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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.3, 2015년, pp.353 - 361
This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two cla...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학적 탐구에 대한 교육의 방향의 설계는 어떠해야 하는가? | 이를 위해서 미국에서 발표한 A Framework for K-12 Science Education (NRC, 2012)과 Next Generation Science Standards(NRC, 2013)에서는 과학적 탐구에 대한 교육의 방향은 절차상의 단계로써 경험하는 탐구가 아니라, 증거를 평가하고 비판적으로 해석하면서 만들어진 모델, 설명, 논의를 개발하는 경험적인 탐구로 수정되기를 제안한다. 이러한 일련의 과정은 과학사회의 실제를 반영하고 있으므로 과학 교육 프로그램은 학생들의 과학적 소양을 발달시키기 위해 과학자들에 의해 지식이 어떻게 생성되고 정의되고, 평가되며, 과학자들이 탐구를 어떻게 적용하고 사용하는지를 학습자들이 이해할 수 있도록 설계되어야 한다(Driver, Newton, & Osborne, 2000; Duschl & Osborne, 2002). | |
과학 교육은 무엇을 강조해 왔는가? | 과학 교육은 학생들에게 자연계에 대한 과학적 설명을 만들고 이를 평가하며 과학 실습과 토론에 참여하는 기회를 제공하여 학생들이 탐구에 참여하는 것에 대한 중요성을 강조해 왔다(AAAS, 1993; NRC, 2007; Osborne & Dillon, 2008). 과학적 탐구 능력이란 학생들이 스스로 새로운 지식을 만들거나 능동적으로 지식을 재구성할 수 있는 능력을 말하는 것이며, 이는 과학교육의 중요한 목표이다(NRC, 2000). | |
과학적 탐구 능력이란 무엇인가? | 과학 교육은 학생들에게 자연계에 대한 과학적 설명을 만들고 이를 평가하며 과학 실습과 토론에 참여하는 기회를 제공하여 학생들이 탐구에 참여하는 것에 대한 중요성을 강조해 왔다(AAAS, 1993; NRC, 2007; Osborne & Dillon, 2008). 과학적 탐구 능력이란 학생들이 스스로 새로운 지식을 만들거나 능동적으로 지식을 재구성할 수 있는 능력을 말하는 것이며, 이는 과학교육의 중요한 목표이다(NRC, 2000). 이를 위해서 미국에서 발표한 A Framework for K-12 Science Education (NRC, 2012)과 Next Generation Science Standards(NRC, 2013)에서는 과학적 탐구에 대한 교육의 방향은 절차상의 단계로써 경험하는 탐구가 아니라, 증거를 평가하고 비판적으로 해석하면서 만들어진 모델, 설명, 논의를 개발하는 경험적인 탐구로 수정되기를 제안한다. |
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