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초등과학교육 = Journal of Korean elementary science education, v.36 no.3, 2017년, pp.227 - 245
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The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristi...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| RT의 바탕은? | RT는 학생들이 장차 학문적으로 발전할 수 있는 싹이 되는 자원(nascent resources)을 다양하게 가지고 있다는 ‘자원 기반 관점(Resources-Based View; RBV)’을 바탕으로 한다(Oh, 2015). 즉, RT의 관점에서 교사는 학생들이 가지고 있는 개념의 옳고 그름을 성급히 판단하거나, 학생들이 과학적인 탐구를 수행하기에는 여전히 미성숙하다고 섣불리 단정하지 않고, 학생들이 가지고 있는 자원을 바탕으로 수업의 내용과 방법을 생산적으로 이끌어 간다(Hammer et al. | |
| RT란? | , 2016b)이 제안한 ‘반응적 교수(responsive teaching; RT)’를 들 수 있다. RT는 교사가 수업 중에 학생들의 아이디어에 주목하고, 그 안에서 학문적인 관련성을 발견하여, 그것에 맞추어 수업을 변화시키거나 수업을 새로 조직하는 것을 뜻한다(Robertson et al., 2016b). | |
| 수업은 종종 예술에 비유되는데, 이것은 무엇을 의미하는가? | 수업은 종종 예술에 비유되곤 한다. 이것은 수업이 온전히 예술의 한 장르라는 뜻이 아니라, 수업의 본질적인 속성에는 과학성과 예술성이 함께 공존한다는 것을 의미한다(Lee et al., 2012). |
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