최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.2, 2015년, pp.217 - 229
심영숙 (서울교육대학교) , 김찬종 (서울대학교) , 최승언 (서울대학교) , 김희백 (서울대학교) , 유준희 (서울대학교) , 박현주 (조선대학교) , 김혜영 (조선대학교) , 박경미 (서울사대부설중학교) , 장신호 (서울교육대학교)
In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers a...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
과학은 무엇인가? | 과학은 지식을 생산하는 과정이며, 과학의 주된 목적은 자연세계에서 관찰된 현상들을 기술하고 설명하는 것이다(Science for All Americans; Rutherford & Ahlgren, 1991). 지식을 생성한다는 것은 제기된 문제 현상을 설명하기 위해 필요한 지식을 고안하는 것을 의미(Anderson & Biddle, 1991)하며, 과학지식을 생성한다는 것은 자연현상을 설명하기 위해 필요한 모든 형태의 지식을 고안하는 것이라 할 수 있다(Kwon et al. | |
과학지식을 생성한다는 것은 무엇인가? | 과학은 지식을 생산하는 과정이며, 과학의 주된 목적은 자연세계에서 관찰된 현상들을 기술하고 설명하는 것이다(Science for All Americans; Rutherford & Ahlgren, 1991). 지식을 생성한다는 것은 제기된 문제 현상을 설명하기 위해 필요한 지식을 고안하는 것을 의미(Anderson & Biddle, 1991)하며, 과학지식을 생성한다는 것은 자연현상을 설명하기 위해 필요한 모든 형태의 지식을 고안하는 것이라 할 수 있다(Kwon et al., 2011). | |
모델링 수업이 과학자 사회처럼 사고의 발달을 경험할 수 있는 탐구 수업으로 가능함을 보여주는 예는 무엇이 있는가? | 모델링 수업을 통해 나타난 학생들의 연소 모델은 과학자 사회의 패러다임이 플로지스톤설에서 라부아지에의 산소설로 변화하는 과정에서 나타난 연소에 대한 과학자들의 사고와 비슷하게 발달함을 알 수 있었다. 이는 모델링 수업이 과학자 사회처럼 사고의 발달을 경험할 수 있는 탐구 수업으로 가능함을 보여주는 예라고 할 수 있다. |
Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., ... & Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science education, 88(3), 397-419.
Anderson, D., & Biddle, B. J. (1991). Knowledge for policy: Improving education through research. London: Falmer Pr.
Bae, D. & Yoo, J. (2012). Middle School Students' Learning Progressions for Scientific Modeling Force and Motion, New Physics: Sae Mulli(The Korean Physical Society), 62(8), 809-825.
Baek, H., Schwarz, C., Chen, J., Hokayem, H., & Zhan, L. (2011). Engaging elementary students in scientific modeling: The MoDeLS fifth-grade approach and findings. In Models and modeling (pp. 195-218). Springer Netherlands.
Bailer-Jones, D. (2009). Scientific models in philosophy of science. University of Pittsburgh Pre.
Bamberger, Y. M., & Davis, E. A. (2013). Middle-school science students' scientific modelling performances across content areas and within a learning progression. International Journal of Science Education, 35(2), 213-238.
Campbell, T., Oh, P. S., & Neilson, D. (2012). Discursive modes and their pedagogical functions in model-based inquiry (MBI) classrooms. International Journal of Science Education, 34(15), 2393-2419.
Choi, J., Lee., S., & Kim, H. B. (2014). Social Interaction according to Student's Approach to Learning Science and Their Levels of Scientific Knowledge during Small-Group Argumentation. Biology Education, 42(4), 371-385.
Clement, J. J. (Ed.). (2008). Creative model construction in scientists and students (pp. 33-64). Springer Netherlands.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D. C.: National Academies Press.
Ford, M. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423.
Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79.
Gilbert, J. K., Pietrocola, M., Zylbersztajn, A., & Franco, C. (2000). Science and education: Notions of reality, theory and model. In Developing models in science education (pp. 19-40). Springer Netherlands.
Gillies, R. M. (2004). The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research, 41(3), 257-279.
Hardwicke, A. J. (1995) Using molecular models to teach chemistry: part 2, using models, School Science Review, 77(279), 47-56.
Hogan, K. (1999). Sociocognitive roles in science group discourse. International Journal of Science Education, 21(8), 855-882.
Justi, R. S., & Gilbert, J. K. (2002). Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of science education, 24(12), 1273-1292.
Kang, S., & Noh, T. (2000). Effect of Concept Learning Strategy Emphasizing Social Consensus during Discussion. Journal of the Korean Association for Science Education, 20(2), 250-251.
Kim, M. S. (2013). Understanding the co-construction of scientific modeling process of middle school students in small groups: Focusing on situation definition and inter subjectivity. Unpublished master's thesis. Seoul National University, Seoul, Korea.
Kim, S. (2012). Practical knowledge of teachers appeared in development and performance' Co-Construction of Scientific Models' classes. Unpublished master's thesis. Seoul National University, Seoul, Korea.
Kumpulainen, K., & Wray, D. (2012). Classroom interactions and social learning: From theory to practice. Routledge.
Kwak, Y. (2002). Improving the quality of Kore an school education (II) A Qualitative Case Study of Good Science Teaching in the Secondary School. Seoul, Korea: Korean institute for Curriculum and Evaluation.
Kwon, Y. J., Jeong, J. S., Shin, D., Lee, J. K., Lee, I. S. & Byeon, J. H. (2011). Science-Knowledge Generation and Evaluation. Seoul, Korea: Hakjisa Publishing Company.
Latour, B. (1990). Drawing things together, In Lynch M., Woolgar S. (Eds.). Representation in scientific practice, 19-68. Cambridge, MA: MIT Press.
Lee, J., Kim, M., Kim, S. Kim, Y., Song, U., Lee, M., Lee, W., Cho, Y., Jo, Y., Choi, S., & Choi, S. (2008). Cooperative Learning and Research. Seoul, Korea: Kyoukgwahaksa Publishing Company.
Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of research in science teaching, 38(3), 296-316.
Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. Cambridge handbook of the learning sciences, 371-388.
Lee, T. H. (2013). Cultural Features of Middle School Students in Small Group Inquiry Practices. Unpublished master's thesis. Seoul National University, Seoul, Korea.
National Research Council. (2011). A framework for K-12 science education: Practices, cross cutting concepts, and core ideas. Washington, DC: The National Academies Press.
Noh, T., Yun, J., Kang, H., & Kang, S. (2006). A Comparison of Scientists and Students' Responses to Discrepant Event and Alternative Hypothesis in the Conceptual Change Process from the Phlogiston Theory to the Oxygen Theory. Journal of the Korean Association for Science Education, 26(7), 798-804.
Oh, P. S., Lee, S. K., & Kim, C. J. (2007). Case of Science Classroom Discourse Analyzed from the Perspective of Knowledge-Sharing. Journal of the Korean Association for Science Education, 27(4), 297-308.
Park, Y. S. (2006). Theoretical Study on the Opportunity of Scientific Argumentation for Implementing Authentic Scientific Inquiry. Jour. Korean Earth Science Society, 27(4), 401-415.
Poirier, J. P. (1998). Lavoisier: chemist, biologist, economist. Philadelphia: University of Pennsylvania Press.
Radinsky, J., Oliva, S., & Alamar, K. (2010). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching, 47(6), 619-642.
Rutherford, F. J., & Ahlgren, A. (1991). Science for all Americans. New York: Oxford university press.
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Acher, A., Fortus, D., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.
Stake, R. E. (1978). Case Studies in Science Education, Volume I: The Case Reports.Washington, D.C.: U.S. Government Printing Office.
Tucker, R., & Reynolds, C. (2006). The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio. Journal for Education in the Built Environment, 1(2), 39-56.
Trentin, G. (2000). The Quality-Interactivity Relationship in Distance Education. Educational Technology, 40(1), 17-27.
Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36.
Vygotsky, L. (1978). Interaction between learning and development. In Guavain & Cole(Eds.) Readings on the development of children. New York; Scientific American books, 34-40.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science education, 92(5), 941-967.
Yu, H. W., Cha, H. J., Kim, M. S., Ham, D. C., Kim, H. B., Yoo, J., Park, H. J., Kim, C. J. & Choe, S. U. (2012). Relation between the Personal and Social Factors and the Interacting Role of Science Gifted Students in Social Co-construction of Scientific Model Class. Journal of Gifted/Talented Education, 22(2), 265-290.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.