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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.33 no.2, 2014년, pp.207 - 216
Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it i...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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과학의 본성이란 무엇인가? | , 1998). 이와 같이 과학의 본성이란 과학의 지식이나 탐구 기술과는 다른 그 이론과 과정 속에 내포된 과학 자체의 본질 및 그 가치에 관한 것으로, 개인의 과학의 본성에 대한 이해는 과학 지식이나 과정을 학습하는데 있어서 근본적인 영역이므로 과학수업에 서 학생들에게 과학에 대한 본성을 이해시키는 일은 매우 중요하다고 할 수 있다. | |
우리나라의 교과서 분석 연구는 어떻게 나누어 볼 수 있는가? | 최근까지 우리나라의 교과서 분석 연구는 크게 교과서의 외형적인 측면 분석과 내용 분석으로 나누어 볼 수 있다. 교과서의 삽화나 단원수와 같은 외형적인 구조 및 특징에 대한 연구(Yeo et al. | |
4가지 과학의 본성 영역은 무엇인가? | 따라서 본 연구에서는 초등학교 과학 교과서 3학년부터 6학년까지에서 나타나고 있는 과학의 본성 측면을 과학적 소양에 근거한 4가지 과학의 본성 영역으로 분석하였다. 4가지 영역의 과학의 본성은 다음과 같다: 1) 지식체계로서의 과학(science as a body of knowledge), 2) 탐구로서의 과학(science as a way of investigation), 3) 사고 방법으로서의 과학 (science as a way of thinking), 그리고 4) 과학과 기술 및 사회의 상호작용(STS: science, technology and society), 이 4가지 영역의 과학적 소양의 틀은 지난 몇 십년동안 과학 교육자들이 과학 교육과정 및 수업 모형을 개발하고 평가하는데 많이 사용되어져 왔으며, 특히 과학 교과서의 과학의 본성에 대한 포함 정도를 분석하는데 주로 사용되어졌다(Chiappetta et al., 1991; Chiappetta & Fillman, 2005; Chiappetta et al. |
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