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NTIS 바로가기한국지구과학회지 = Journal of the Korean Earth Science Society, v.36 no.6, 2015년, pp.591 - 608
오현석 (서울대학교 사범대학 부설중학교) , 이기영 (강원대학교 과학교육학부) , 박영신 (조선대학교 지구과학교육과) , 맹승호 (서울교육대학교 과학교육과) , 이정아 (서울대학교 지구과학교육과)
The purpose of this study was to analyze system thinking revealed in science teachers' teaching practices of middle school astronomy classes. Astronomy lessons were video-taped from four eighth grade science teachers. The video recordings were all transcribed and analyzed by employing a framework fo...
핵심어 | 질문 | 논문에서 추출한 답변 |
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천문학 영역의 효과적인 교수 학습을 위해 요구되는 것은? | 특히, 중학생의 모든 학년에서 천문학을 어렵게 느끼고 있으며(Lim and Kim, 1994) 천제의 운동과 공간 개념 등에 관한 이해가 부족한 것으로 밝혀졌다(Yoon and Kim, 2010). 그래서 천문학 영역은 효과적인 교수-학습을 위해서는 영역 또는 주제-특이적(domain or topic-specific) 교수 전략과 탐구 실행이 요구되는 대표적인 분야라 할 수 있다. 우리나라의 경우 과학교사들은 국가 교육과정에 따라 집필된 과학 교과서를 중심으로 수업을 진행하고 있다. | |
중등 교육과정에서 학생들이 가장 어려워하는 지구과학의 영역 중 하나는? | 중등 교육과정에서 천문학 영역은 학생들이 가장 어려워하는 지구과학의 영역 중 하나이며, 교사들에게도 가르치기 어렵고 자신 없어 하는 분야이다(Lee et al., 2005). | |
과학 교과서에 대한 국가 교육과정의 문제점은? | 우리나라의 경우 과학교사들은 국가 교육과정에 따라 집필된 과학 교과서를 중심으로 수업을 진행하고 있다. 하지만, 대부분의 과학 교과서는 통합적 이해와 조절(mediating) 행동 이해를 발달시키는 빅 아이디어(big idea)들 보다는 학습해야 하는 사실들의 묶음으로서 과학 학습에 조력하기 때문에, 이러한 교과서 중심의 수업 방식은 복잡한 현상에 대한 체계적이며 통합적인 이해를 발달시키는데 효과적이지 못하다(Liu and Hmelo-Silver, 2009). |
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