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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.33 no.1, 2014년, pp.1 - 20
이정아 (서울대학교) , 최종림 (서울대학교) , 박은지 (서울대학교) , 최승언 (서울대학교) , 김희백 (서울대학교) , 노태희 (서울대학교) , 유준희 (서울대학교) , 이경우 (서울대학교) , 계영희 (고신대학교) , 김찬종 (서울대학교)
This study aimed to find out the current conditions and the characteristics of elementary students' science-related engagement in informal education setting. For this, we conducted a survey targeting 645
핵심어 | 질문 | 논문에서 추출한 답변 |
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인지주의적 접근으로 학습을 볼 때 학습의 정의는 무엇인가? | 학습에 대한 인지주의적 접근을 취할 때 학습이란 지식을 습득하는 것으로 정의된다. 이러한 관점에서 보면 참여와 학습은 크게 연관성이 없는 것으로 보인다. | |
참여의 일반적인 정의는 무엇인가? | 참여는 학자들에 따라 다양하게 정의되지만, 일반적으로 참여는 사람이 어떤 활동이나 업무에 대하여 적극적으로 관여하는 것을 의미한다(Reeve et al., 2004). | |
참여주의적 관점에서 초등학생 들의 과학관련 참여활동의 현황을 조사한 연구결과는 어떠한가? | 이 연구는 참여를 학습의 과정으로 보는 참여주 의적 관점에 입각하여 비형식 환경에서 초등학생 들의 과학관련 참여활동의 현황을 조사하는데 그 목적을 두었다. 연구결과, 초등학생의 과학관련 활동은 일상적 가족 학습 환경(일상, 야외)에서 가장많이 일어나고, 다음은 교육적 의도로 설계된 환경 (방과 후 교실, 학원), 설계된 비형식 학습 환경(과학관, 박물관, 미술관) 순으로 학생들의 참여 활동이 많은 것으로 나타났다. 참여 활동이 가장 낮은 곳은 지역사회 기반 비형식 학습 환경이었는데, 예외적으로 지역도서관에서의 과학관련 활동은 비교적 많은 것으로 나타났다. |
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