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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.29 no.8, 2009년, pp.990 - 1010
To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scien...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Darwin은 종의 기원을 어떻게 설명하였는가? | Darwin(1859)은 생물의 적응에 대해 자연선택 이론(다윈주의)을 제안하여, 작고, 연속적이며, 유리한 변이가 장기간에 걸쳐 누적되는 방식으로 작용하는 선택 과정으로 종의 기원을 설명하였다. 그는 종은 환경에 의해 부양될 수 있는 것보다 훨씬 더 많은 자손을 만들어낼 수 있으므로, 제한된 재원 때문에 개체들은 생존을 위해 지속적으로 경쟁하게 마련이라고 주장한다. | |
뇌기반 진화적 과학 교수 학습 모형에서 세 가지 요소는 무엇인가? | 이 모형은 세 가지 요소와 세 가지 단계 및 평가로 이루어진다. 세 가지 요소는 정의적, 행동적, 인지적 요소이고, 각 요소를 구성하는 세 단계는 다양화 $\rightarrow$ 비교 선택 $\rightarrow$ 확장 적용(ABC-DEF; Affective, Behavioral, Cognitive components - Diversifying$\rightarrow$Emulating, Estimating, Evaluating $\rightarrow$ Furthering steps)이다. 이 모형에서 정의적 요소 (A)는 인간 뇌에서 감성을 관장하는 대뇌변연계에 토대를 두고 자연 사물과 현상에 대한 학습자의 흥미 호기심과 관련된다. | |
자연선택에 의한 진화 이론이 영향을 미치는 분야 및 영역들은 무엇이 있는가? | 이처럼, 자연선택에 의한 진화 이론은 생물학 영역을 초월하여 신경생물학에서부터 조직 및 산업심리학, 교육심리학, 환경심리학 등과 같이 진화심리학(evolutionary psychology)의 형태로 심리학의 여러 하위 분야에 많은 영향을 미칠 뿐만 아니라, 인공지능, 기술, 법, 예술, 경제학, 수학적 추리, 정신의학, 사회학, 심지어 종교에 이르기까지 다양한 학문 영역으로 확장∙발전되고 있다(Blute, 2002; Buss, 2007; Geary, 2002, 2007; Wilson, 2007). Cziko (1995)는 자연선택, 클론선택, 뉴런선택 원리로부터 보편 다윈주의 (선택주의) 이론(universal Darwinian(selectionist) theory)을 제안하였다. |
강호감 (1991). 두뇌의 기능분화에 따른 교수전략이 창의력 및 자연과 학업성취도에 미치는 영향. 서울대학교 박사학위논문
교육인적자원부 (2007). 과학과 교육과정. 대한교과서주식회사
권용주 (1998). 청소년들에게서 전두연합령은 어떻게 과학적 추론 및 과학개념 변화의 수행을 매개하는가? 한국과학교육학회지, 18(3), 427-442
김용진 (2000). 학습 활동의 뇌파 분석에 기초한 두뇌 순환 학습 모형의 개발과 과학 학습에의 적용. 서울대학교 대학원 박사학위 논문
김재영 (2000). 뇌기능 발달에 기초한 초등과학 교육과정 개발에 관한 연구. 서울대학교 대학원 박사학위 논문
배진호 (1999). 과학교육에서 두뇌학습 원리에 기초한 창발수업모형의 개발. 서울대학교 대학원 박사학위 논문
신동훈 (2006). 생물학 가설 생성에서 나타나는 과학적 감성의 생성 과정 설명을 위한 신경 인지적 모형 개발. 한국생물교육학회지, 34(2), 232-245
임채성 (1992). 일중 시간에 따른 인지기능의 변화에 의거한 고등학교 학생의 과학학습 증진을 위한 교수 전략. 서울대학교 박사학위 논문
임채성 (1997). 협동학습의 대뇌생물학적 기초: 아이디어-공유-창출 모델. 한국생물교육학회지, 25(2),143-155
임채성 (2005). 뇌 기능에 기초한 과학 교수학습: 뇌 기능과 학교 과학의 정의적.심체적.인지적 영역 의 연계적 통합 모형. 초등과학교육, 24(1), 86-101
임채성, 오윤화 (2004). 초등학교 학생이 지각한 감성 상태와 과학 학습 경험에 대한 기억의 관계. 한국생물교육학회지, 32(2), 173-180
최선영 (1999). 전뇌학습 프로그램이 초등학생의 창의력, 자연과 학업성취도, 과학적 태도 및 학습양식 에 미치는 효과. 서울대학교 대학원 박사학위 논문
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