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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.563 - 579
This study seeks educational implication by analyzing research papers dealing with science assessment in the most recent 30 years in Korea. The main purpose of the study is to analyze the trends in published papers on science assessment, their purpose, methodology, and key words, especially concentr...
핵심어 | 질문 | 논문에서 추출한 답변 |
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현재의 과학 교육 평가 현황과 함께 과거의 연장선상에서 평가의 발전 단계를 살펴보는 동향 연구를 주목해야 하는 이유는? | 현재의 과학 교육 평가 현황과 함께 과거의 연장선상에서 평가의 발전 단계를 살펴보는 동향 연구는 세 가지 측면에서 과학 교육 연구자들이 주목해야 할 필요가 있다. 첫째, 과거로부터 현재까지 진행된 연구들을 수직적, 수평적 차원에서 조망하면서 미래의 경향을 예측할 수 있다. 둘째, 과학 교육의 전체 흐름 안에서 연구의 위상을 확인함으로써 연구자의 입장과 관점을 공고히 할 수 있는데, 이는 연구에서 사용하는 개념을 명확히 하고 연구가 나아갈 방향에서 벗어나지 않도록 안내한다. 셋째, 많은 연구의 분야가 구체적으로 전문화된 상황에서 연구자 스스로 연구의 의미를 성찰하는 기회를 제공함으로써 전체 적인 맥락에서 의미를 연계하고 보다 생산적 관점을 제시할 수 있다. | |
과학 교육 과정의 변화가 밀접하게 연관되는 요인은? | 과학 교육 과정의 변화는 평가 내용 뿐 아니라 형식의 변화와 밀접하게 연관된다. Orpwood(2001)는 과학을 사회적 맥락에 폭 넓게 연계시키려는 과학 교육의 새로운 목표가 최근 강조되고 있지만 평가는 아직까지 이를 따라잡지 못하고 있음을 지적하며, 평가에 대한 새로운 접근을 개발하고 실시하지 않으면 교육 과정의 개혁 취지가 무색해질 수 있음을 경고했다. | |
NRC(2001)는 교육평가에서 평가의 개념을 어떻게 설정했는가? | 길이나 무게는 측정값이라는 결과와 형태가 측정을 대표하지만, 평가는 ‘무엇을 측정하는지’의 범위를 분명히 확정할 수 없을 뿐 아니라 관찰된 것이 우리가 보려는 ‘무엇’인지를 판단해야 하는 연속적 과정이다. NRC(2001)는 평가의 개념을‘증거로부터 추론하는 과정’으로 설정했는데, 이러한 개념화는 평가의 목적과 대상, 원리와 방법을 이끌어 가는 역할을 한다. Pellegrino (2012)는 학생들이 알고 있는 것을 추론할 수 있도록 증거를 수집하는 과정으로서 평가를 개념화하면서 인지, 관찰, 해석이 서로 연결되는 삼각형 모형을 제안했고, 이 모형은 교실 수준의 평가 틀로 다양하게 응용되었을 뿐 아니라 표준화된 측정 도구 개발의 원리로 활용되었다 (Lyon, 2011; Liu, 2012). |
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