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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.7, 2014년, pp.677 - 691
Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the con...
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본 연구의 개념적 바탕인 4가지 영역의 개념 틀은 무엇인가? | 그리고 참여 과학자들이 보여준 과학의 본성에 대한 인식을 본 연구의 개념적 바탕인 4가지 영역의 개념 틀: 1. Nature of Scientific Knowledge, 2. Nature of Scientific Inquiry, 3. Nature of Scientific Thinking, 그리고 4. Nature of interactions among science, technology, and society (STS)로 보았을 때는 4가지 영역 중에서 재미 과학자들은 네 번째 영역인 STS적인 과학의 본성에 대한 모든 질문들에서는 약 90% 정도의 과학의 본성 내용과 일치를 보임으로 과학교육에서 제시하는 과학의 본성에 대한 높은 이해를 나타내고 있으나 과학적 탐구의 본성 중에서는 3가지 문항 중 2가지 문항에서 50% 이하의 일치를 나타내면서 비교적 낮은 이해도를 보여주고 있었다. 이것은 참여 과학자들이 모두 현직에서 활동 중인 과학자들로 과학을 업무로써 인식하면서 STS적인 과학의 본성을 몸소 체험함으로 내면화하게 되어 이 영역에 대한 높은 이해도를 보이고 있다고 생각된다. | |
과학교육 연구자들은 과학자들을 무엇이라고 말하고 있는가? | 또한 과학교육 연구자들은 과학교사뿐 아니라 과학자들 역시 학생들의 과학의 본성, 지식, 탐구 학습에 중요한 조력자 역할을 하는 '숨은 자원'이라고 말하고 있다(Fedock, Zambo, & Cobern, 1996). Jeanpierre, Oberhauser, and Freeman (2005)은 학생들은 그들의 교사가 과학자들과 함께 참여한 교사연수 프로그램에 참가한 후에 더 깊이 있는 ‘탐구’를 경험할 수 있었다는 사실을 발견했다. | |
과학자들은 과학적 법칙과 이론의 차이점을 잘 모르면서도 이론과 법칙의 예를 이용하였을 때에는 그 차이를 알고 있는 것처럼 보였는데 이는 어떤 의미인가? | 흥미롭게도 과학자들은 과학적 법칙과 이론의 차이점을 잘 모르면서도 이론과 법칙의 예를 이용하였을 때에는 그 차이를 알고 있는 것처럼 보였다. 이는 과학자들이 법칙과 이론이 다르다는 것을 알아도 정확한 용어의 정의를 모르고 있으며 또한 서로 다른 종류의 지식이 존재한다는 과학의 본성을 생각해 본적이 없는 것으로 유추된다. 선행 연구들에서도 이와 같이 법칙과 이론의 의미에 대한 혼돈과 몰이해는 각각의 용어에 대한 고찰의 부족과 학교에서 교과서 등을 통하여 경험하는 과학교육과정에서 유래된 오개념이라고 지적하였다(Bayir, Cakici, & Ertas 2014; Kang, Scharmann, Noh, 2005; Liu & Lederman, 2007; Wong & Hodson, 2008). |
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