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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.1, 2015년, pp.109 - 119
In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively part...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Lee(2006)는 탐구 문제발견을 어떻게 설명하였나? | 그 중 문제 상황을 실험실 환경에서의 실험 활동과 관련된 상황으로 제한하면 “주어진 문제 상황에서 호기심과 민감성을 바탕으로 새롭고 가치 있는 과학탐구문제를 생성하고, 그 문제를 정교하게 하는 능력”으로 정의하기도 한다(Ryu & Park, 2008a). 또한 Lee(2006)는 탐구상황에서의 ‘탐구 문제발견’을 자신이 처한 상황이나 제공된 문제 상황에서 탐구하기 위한 심도 깊은 질문과 새로운 문제를 형성하고 구성, 창조하는 것을 의미한다고 하였고, Kim(2006)은 생소한 상황에서 탐구를 수행할 수 있도록 탐구의 방향을 지워주는 탐구 문제를 제안하고 이를 구체화하는 것이라고 하였다. | |
일반적인 문제와 달리 과학적 문제나 의문에 대해 과학철학자들은 어떻게 설명하였나? | 문제발견에서 과학적 문제나 의문은 일반적인 문제와 그 정의에서 조금 차이가 있다. 과학철학자들은 과학적인 문제, 즉 ‘과학적 탐구 문제(scientific inquiry problem)’는 단순히 이해를 위한 질문(question)이 아니라 주어진 어떤 상황에서 탐구 혹은 조사할만한 가치가 있다고 생각되는 문제라고 정의하였다(Brugman, 1995). Kim(2006)은 ‘과학적 증거를 생성할 수 있거나 증거를 수집하는 활동을 요구하는 과업’이라고 정의하였다. | |
문제발견은 무엇인가? | 이렇게 의문을 품는 과정을 ‘문제발견’이라고 할 수 있는데, 일반적으로 제공된 문제 상황에서 문제를 형성하고 창조하기 위한 행동, 태도, 사고 과정을 말한다(Lee, 2005). Hoover & Feldhusen(1990)은 문제발견을 문제해결의 초기 단계에 일어나는 것으로 보았으나, 일반적으로 문제발견은 창의적 사고 과정의 첫 단계에서만 일어나는 것이 아니라 창의적 과정의 여러 단계에서 문제 인식, 문제 재정의 등의 형태로 계속적으로 일어난다고 보고 있다(Getzels & Csikszentmihalyi, 1976; Runco, 1994). |
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