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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.35 no.1, 2016년, pp.111 - 122
The purpose of this study was to investigate elementary school students' awareness about socio-scientific issues and solutions about environmental topics by using their drawings. For this study, 489 students were participated in 3 provincial regions, Incheon, Dangjin and Pohang in Korea. The student...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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SSI를 활용한 과학학습에서는 과학 관련 사회적 문제에 어떻게 접근하는가? | 때문에 문제를 해결하는 과정에서 요구 되는 학생들의 도덕성, 윤리성과 같은 인성 요소를 고려하지 않는다는 점을 문제점으로 꼽았다(Zeidler, 1984). 그러나 SSI를 활용한 과학학습에서는 과학 관련 사회적 문제를 과학교육 사조의 맥락에서 거시적으로 다루기보다 과학 교수학습의 맥락에서 미시적으로 접근한다(Zeidler et al., 2005). | |
과학교과가 타 교과에 비해 인성교육을 실시하기 어려울 것이라는 인식이 강한 이유는 무엇인가? | , 2012). 과학교과에서 다루는 내용이 가치중립 적이기 때문이다. 하지만 SSI는 과학으로 인해 발생한 여러 가지 문제들을 가지고, 올바른 가치 판단 과 의사결정을 요구한다(Tal & Kedmi, 2006). | |
SSI란 무엇을 일컫는가? | 최근 과학교육계에서 과학관련 사회적 문제, 이른바 SSI(Socio-Scientific Issues)에 대한 관심이 고조되고 있는 것 역시 이와 같은 사회적 흐름을 반영 하는 것으로 볼 수 있다. SSI는 현대사회에서 과학, 기술의 발전으로 환경오염, 기후변화, 방사능 오염, 생태계 파괴, 생명윤리 문제 등 과학과 관련된 다 양한 사회적 문제를 일컫는다(Sadler, 2002; Zeidler et al., 2005; Zeilder & Nichols, 2009; Lee, 2008; Chung et al. |
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