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NTIS 바로가기대한지구과학교육학회지 = Journal of the Korean society of earth science education, v.8 no.2, 2015년, pp.206 - 217
The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" a...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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과학적 탐구란? | Lee(2006)은 이러한 관점에 서 환경교육 그 자체가 인간을 성장시키고, 마음을 수양하게 하고 세상의 중요한 측면을 ‘볼 수’있게하는 안목을 가지게 하는 중요한 교육의 내재적 가치임을 밝히고자 하였으며 그 교육적 방법으로 ‘탐구중심 환경교육’을 제시하였다. 그가 제시한 ‘탐구 중심 환경교육’의 ‘탐구’는 과학적 탐구뿐만 아니라 통찰적 탐구를 모두 포함하고 있는데, 이 때 과학적 탐구란 실증적인 자료를 바탕으로 결론을 도출하는 탐구를 말하며 통찰적 탐구는 과학적 방법 이외의 탐구, 즉 개념적인 문제, 큰 생각(big idea)이나 이론 체계 등에 관한 탐구를 의미한다(Lee, 2011). | |
초등교육이란? | 특히 초등교육은 통상적으로 교과의 초보적인 지식이나 초급의 지식을 가르치고 배움으로써 교육의 토대를 마련하는 기초이며 근본이 되는 교육이어야 한다는 것을 의미한다(Lee, 2011). | |
환경 문제를 개선하고 회복시키는 환경교육이 필요한 이유는? | 이렇듯 세계적·국가적 환경 문제가 점차 지역적· 개인적인 문제로 다가옴에 따라 자라나는 세대들을 대상으로 하는 학교 환경교육이 점점 그 중요성을 더하고 있다. 따라서 환경 문제를 개선하고 회복시키는 환경교육이 필요하다. |
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