[논문]근대 과학자와 예술가의 사례를 통해 살펴 본 융복합교육으로서의 과학교육: 과학과 예술을 중심으로

조헌국

doi:10.14697/jkase.2014.34.8.0755

근대 과학자와 예술가의 사례를 통해 살펴 본 융복합교육으로서의 과학교육: 과학과 예술을 중심으로
Implications of Science Education as Interdisciplinary Education through the Cases of Scientists and Artists in the Modern Era: Focus on the Relationship Between Science and the Arts 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.8, 2014년, pp.755 - 765

초록
AI-Helper

통섭 또는 융복합은 오늘날 매우 많은 관심을 받고 있다. 이에 본 연구에서는 과학과 예술의 통합을 시도한 근대 과학자와 예술가들의 발견 과정을 중심으로 융복합의 특징을 살펴보고, 근대의 사회철학적 배경을 고려함으로써 오늘날 과학교육이 융복합교육으로서 필요한 과제와 방향에 대해 논의하고자 한다. Netwon, Kepler, Galileo 등의 근대 과학자들은 예술의 사실적 묘사와 같은 방법을 통해 과학 지식을 표현하고 추론하는 데 활용하였으며, 예술과 과학의 규칙과 대응 관계를 통해 새로운 이론을 주장하고자 하였다. 예술가들 역시 과학을 통해 보다 사실적인 현상의 묘사를 힘썼으며, 특히 선원근법을 중심으로 한 해부학과 광학에 주로 의존하였다. 또한 과학자들과 예술가들 모두 유비 추리를 통한 일종의 "빌려오기"를 통한 융복합을 시도하였다. 이는 시기적으로 신플라톤주의의 영향을 받은 것으로 해석할 수 있다. 당시의 과학자들은 상황이나 장소에 대한 구분 없이 적용되는 보편타당한 법칙과 방법을 추구하였으며, 예술과의 융합을 통해 과학 지식을 예술에 접목시키기도 하고 예술의 유용한 도구를 과학적 발견에 활용하기도 하였다. 따라서 오늘날 융복합교육으로서의 과학교육은 학생들에게 보다 전체적인 관점에서 바라볼 수 있도록 해야 하며, 과학과 예술 간의 통합을 통한 아이디어 창출을 목표로 과학과 예술 간의 상호 보완적인 관계를 중심으로 초학문적 시도를 장려해야 한다. 또한, 협동학습의 조직 및 관련되는 평가 기준의 마련을 통해 집단적 창의성을 증진시키고 일상 맥락에서의 문제 해결을 통한 경험을 강조해야 할 것이다.

Abstract ▼ AI-Helper

The convergence and consilience in education (hereafter, interdisciplinary education) is receiving great attention from societies. This study aims to investigate the works of scientists and artists who have intended to combine science with the arts in the modern era, to take into account the socio-philosophical setbacks during the period, and to suggest pedagogical implications of science education as interdisciplinary education. The concept of interdisciplinary education stems from Plato's thought, idea, as a comprehensive and invariant truth. The renaissance, full of enrichment about scientific achievement, was based on Neo-Platonism pursuing holistic-synthetic approach. During the time, scientists presented in this study tried to find comprehensive principles and borrow useful method from the arts. In such a context, scientists not only made use of the arts for expression of scientific knowledge, but also drew conclusion by analogical reasoning between science and the arts. Artists, as well, relied upon anatomy and optics especially, to elaborate linear perspective and even developed their own scientific knowledge through personal experience. Hence, contemporary science education should encourage students to hold a holistic viewpoint about science and the arts, articulate explicit goals and outcomes as interdisciplinary education, implement meta-disciplinary instruction about science and the arts, and develop assessment framework for collaborative learning. There may be good examples for inter-disciplinary education as listed: illustrating scientific ideas through the arts and vice versa, organizing collaborative works and evaluations criteria for them, and stressing problem solving on a daily basis.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	각국의 과학교육 공식 문서에서 강조하는것은 무엇인가?	특히 최근 일어나고 있는 각국의 과학교육 공식 문서에서는 통합과 관련된 기능이 강조되고 있다. 우리나라 2009 개정 교육과정에서는 실생활의 문제해결과 탐구 능력을 강조함으로써 융합인재교육(STEAM) 이 표제어로 제시되었으며(MEST, 2011), 2015년에는 문 · 이과 통합 교육과정이 구성 중에 있다.
	과학과 예술의 통합과 관련된 과학자 및 예술가를 대상으로 한 본 연구에서 선정된 예술가들은 누구인가?	해당 시기 중 연구 대상은 당시에 출생하고 활동한 인물 중 과학과 예술의 통합과 관련된 과학자 및 예술가를 대상으로 선정하였다. 예술가의 경우, 근대 시기에 출생해 활동한 화가 중, 르네상스 초기인 사실주의 화풍을 따르며 선원근법 및 해부학과 관련된 Giotto, Alberti, Durer와 해부학과 관련된 da Vinci와 Michelangelo을 대상으로 선정하였다. 과학의 경우, 예술적 아이디어를 활용한 과학자들로, 과학혁명의 시초가 된 천문학 혁명과 관련된 과학자들을 주로 살펴보았다 (Cushing, 1998; Kim et al.
	과학교육에 대한 관심이 증가하는 이유는 무엇인가?	오늘날 과학기술의 발전은 현대 사회의 생활의 변화를 가져 왔으며, 과학기술을 통한 부가가치로 인해 과학이 경제성장의 주요 동력원으로 여겨지면서 과학교육에 대한 관심이 증대되고 있다. 최근 발표된 미국의 차세대과학교육기준(Next Generation Science Standards; NGSS)에서는 기술과 공학 분야의 내용 및 실천이 구체적으로 기술되어 있으며, 싱가포르의 초·중등교육과정에서는 발명적 사고와 활동을 강조하며, 우리나라의 2009 개정 교육과정에서도 첨단과학기술이 강조된 융합인재교육이 강조되었다(Ministry of Education, 2013; Ministry of Education, Science and Technology(MEST), 2011; National Research Council, 2012).

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