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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.35 no.4, 2016년, pp.454 - 468
In this study, the gender-role stereotyping of the texts and the illustrations in the elementary science textbooks developed under the 2009 Revised National Curriculum was analyzed, and the results were compared with those of the 2007 Revised National Curriculum. In the texts, there were significant...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Lambert와 Butt이 정의한 교과서란? | 교과서는 교수-학습의 기본이 되는 자료로, 학생들이 교육과정에 제시되는 사회의 규범과 가치를 학습하며, 의식 구조를 형성해 나가는 핵심적인 매체이다(Lambert & Butt, 1996). 특히 대부분의 초등 학교 과학 수업에서는 국정 과학 교과서를 활용한 수업이 진행되고 있으므로, 초등학교 과학 교과서는 학생들의 성역할 고정관념에 영향을 주는 중요한 요인이 될 수 있다. | |
성역할 고정관념이란? | 성역할 고정관념이란 한 사회나 문화권에 속한 사람들이 성별에 따른 사회적 역할을 규정하거나, 기대하는 사고방식이나 신념을 의미한다(Kim, 2001). 이러한 성역할 고정관념은 주로 부모, 교사, 대중매체 등에 의한 사회화 과정을 통하여 형성되는데 (Lee & Lee, 1987), 학생들은 초등학생 시기에 이미 성인과 비슷한 수준의 성역할 고정관념을 가지게 된다(Ahn et al. | |
과학분야에서 흔히 나타나는 성역할 고정관념의 예시로는 어떠한 것이 있나? | , 2012). 예를 들어, 과학 분야에서 흔히 나타나는 성역할 고정관념으로는 학생들이 과학 기술자의 이미지로 ‘실험실에서 흰 실험복을 입고 혼자 연구에 몰두하는 남성’을 떠올리거나(Barman, 1999), 과학, 기술, 공학, 수학 영역에서 남성이 여성보다 뛰어나다고 생각하는 것 등이 있다(Reuben et al., 2014). |
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