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2007-01-25 (Vol 4, No 1)

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International Journal of Science Education, 29(1), 2007

1.
ÁöµµÇϱâ·Î¼­ÀÇ °¡¸£Ä¡±â: ±â¼ú±³À°¿¡¼­ Àνİú ÇнÀ¿¡ ´ëÇÑ »ç·Ê ¿¬±¸
Teaching as Coaching: A case study of awareness and learning in engineering education.

Gynnild, Vidar; Holstad, Anders; Myrhaug, Dag

International Journal of Science Education; 1/15/2007, Vol. 29 Issue 1, p1-17

ÀÌ ¿¬±¸´Â ³ë¸£¿þÀÌ °úÇбâ¼ú´ëÇÐ ÀÌÇм®»ç °úÁ¤ 3/4³âÂ÷ ¼±Åà ´Ü¿øÀÎ ÇؾçÇп¡ ´ëÇÑ ÇÑ »ç·Ê¿¬±¸ÀÌ´Ù. ÁÖ¿ä ¸ñÇ¥´Â ÇлýÀÇ ÇнÀ¿¡ ´ëÇÑ º¸´Ù öÀúÇÑ ÅëÂû·ÂÀ» ¾ò´Â °ÍÀ¸·Î¼­, À̸¦ À§ÇØ µÎ Á¾ÀÇ °³ÀÎ ±¸µÎ ½ÃÇèÀ» ½ÃÇàÇÏ¿© »ìÆ캸¾Ò´Ù. Ãß°¡·Î, ¸ðµç ÇлýµéÀ» ´ë»óÀ¸·Î ÇнÀ Àǵµ¿Í Çൿ¿¡ ´ëÇؼ­ ¸é´ãÇÏ¿´´Ù. ÀÌ ¸é´ã°á°úµéÀº ÇнÀ¿¡ ´ëÇÑ À¯¿ëÇÑ Á¤º¸¿øÀÏ »Ó ¾Æ´Ï¶ó Áöµµ ¼ö¾÷À¸·Î¼­µµ È°¿ëµÉ ¼ö ÀÖÀ½ÀÌ ¹àÇôÁ³´Ù. ¸é´ã¿¡¼­ ÇлýµéÀº ´Ù¸¥ ÇнÀ Á¢±ÙµéÀ» ³ªÅ¸³Â´Ù. ÀÌ ¿¬±¸ÀÇ ÁÖ¿ä ÃÊÁ¡Àº ´ú ¼º°øÀûÀÎ Çлýµé¿¡°Ô ¸ÂÃçÁ³´Âµ¥, À̵éÀº °áÁ¤ÀûÀÎ ÇнÀ ³íÁ¦¿¡ ÁýÁßÇÏ´Â °Í¿¡ ¹®Á¦Á¡À» µå·¯³»¾ú´Ù. ¿¬±¸ÀÚµéÀº ÀÌ·¯ÇÑ »óȲÀ» ±³Á¤Çϱâ À§ÇÑ Áö¿øÃ¥À» ±¸Ã¼È­Çϱâ À§ÇÏ¿© ÇüÅÂ(gestalt) ÀÌ·Ð ¸ðÇüÀ» Á¦½ÃÇÏ¿´´Ù. ÀÌ ¿¬±¸ÀÇ ÁÖ¿ä Àû¿ëÁ¡Àº ¾î´À Á¤µµ ½É¸®Ä¡·áÀûÀÎ ¸éÀÌ ÀÖÁö¸¸, ¿ø¸®µéÀº ÀáÀçÀûÀ¸·Î ´ë´ÜÇÑ À¯¿ëÇÏ°Ô ÇнÀ¿¡ Àû¿ëµÉ ¼ö ÀÖ´Ù´Â Á¡À» ³íÀÇÇÏ¿´´Ù.
This paper presents a number of case studies in Oceanography, an optional module in the third/fourth year of a Master of Science programme at Norwegian University of Science and Technology. The main objective was to gain more thorough insights into student learning by examining two sets of individual oral examinations. In addition, all students were interviewed about their intentions and behaviours when studying. These interviews, as well as being a useful source of information on learning, turned out to serve as coaching sessions as well. In their interviews, students revealed different learning approaches. The major focus of this study is directed towards the less successful students, who appeared to have problems in focusing on crucial learning issues. The authors suggest a gestalt theoretical model to embody support that might remedy the situation. Its main application has so far been within psychotherapy, but the authors argue that the principles can easily be applied in learning with potentially great benefit.
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2.
»ý¹°¼ö¾÷¿¡¼­ÀÇ Çлýµé¿¡ ÀÇÇÑ ÇнÀ Á¢±Ù: ±³¼ö ½Ã»çÁ¡
Approaches to Learning by Students in the Biological Sciences: Implications for teaching.

Watters, Dianne J.; Watters, James J.

International Journal of Science Education; 1/15/2007, Vol. 29 Issue 1, p19-43

ÀÌ ¿¬±¸´Â ´ëÇÐ 1Çг⠻ý¹°È­ÇÐ ¹× »ýÈ­ÇÐ °­Á¸¦ ¼ö°­ÇÏ´Â ÇлýµéÀÇ ÀνķÐÀû ½Å³ä°ú ÇнÀ ½À°üÀ» Á¶»çÇÑ °ÍÀÌ´Ù. ƯÈ÷, ÇнÀ°ú Áö½Ä¿¡ ´ëÇÑ ÇлýÀÇ ÀνķÐÀû ½Å³ä°ú ¼ºÃë °£ÀÇ °ü°è¸¦ »ìÆ캸¾Ò´Ù. ÀÌ ¿¬±¸´Â Á¤·®Àû ¹× Á¤¼ºÀû ÀÚ·á°¡ »óº¸ÀûÀ¸·Î ÇлýÀÇ ½Å³ä°ú ÇнÀÁ¢±Ù¿¡ ´ëÇÑ ½Ã¾ß¸¦ Á¦°øÇϴ ȥÇÕ-¹æ¹ý Á¢±Ù¹ýÀ» Àû¿ëÇÏ¿´´Ù. ¿¬±¸ °á°ú ´ëºÎºÐÀÇ ÇлýµéÀº Áö½Ä°ú ÇнÀÀÌ Á¤º¸ÀÇ ÃàÀû°ú ½ÃÇè ¿ä±¸¿¡ ´ëÇÑ Àç»ý»ê ´É·ÂÀ̶ó´Â ½Å³äÀ» º¸¿´´Ù. ÇнÀ Á¢±Ù¹ýÀº ÀÌ·¯ÇÑ ½Å³äÀ» ¹Ý¿µÇÏ¿© »óÅõÀûÀÎ ÇнÀ¹æ¹ýÀ» ´ëºÎºÐÀ̾ú°í ½ÃÇè¿¡ ÀÇÇÑ Æò°¡¸¦ ¼±È£ÇÏ¿´´Ù. ±ØÈ÷ ¼Ò¼öÀÇ Çлýµé¸¸ÀÌ ÀÌ¹Ì ÇнÀÇÑ °³³ä°£ ¶Ç´Â »ý¹°ÇÐ °ü·Ã ÀÀ¿ë°úÀÇ °ü°è¸¦ °­Á¶ÇÏ´Â ÇнÀ¹æ·«À» Àû¿ëÇÏ¿´´Ù. ÀÌ ¿¬±¸ÀÇ ½Ã»çÁ¡À¸·Î¼­ ÁßµîÇб³ ¹× ´ëÇÐ ±³¼ö ¹æ¹ýÀÇ °³Çõ¿¡ ´ëÇؼ­ ³íÀÇÇÏ¿´´Ù.
Biological Chemistry and Biochemistry. In particular, we were interested in the relationship between students¡¯ epistemological beliefs about learning and knowledge, approaches to learning, and achievement. The study adopted a mixed‐methods approach in which quantitative and qualitative data have provided complementary insights into the beliefs and approaches adopted by these students. Our findings indicate that most students tend to adopt beliefs that knowledge and learning involves the accumulation of information and the capacity to reproduce on demand in examinations. Approaches to learning reflect these beliefs and are dominated by rote learning and preference for assessment by examination. Few students adopt strategies that emphasise the relationship of concepts to those already learnt or to applications relevant to biological science. Implications of this study for reform of university teaching practices as well as secondary practices are discussed.
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3.
°úÇÐ ¼ö¾÷ÀÇ ÀÚ¿øÀ¸·Î¼­ ºñÀ¯¸¦ È°¿ëÇÏ´Â ±³¼ö ¸ðÇü
Teaching Models in the Use of Analogies as a Resource in the Science Classroom.

Oliva, José M.; Azcárate, P.; Navarrete, A.

International Journal of Science Education; 1/15/2007, Vol. 29 Issue 1, p45-66

ÀÌ ¿¬±¸´Â ù°, ±³½Ç¿¡¼­ ºñÀ¯ÀÇ »ç¿ëÀ» Ư¡Áö¿ì´Â ´Ù¸¥ Â÷¿øµéÀ» ³íÀÇÇÏ¿´´Ù. À̵é Áß ¸Ç¸ÕÀú ÇлýÀÇ È°µ¿ ¼öÁØ°ú ±³»çÀÇ °¨µ¶ Á¤µµ°¡ Æ÷ÇԵǾî ÀÖ´Ù. µÑ°·Î, ÀϱºÀÇ °úÇб³»çµé(n=73)ÀÌ µå·¯ÇÑ ³»¿ëÀ» ¹ÙÅÁÀ¸·Î ±³»çµéÀÌ ºñÀ¯¸¦ »ç¿ëÇÏ´Â ¼ö¾÷ È°µ¿¿¡¼­ÀÇ ÀÏ»óÀûÀÎ ¼ø¼­¸¦ ºÐ¼®ÇÏ¿´´Ù. ´ëºÎºÐÀÇ ±³»çµéÀº ºñÀ¯»ç¿ë¿¡ À־ ÀüÅëÀûÀÎ ¼ö¾÷¸ðÇüÀ» Àû¿ëÇÏ°í ÀÖ°í, °¡Àå ÁÁÀº °æ¿ì·Î´Â, »çÀü¿¡ Á¤±³È­µÈ Áö½ÄÀÇ ÀüÀÌ/¼ö¿ë¿¡ ÀÇÇÑ À¯ÀǹÌÇнÀ¸ðÇü¿¡ ±â¹ÝÇÑ ¸ðÇüÀ» Àû¿ëÇÏ¿´´Ù. ¸¶Áö¸·À¸·Î ±³¼ö¹æ¹ý°ú ±³»ç±³À°¿¡ ´ëÇÑ ½Ã»çÁ¡À» ³íÀÇÇÏ¿´´Ù.
The present work discusses, firstly, different dimensions that characterize the use of analogies in the classroom. Foremost among these are the pupil¡¯s level of activity and the degree of monitoring carried out by the teacher. Secondly, the routines declared by a group of science teachers (n = 73), when they described their classroom activity in using analogies, are analysed. It was found that most of the teachers corresponded to traditional models for the use of analogies, or, in the best of cases, to models based on meaningful learning by transmission/reception of previously elaborated knowledge. Finally, some implications for teaching and teacher education are discussed.
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4.
»õ·Î¿î ȯ°æ Àбâ: ´Ù¸¥ »ýÅ°谣ÀÇ ÀÌÇظ¦ ÀϹÝÈ­ÇÏ´Â ÇлýÀÇ ´É·Â
Reading New Environments: Students¡¯ ability to generalise their understanding between different ecosystems.

Magntorn, Ola; Helldén, Gustav

International Journal of Science Education; 1/15/2007, Vol. 29 Issue 1, p67-100

ÀÌ ¿¬±¸´Â ÇлýµéÀÌ ¾î¶»°Ô ´Ù¸¥ »ýÅ°迡¼­ ÀÚ¿¬À» ÀдÂÁö¿¡ ´ëÇÑ ¿¬±¸¿¡ ±âÃÊÇÏ°í ÀÖ´Ù. ¿¬±¸ÀÇ ÃÊÁ¡Àº »ýÅÂÇÐÀÌ¸ç ±× ¸Æ¶ôÀº ¾ß¿Üȯ°æÀÌ´Ù. ÀÌ Àб⠴ɷÂÀº ÇлýµéÀÌ ÀбâÀÚ·á¿¡ ³ªÅ¸³­ Ưº°ÇÑ È¯°æ¿¡¼­ À¯±âüµéÀ» ÀνÄÇÏ°í À̵éÀ» ¹°Áú¼øȯ°ú ¿¡³ÊÁö È帧°ú ¿¬°á½ÃÅ°´Â ´É·Â°ú °ü·ÃÀÖ´Ù. ±³¼ö ¼ø¼­´Â ÁßµîÇб³ ÇлýµéÀÇ ½£ »ýÅ°迡 ´ëÇÑ ÀÚ¿¬ Àб⠴ɷÂÀ» °³¹ßÇϱâ À§ÇÏ¿© °í¾ÈµÇ¾ú´Ù. ÀÌ ¼ö¾÷ ÈÄ Çлýµé¿¡°Ô ¶Ç´Ù¸¥ »ýÅ°èÀÎ ¿¬¸ø¿¡ ´ëÇÏ¿© Àеµ·Ï ¿ä±¸ÇÏ¿´´Ù. ¿¬±¸ÀÇ ÁÖ¿ä ¸ñÀûÀº ÇлýµéÀÌ ¾ó¸¶³ª ÇϳªÀÇ »ýÅ°迡¼­ ÀÌÇظ¦ ´Ù¸¥ »ýÅ°è·Î ÀüÀÌÇÒ ¼ö Àִ°¡¸¦ µû¶ó°¡´Â °ÍÀÌ´Ù. ¸é´ã ±â·Ï, ÇöÀå È°µ¿, ±³½Ç ¼ö¾÷À» ¹ÙÅÁÀ¸·Î ¿¬±¸ÇÏ¿´À¸¸ç, ¿¬±¸ °á°ú´Â ÀÚ¿¬¿¡ ´ëÇÑ ÀÏ¹Ý À¯ÇüÀ» ÇнÀÇÏ´Â °ÍÀÇ Á߿伺°ú À̸¦ ±× »ýÅÂ°è ¼ÓÀÇ »ý¸íüÀÇ ±â´ÉÀû Áý´Ü°ú °ü·ÃÁþ´Â °ÍÀÇ Á߿伺À» º¸¿©ÁØ´Ù.
This paper is based on a study of how students¡¯ read nature in different ecosystems. Its focus is on ecology and the context is outdoors. This literacy has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat that is to be read. A teaching sequence was designed in order to develop a class of secondary students¡¯ ability to read nature in a forest ecosystem. After instruction they were taken to another ecosystem, a pond where they were asked to read the new environment. The main goal was to follow to what extent they can transfer their understanding from one ecosystem to another. The study is based on recorded interviews, field work, and classroom activities, and it shows the importance of learning general patterns in nature and relating them to functional groups of organisms in an ecosystem.
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5
¹®È­ °¥µî Çù»óÇϱ⿡¼­ÀÇ ±³À° ¿ø¸®: ¸»·¹À̽þÈÀÇ »ç·Ê
Pedagogic Principles in Negotiating Cultural Conflict: A Melanesian example.

Waldrip, Bruce G.; Timothy, Joe T.; Wilikai, Wilson

International Journal of Science Education; 1/15/2007, Vol. 29 Issue 1, p101-122

ÀÌ ³í¹®Àº 3¸íÀÇ ¿¬±¸ÀÚ °¢°¢ÀÇ °³ÀÎ °æÇèÀ» ¹¦»çÇÑ °ÍÀÌ´Ù: ÇÑ ¸íÀº ¡°¿ÜºÎÀÚ¡±(ȤÀº ¼­¾çÁöÇâÀû) °úÇб³»çÀÌ°í, ÇÑ ¸íÀº °ÅÀÇ 10³âÀ» ¸»·¹ÀÌ½Ã¾Æ Áö¿ª¿¡¼­ »ì¾Ò´ø °úÇб³»ç ±³À°ÀÚÀ̸ç, ³ª¸ÓÁö ÇÑ ¸íÀº ¸»·¹À̽þƿ¡¼­ ž°í ±³À°¹ÞÀº ±¹¸³±â°ü ¿¬±¸ÀÚÀÌ´Ù. ¸»·¹ÀÌÁö¾ÈÀÇ ÀüÅëÀû ¼¼°è°ü°ú ¸»·¹ÀÌÁö¾È û¼Ò³âµéÀÇ °ø½ÄÀû Çб³ °úÇаü °£ÀÇ °¥µî °ü°è¿¡ ´ëÇÑ ÃÖ±ÙÀÇ Çؼ®Àû ¿¬±¸¸¦ ÇÏ´Â µ¿¾È, ºê·ç½º(Bruce)´Â Á¡Á¡ ¹®È­¿Í °ü·ÃµÈ Çؼ®Àû ¿¬±¸ÀÇ Á߿伺¿¡ ´ëÇØ ÀνÄÇÏ°Ô µÇ¾ú´Ù. ºê·ç½º¿Í Á¶(Joe)´Â ´Ù¸¥ °æÇè°ú ±³À° Á¢±ÙÀ¸·Î ¼¼ »ç¶÷À» ¹¦»çÇÑ´Ù.
[ÀÌÇÏ ³»¿ëÀº ³»¿ë ÀÌÇØ °ï¶õÀ¸·Î ¹ø¿ªÀ» ¸øÇÔ. À¥DB¿¡¼­ Á¦°øÇÑ ¾Æ·¡ ¿ø¹®ÃÊ·Ï ÂüÁ¶¹Ù¶÷]

This paper draws on the personal experiences of three researchers: an ¡°outsider¡± (or western‐oriented) science teacher, a science teacher educator who has lived in Melanesian countries for almost a decade, and a national researcher who was born and educated in Melanesia. During a recent interpretative research study of the problematic relationship between the traditional world‐views of Melanesian villagers and the official school science views of young Melanesian people, Bruce became increasingly aware of the importance of conducting culture‐sensitive interpretative research. Bruce and Joe describe three people with different experiences and approaches to education. Mindful of the important role of the outside teacher researchers in providing essential information for the local contextualisation of school science curricula, we propose a number of culture‐sensitive practices when working in Melanesian cross‐cultural contexts. Karsoon: I like Melanesian ways. I wanted to learn Western ways and so when mission came, I went to school [so that I could] learn their ways. I thought I would learn new ways. I use school ways no more.Karsoon: The white man didn't want us to learn about his ways but only about his religion. (Waldrip & Taylor, 1999a, p. 297)I've studied overseas where I came across Papua New Guineans suffering from the ¡°dry coconut syndrome¡±—brown on the outside, but white on the inside. These are the people who suddenly forget their own ways because they are living in another country. (Pamba, 1999, p. 17)

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