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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.1, 2014년, pp.10 - 20
This study compares the perceptions of elementary gifted child and science teacher in a science class for the gifted. In order to explore the research problem, students and teachers answered a written semi-structured questionnaire and participated in interviews regarding the gifted science class. Th...
핵심어 | 질문 | 논문에서 추출한 답변 |
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교육학적인 수업의 정의는 무엇인가? | 그만큼 수업은 복잡하고 역동적인 과정이며, 수업 또한 일정한 구조, 반복적인 패턴, 공통의 의미를 내포하고 있는 문화현상이다(Cuban, 1998). 반면 수업은 교육학적으로는 교육과정이라는 교육 자료를 활용하여 교사와 학생간의 의미의 일치를 이루는 것이라고 정의한다(Gowin, 1981). 그리고 Gagne와 Deci(2005)는 수업은 학습을 도와주는 활동으로서 내적 학습 과정을 지원하기 위해 의도적으로 배열된 일련의 외적 사상이라고 하였다. | |
과학 수업은 무엇을 목적으로 하는 수업인가? | 특히 과학 수업은 실험활동을 통해 과학적 정보를 수집하여 결과를 해석하며 결론을 이끌어 내거나 추론할 수 있는 능력을 기르는 것을 목적으로 하는 수업이라 한다(Klopfer, 1971). 그렇다면 이러한 과학 수업에 대해 교사는 어떠한 인식을 갖고 있을까? Appleton(2006)은 초등교사를 대상으로 한 연구에서 초등교사들은 과학 수업에 대한 자신감이 부족하며 그 결과 과학을 가르치려 하지 않거나 잘 되는 과학 활동만을 선택하여 수업을 하기도 한다고 보고하였다. |
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