief changes are durable, or maintained over time, is yet to be established. The purpose of this study was to investigate the durability of changes in preservice primary teachers¡¯ self-efficacy beliefs. Their science teaching self-efficacy was measured at the beginning and end of a science methods course, and then after a delay period of 9 months. Interviews were carried out 1 year after the end of the course. The results indicated that positive changes in self-efficacy occurred as a result of the course, and these high levels were still present after the delay period. Having an opportunity to teach science in primary school was a significant factor in consolidating efficacy levels after the methods course.
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6. ³»¿ëÁöÇâÀû ÀÌ·Ð °³¹ß »ç·Ê·Î¼­ »ý¹°ÇÐÀû ÁøÈ­
On Developing Content‐oriented Theories Taking Biological Evolution as an Example.

Andersson, Björn; Wallin, Anita

International Journal of Science Education; 5/12/2006, Vol. 28 Issue 6, p673-695

À¯·´°ú ¹Ì±¹¿¡¼­´Â ¼³°è ¿¬±¸¿¡ ´ëÇÑ °ü½ÉÀÌ Áõ°¡ÇÏ°í ÀÖ´Ù. ÇÑ ¿¹´Â ¼ÒÀç ÁöÇâÀû ±³¼öÇнÀ °úÁ¤ÀÇ ¼³°è¿Í Ÿ´ç¼º °ËÅ並 µé ¼ö ÀÖ´Ù. ÀÌ ¿¬±¸´Â µÎ °¡Áö ¸ñÇ¥¸¦ °¡Áö°í ÀÖ´Ù. Çϳª´Â ±³»ç¿ë ¾È³»¼­¿Í Çлý¿ë ÇнÀÀÚ·á¿Í °°Àº ¡°À¯¿ëÇÑ »ê¹°¡±À» ¼³°èÇÏ°í °ËÁõÇÏ´Â °ÍÀ¸·Î, ´Ù¾çÇÑ ¹æ¹ýÀ¸·Î Àû¿ëµÉ ¼ö ÀÖ´Ù. µÎ ¹ø° ¸ñÇ¥´Â ±³À°°úÇÐÀÇ ¹ßÀü¿¡ °øÇåÇÏ´Â °ÍÀÌ´Ù; ¿¹·Î, Á¤±Ô ±³½Ç Á¶°Ç¿¡¼­ ÁÖ¾îÁø ÁÖÁ¦¿¡ ´ëÇÑ ÇнÀÀÇ Á¶°ÇÀ» ÀÌÇØÇÏ´Â °ÍÀ» µé ¼ö ÀÖ´Ù. ÀÌ ³í¹®Àº ÈÄÀÚÀÇ ¸ñÇ¥¿¡ °ü½ÉÀ» µÎ°í, ÁÖ¾îÁø ÁÖÁ¦¿¡ ´ëÇÑ Àå±âÀû ÀÌÇظ¦ À§ÇÑ ÇнÀ ½ÅÀåÀÇ Á¶°ÇµéÀ» Áø¼úÇÏ´Â ³»¿ë ÁöÇâÀû ÀÌ·ÐÀÇ °³¹ßÀ» ´Ù·ç°í ÀÖ´Ù. ÀúÀÚµéÀº ÀÚ¿¬¼±Åÿ¡ ÀÇÇÑ ÁøÈ­¿Í °ü·ÃµÈ ÇÑ ÀÌ·ÐÀ» Á¦¾ÈÇÏ°í, ±× ÀÌ·ÐÀÇ ±Ù°Å°¡ µÇ´Â ³íÀǵé°ú Áõ°ÅµéÀ» ±â¼úÇϴµ¥, ÀÌ·¯ÇÑ ÀÌ·ÐÀ» ÀúÀÚµéÀº Àß °®ÃçÁø °¡¼³À̶ó°í °£ÁÖÇÑ´Ù. ±³À°°úÇÐ ³»¿¡¼­ ÀÚÀ²ÀûÀÎ Àü¹®È­·Î¼­ °úÇб³À°¿¬±¸¸¦ °­È­ÇÏ´Â µ¥¿¡ ³»¿ë ÁöÇâÀû ÀÌ·ÐÀÇ ¿ªÇÒ ³íÀÇ¿Í ´õºÒ¾î, ÀÌ À¯ÇüÀÇ ÀÌ·ÐÀ» °ËÁõÇÔ¿¡ °ü·ÃµÈ ¸î °¡Áö ¹æ¹ý·ÐÀûÀÎ ¹®Á¦µéÀ» ³íÀÇÇÏ¿´´Ù.
Both in Europe and the United States there is a growing interest in design research. One example is the design and validation of topic-oriented teaching–learning sequences. This research may be said to have two objectives. One is to design and test ¡°useful products¡±, such as teachers¡¯ guides and study material for students, which may be put into practice in various ways. The second is to contribute to the development of educational science; for example, understanding conditions for learning of given topics under regular classroom conditions. This article concerns the latter objective and deals with the development of content-oriented theories stating conditions that promote learning with long-term understanding of given topics. We present one such theory, concerning evolution by natural selection, and describe the arguments and evidence that underlie the theory, which we regard as a well-founded hypothesis. Some methodological problems associated with testing this type of theory are discussed, as well as the role of content-oriented theories in strengthening science education research as an autonomous specialization within educational science.

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