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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.28 no.6, 2008년, pp.618 - 632
Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form b...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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PCK와 그 구성요소는 무엇에 이용될 수 있는가? | PCK와 그 구성요소는 과학교사 교육 목적 틀 또는 평가 목표 틀로 작성할 수 있는 것만이 과학교사 양성 교육과정 내용의 선정·조직, 과학교육학 과목의 설정, 신규과학교사 임용시험 등의 준거로 이용될 수 있다. 과학교육의 목적 틀과 평가목표 틀은 대개 2-3차원으로 작성된다. | |
미국의 NAEP에서는 지식과 능력으로 구성된 이차원의 평가 틀을 활용하는 이유는 무엇인가? | 영국의 ASE(1986)에서는 과학교육의 목적을 내용·과정·상황의 3차원으로 기술하며, 미국의 NAEP(NAGB, 2008)에서는 지식과 능력으로 구성된 이차원의 평가 틀을 활용한다. 이는 목적 틀과 평가 틀을 3차원 이상으로 구성하기 어렵기 때문이다. | |
PCK란? | ‘교수내용지식’으로 해석하고, 교과 내용 또는 교과 지식이 교수의 용도로 변형되거나 교육학 지식이 함께 섞인 통합적 지식을 말한다. |
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