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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.4, 2015년, pp.629 - 648
This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a rese...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학 교육에서 실제성 증가로 인한 잠재적인 유익함은 어떠합니까? | 과학 교육에서 실제성 증가의 잠재적 유익은 명백하다. 학생들이 적극적인 학습자가 되도록 하여 그들이 유의미한 맥락에서 과학지식을 얻게 할 뿐 아니라, 탐구와 의사소통 방식을 발달시킴으로써 효과적인 평생 학습자가 되도록 돕는다(Edelson, 1998). 또한 실제적 (authentic) 과학 교육은 현대 과학 교육의 목적인 과학적 소양인, 즉 일상생활에서 직면하는 문제를 해결하기 위하여 과학의 개념, 과정, 기능 및 가치를 사용하는 유능한 현대 시민을 양성한다는 점에서도(NSTA, 1971) 의미가 있다. | |
도제 학습 프로그램의 주요 목표 중 하나는 무엇입니까? | 이러한 연구 기반 교육은 대개 실험실 혹은 현장에서의 직접적인 도제 학습(apprenticeship learning)의 형태로 이루어진다. 도제 학습 프로그램의 주요 목표 중 하나는 고등학생들에게 실제적 과학 연구 경험을 제공함으로써 그들이 과학 진로와 관련해 결정할 때 도움을 주는 것이다(Bell, Crawford, & Lederman, 2003). 국내에서는 이러한 형태를 주로 ‘사사 교육’이라고 명명하며, 대표적으로 고등학생 영재를 대상으로 한 R&E(Research and Education: 연구를 통한 교육) 프로그램이 2003년부터 운영되어 왔다(Kim & Sim, 2008). | |
전통적으로 학교 과학은 무엇을 학습에서의 성공으로 여겨왔습니까? | 학교 과학은 전통적으로 학습자가 정립된(established) 과학 지식을 이해하고 암기하여 높은 과학 성취도 점수를 획득하는 것을 학습에서의 성공으로 여겨 왔다. 그러나 학습을 문화화로 간주하는 상황학습론자들은 이러한 학교 과학 문화가 자연 세계에 대한 새로운 지식 생성 및 지속되는 문제 해결을 목적으로 하는 실제 과학 문화와 차이가 있음을 지적하며, 그 격차를 감소시킬 것을 요구해왔다(Sadler, 2009). |
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