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NTIS 바로가기水産海洋敎育硏究 = Journal of fisheries and marine sciences education, v.26 no.1 = no.67, 2014년, pp.134 - 147
The purpose of this study was to analyze stages of the concern on open inquiry of elementary school teachers. To achieve this purpose, this study used the instruments of CBAM, including stages of concern questionnarie. The results of this study was as follows. Firstly, most teachers were in 0 stage,...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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2007년 개정 교육 과정 때 도입된 자유탐구의 의도는 무엇인가? | 학생들의 탐구 능력 학습을 위한 교수․학습 방법으로 도입된 자유탐구는 탐구활동에 관련된 제반 사항에 대해 학생의 선택과 결정을 허용하는 활동으로, 학교의 실정과 학생들 능력에 맞추어 수행할 수 있도록 학년 초에 계획을 세워 지도할 수 있도록 하며, 주제 선정에서부터 계획 수립, 탐구 수행, 결과 발표에 이르기까지 학생이 주도 하여 창의적으로 수행할 수 있도록 지도할 것이 교육과정에 명시되었다(Ministry of Education, Science and Technology, 2011b). 이러한 자유탐구는 2007 개정 교육과정에서부터 도입되었으며, 학생들의 과학에 대한 흥미를 높이고 창의력을 신장시킬 수 있도록 학생 스스로 관심 있는 주제를 선정하여 자기주도적으로 심화된 탐구를 할 수 있도록 하려는 의도를 지닌다(Ministry of Education, Science and Technology, 2007a). | |
탐구활동이란 무엇인가? | 학교의 과학 교육과정에서 강조되는 탐구활동은 전 세계적인 현상이라 할 수 있다. 탐구활동은 과학적인 질문을 하고, 다양한 질문에 답하기 위해 과학적 조사를 설계하고, 적절한 도구를 사용하여 자료를 해석․분석하고, 증거를 사용하여 과학적 설명을 명확하게 하며, 증거와 과학적 설명 간의 관계를 의사소통하고 지지할 수 있는 이해와 능력이 결합된 활동으로 정의될 수 있다. 탐구활동에 대해 어떤 연구자는 학생들이 자기주도적이고 개방적인 과학 탐구활동에 참여할 때 학습이 성공적으로 이루어진다고 주장하는 반면, 어떤 연구자는 탐구활동의 효과 및 가치에 대해 회의적이다(Salter & Atkins, 2011; Tan & Wong, 2012). | |
탐구활동의 효과 및 가치에 대하여 회의적인 연구자들의 입장은 무엇인가? | 탐구활동에 대해 어떤 연구자는 학생들이 자기주도적이고 개방적인 과학 탐구활동에 참여할 때 학습이 성공적으로 이루어진다고 주장하는 반면, 어떤 연구자는 탐구활동의 효과 및 가치에 대해 회의적이다(Salter & Atkins, 2011; Tan & Wong, 2012). 후자의 경우 자유탐구는 비실용적이고, 비 효과적이며, 심지어는 규범적인 과학 개념을 이해하는 데 도움이 되지 않는다고 지적하기도 한다. 그러나 자유탐구를 지지하는 연구자들은 학생들이 과학자가 과학을 탐구하는 것처럼 과학을 탐구할 수 있어야 하고, 자유탐구를 통해 학생들이 종합적인 탐구 과정을 수행할 수 있게 되었음을 보고한다. |
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