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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.7, 2014년, pp.647 - 655
The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth gra...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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과학적 소양은 범위를 어떻게 확대하고 있는가? | 변화되는 사회에 대비한 교육의 역할로서 과학적인 소양을 갖춘 미래 시민을 육성하는 일은 과학교육의 중요한 목표가 되었다. 과학적 소양은 단순히 ‘과학 내용을 이해하는 기능과 지식(Koelsche, 1965)’ 에서 ‘일상생활의 문제에 대한 과학적 지식을 구성하는 데 요구되는 넓은 의미의 능력’과 ‘과학적 아이디어를 다른 사람에게 설득하고, 정보를 제공할 수 있는 능력’으로 그 범위를 확대하고 있다(Yore, Bisanz, & Hand, 2003). | |
과학 교과에서의 학습자가 '기본 개념을 이해한다'는 것은 무엇인가? | 과학 교과에서의 학습자가 ‘기본 개념을 이해한다.’는 것은 기존의 과학 지식과 과학적 방법을 바탕으로 끊임없이 새로운 과학 개념을 형성화하고 구조화하는 것이다. 따라서 과학 교육에서는 학습자에게 과학 개념을 전달하는 것뿐만 아니라 과학적 사실을 검토하여 사고와 추론을 통해서 유의미한 아이디어와의 관계를 형성할 수 있도록 가르쳐야 한다. | |
문명 발달 과정에서 교육은 어떤 역할을 담당하는가? | 현대 사회의 괄목할 문명 발달은 인류에게 편리하고 안전한 생활을 안겨주었고, 이는 의심할 바 없이 과학과 기술 분야의 발달에 의해 초래된 것으로 여긴다. 이러한 발달 과정에서 교육은 학습자에게 축적된 지식을 전수할 뿐만 아니라, 급변하는 사회의 다양한 요구 속에서 대처할 수 있는 능력을 길러주는 역할을 담당하고 있다(Soh & Woo, 1994). |
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