[논문]중학교 과학 소화순환호흡배설 단원 수업 후 학생들의 시스템적 사고와 교사의 반성적 사고 분석

김동렬

doi:10.13000/jfmse.2014.26.2.401

[국내논문] 중학교 과학 소화순환호흡배설 단원 수업 후 학생들의 시스템적 사고와 교사의 반성적 사고 분석
An Analysis of Students' Systemic Thinking and Teachers' Reflective Thinking after the Lesson of Digestion, Circulation, Respiration and Excretion of Middle School Science 원문보기

水産海洋敎育硏究 = Journal of fisheries and marine sciences education, v.26 no.2 = no.68, 2014년, pp.401 - 420

Abstract ▼ AI-Helper

This study aims to analyze middle school students' systemic thinking to express organic relations between different organ systems about the movement of food and air and teachers' reflective thinking about science teaching through their reflective journals after the lesson of digestion, circulation, respiration and excretion. Firstly, when investigating the moving route of hamburger eaten inside the body, students expressed the names, locations and forms of organs in the digestive system more than those in the circulatory system or the excretory system. When investigating the moving route of a painkiller taken inside the body, students seemed to have more difficulty in expressing the related organ systems than when investigating the moving route of other things, and they mostly drew pictures of organs in the digestive system as done for the moving route of hamburger. However, when investigating the moving route of water drunk inside the body, students mostly described organs in the digestive system but drew more pictures of organs in the excretory system, than when investigating the moving route of other things. When investigating the moving route of air inhaled inside the body, students mostly drew pictures of organs in the respiratory system, but the rate of their drawing pictures of circulatory organs was low. Secondly, this study analyzed one of the teachers' reflective journals, named Mr. Park. According to his journal, students showed different levels of understanding of organ names, depending on their degrees of familiarity with each organ, and in regard to the locations of organs, science teachers mostly aim to achieve learning objectives so much that they often forget to instruct the locations of organs in fact. As for the forms of organs, science teachers mostly spend so much time explaining the functions of organs that they often forget to describe the exact form of each organ.

Keyword

질의응답

핵심어	질문	논문에서 추출한 답변
	학생들이 과학 교과과정을 통해 얻고자 하는 것은 무엇인가?	과학 교과과정은 관찰하기, 분류하기, 측정하기, 가설설정, 그리고 실험하기와 같은 학생들의 과학탐구기능들을 향상시키는데 주로 목표를 두고 있으며 과학에 대한 긍정적 태도와 함께 과학적 소양을 기르는데 중점을 두고 있다(Ormanci & Oren, 2011). 이런 맥락에서 과학 교과과정을 통해 학생들은 자신이 획득한 지식을 사용하여 직면한 문제를 해결하고 비판적으로 생각하고, 과학 현상을 탐구하고 자신의 환경을 이해하고자 한다. Gunes and Gunes(2005)에 의하면 한 개인이 자기 자신과 자신의 환경을 이해하기 위해서는 모든 생물과 생물들의 환경을 통합적으로 살펴보는 생물학적 주제들에 관하여 배울 필요가 있다.
	과학 교과과정의 주요 목표는 무엇인가?	과학 교과과정은 관찰하기, 분류하기, 측정하기, 가설설정, 그리고 실험하기와 같은 학생들의 과학탐구기능들을 향상시키는데 주로 목표를 두고 있으며 과학에 대한 긍정적 태도와 함께 과학적 소양을 기르는데 중점을 두고 있다(Ormanci & Oren, 2011). 이런 맥락에서 과학 교과과정을 통해 학생들은 자신이 획득한 지식을 사용하여 직면한 문제를 해결하고 비판적으로 생각하고, 과학 현상을 탐구하고 자신의 환경을 이해하고자 한다.
	‘우리 몸의 구조’ 단원이 자기 자신에 대해 배우는데 도움을 주는 핵심 생물학 주제인 이유는 무엇인가?	특히, ‘우리 몸의 구조’ 단원은 개인들이 자기 자신에 대해 배우는데 도움을 주는 핵심적인 생물학주제들 중의 하나이다. Demirci-Guler(2008)는 과학 교과과정 중 가장 중요한 단원중 하나는 인간의 삶과 밀접한 관련이 있는 우리 몸의 구조 단원이며 교사들과 학생들이 과학교육과정의 한 단원으로서 우리 몸 안의 계통들에 관한 지식을 가지는 것은 중요하다고 보았다.

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