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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.2, 2014년, pp.107 - 122
The purpose of this study is to investigate trends in research studies on scientific argument and writing in Korea. 118 research studies published from 2004 to 2013 have been collected and analyzed. Many of the research studies focused on developing teaching strategies, analyzing contents of scienti...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
과학적 소양과 언어와의 관계는 어떠한 것으로 보이는가? | 과학적 소양 함양은 중요한 과학 교육 목표이다(Osborne, 2002). Norris와 Phillips(2003)는 과학적 소양을 과학 교육을 통한 과학 지식 함양 뿐 아니라 과학에 관한 주제의 글을 읽고 쓸 줄 아는 능력을 갖추는 것으로 정의하면서 과학 학습에 있어서 언어의 중요성을 강조하였다. 언어의 활용은 과학 개념을 형성하는 과정, 문헌 또는 자료의 과학적 아이디어를 평가하고 이해하는 과정, 동료 과학자에게 의견을 교환하고 설득하고 논의하는 과정에서 필수적이다. | |
언어의 활용은 과학 개념 형성 과정에 어떠한 역할을 한다 보는가? | Norris와 Phillips(2003)는 과학적 소양을 과학 교육을 통한 과학 지식 함양 뿐 아니라 과학에 관한 주제의 글을 읽고 쓸 줄 아는 능력을 갖추는 것으로 정의하면서 과학 학습에 있어서 언어의 중요성을 강조하였다. 언어의 활용은 과학 개념을 형성하는 과정, 문헌 또는 자료의 과학적 아이디어를 평가하고 이해하는 과정, 동료 과학자에게 의견을 교환하고 설득하고 논의하는 과정에서 필수적이다. 학생들의 논의 활동은 탐구 계획을 세우고 데이터를 수집하고 그 결과를 해석하여 타당하고 정확한 증거로 주장을 보장하고 발전시키는 과정에서 이루어질 수 있다(Driver et al. | |
예비 교사 및 현장 교사 간의 과학 글쓰기 인식에 대한 결과는 어떻다고 나타나는가? | 예비 교사 및 현장 교사의 논의 및 과학 글쓰기 활동에 대한 인식을 조사한 연구에서 논의 및 과학 글쓰기 활동의 필요성은 인식하고 있으나 관련된 지식이 부족하다는 연구 결과가 발표되고 있다. Lee 외 (2009)가 초· 중· 고등학교 현장 교사 1,015명을 대상으로 학교 과학 수업에서의 논의 활동 사용에 대한 인식을 조사한 결과, 5년 이하의 경력을 가진 초· 중· 고등학교 교사의 50% 이상이 논의 활동에 대해 들어본 적이 없다고 응답하였다. 다른 연구들에서도 대부분의 예비교사들이 과학 학습을 위한 과학 글쓰기의 역할을 이해하고 과학 수업에 과학 글쓰기 활동을 활용할 의향이 있으나, 과학 글쓰기 교육 경험이 없을 뿐 아니라, 과학 글쓰기라는 말 자체를 생소하다고 답해 과학 글쓰기 활동에 대해 부담감과 어려움을 느끼고 있는 것으로 보고되어왔다. 이처럼 교사가 과학 수업에 논의 및 과학 글쓰기 활동을 적용하는데 어려움을 느끼고 있으므로 앞으로 예비 교사와 현장 교사의 논의및 과학 글쓰기에 대한 이해와 관련 교과교육학적 지식과 관련된 연구가 증진되어야 할 것이다. |
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