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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.3, 2017년, pp.453 - 464
The purposes of the study are to investigate the experiences of major stakeholders (i.e. science teachers, program instructors, local experts, etc.) who participated in implementing Community-Based Socioscientific Issues Programs (SSI-COMM) and to provide educational implications for further impleme...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
상황학습이론은 어디에 중점을 두고 있는가? | 지역사회연계 학습은 상황학습이론(situated learning theory)으로 설명될 수 있다. 상황학습이론은 지식을 구성하는데 중요한 역할을 하는 사회적 상호작용에 중점을 두고 있다(Cobb & Bowers, 1999; Lave & Wenger, 1991). 학습은 학습자들을 둘러싸고 있는 구성원들과의 관계 속에서, 그리고 그들이 대부분의 시간을 보내는 장소 안에서 상황적으로 이루어진다. | |
과학 교육의 목적은 무엇인가? | 과학 교육의 목적은 과학적 소양을 갖춘 시민을 양성하는 것이다. 즉, 과학 교육은 학생들이 미래 시민으로서 과학관련 이슈들에 대한논쟁에 참여하고, 다양한 입장을 고려하여 합리적인 해결방안을 모색하며, 행동으로 실천할 수 있는 인재를 양성하는데 기여해야 함을 의미한다(Lee & Roth, 2003). | |
과학적 참여와 평생학습 능력의 정의는 무엇인가? | 2015년 개정된 우리나라 과학과 개정교육과정에서도 ‘과학적 참여와 평생학습 능력’을 핵심역량 중 하나로 제시하고 있다. 이 역량은 “사회에서 공동체의 일원으로 합리적이고 책임 있게 행동하기 위해 과학기술의 사회적 문제에 대한 관심을 가지고 의사결정 과정에 참여하며 새로운 과학기술 환경에 적응하기 위해 스스로 지속적으로 학습해 나가는 능력”(Ministry of Education, 2015, p.4)으로 정의되어 있다. |
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