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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.3, 2014년, pp.197 - 206
이 연구에서는 중등 교육과정의 실험을 수행하는 과정에서 예비과학교사의 논증구조를 분석함으로써 예비과학교사의 탐구 능력과 탐구에 대한 인식을 조사하고자 한다. 사범대학교 4학년에 재학 중인 예비과학교사 9명을 대상으로 하였으며, 중학교 1학년 과학교과서의 상태변화에 관한 실험을 수행하였다. 예비교사들의 실험 보고서는 Toulmin의 논증구조를 분석틀로 분석되었다. 또한 설문지를 통해 과학과 실험에 대한 인식조사를 하였으며, 반구조화된 면담을 실시하였다. 연구결과, 예비교사들의 논증에는 과학지식의 결핍, 탐구 능력 미흡, 오차에 대한 신념, 추가 근거자료가 영향을 미쳤다. 이러한 연구결과를 통해 예비교사들의 실험 탐구능력 수준은 미흡하며, 예비교사 교육과정을 재구성하여 교사교육 프로그램을 통해 탐구 실험을 경험할 수 있는 기회를 제공할 필요가 있다고 주장하였다.
The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
Toulmin은 주장(C-claim)과 근거자료(D-data)의 논증을 보다 정당화하는 조건으로 무엇을 제안하였는가? | Toulmin(2003)은 주장(C-claim)과 근거자료(D-data)의 논증을 보다 정당화하는 조건으로 보증(W-warrant), 한정어(Q-qualifiers), 반박 (R-rebuttal), 지지(B-backing)과 같은 구성 요소를 제안하였다. 한정어 (Q)와 반박(R)은 자료의 정당화에 대한 주장을 전달하는 힘의 정도를 지적하기 위해 필요하다. | |
과학교육의 성공을 위한 주요한 요소 중 하나는 무엇인가? | 과학교사의 과학에 대한 신념은 과학교육의 성공을 위한 주요한 요소 중 하나이다(Abd-El-Khalick & Lederman, 2000; Kim, 2000). 학교에서 수행하는 과학 활동과 과학자의 활동이 다르다고 생각하는 교사들의 신념은 교사가 탐구수업을 계획하고 실행하는데 부정적인 영향을 미쳤다(Kim, 2011). | |
과학실험을 통해 의도한 교육목적이 달성되지 못하는 이유는 무엇인가? | , 2012; Lee & Lee, 2012). 이러한 과학 실험의 궁극적인 문제는 교사들이 과학 탐구의 본질을 잘 이해하지 못하기 때문이다(Choi & Seo, 2012; Han, 2012; Lee et al., 2012). |
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