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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.539 - 550
The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressi...
핵심어 | 질문 | 논문에서 추출한 답변 |
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SSI 교육의 효과는 무엇인가? | SSI 교육의 효과는 과학지식을 비롯하여 문제해결력이나 논증 능력, 글쓰기 능력, 의사결정능력 등의 고등사고 능력 함양, 의사소통능력이나 협업능력과 같은 시민으로서의 역량이나 인성함양 측면에서도 긍정적으로 보고되고 있다(Albe, 2008; Chung et al., 2016; Dori, Tal, & Tsaushu, 2003; Lee et al. | |
과학기술과 관련하여 끊임없이 제기되고 있는 사회⋅윤리적 쟁점들에는 무엇이 있는가? | 첨단 과학기술 시대를 살아가는 시민은 과학기술과 관련하여 끊임없이 제기되고 있는 사회⋅윤리적 쟁점들(예: 원자력 발전 폭발사고로 인한 안전에의 위협, 생명공학발달로 인한 생명 존엄성에 대한 경시, 화학물질의 남용으로 인한 피해 등)에 관심을 갖고, 이러한 쟁점 들에 대해 현명하게 대처할 수 있는 역량을 갖추어야 한다. 이에, 과학 교육분야에서도 ‘과학적 소양(functional scientific literacy)의 함양’이라는 목표 하에 과학기술 관련 사회쟁점(Socioscientific issues, 이하 SSI)의 도입을 강조하고 있다(Millar, 2006; Millar & Osborne, 1998; National Research Council, 2010; OECD, 2004; Zeidler et al. | |
과학적 참여와 평생학습 능력은 무엇인가? | 최근 발표된 2015 개정 과학과 교육과정에서도 핵심역량 중 하나로‘과학적 참여와 평생학습 능력’을 포함하였다. 이 역량은 “사회에서 공동체의 일원으로 합리적이고 책임 있게 행동하기 위해 과학기술의 사회적 문제에 대한 관심을 가지고 의사 결정 과정에 참여하며 새로운 과학기술 환경에 적응하기 위해 스스로 지속적으로 학습해 나가는 능력”(Ministry of Education, 2015, p. 4)을 의미하는 것으로, SSI 교육이 지향하는 바와 상통한다. |
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