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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.4, 2017년, pp.747 - 761
The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience i...
핵심어 | 질문 | 논문에서 추출한 답변 |
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생물 교사들이 학교 현장에서 진화단원을 축소해서 가르치거나 기피하는 경향을 보이는 이유는 무엇인가? | 많은 교사들이 진화에 대해 제한된 이해 수준을 가지고 있고 진화를 수용하지 않으며 심지어 생명과학 수업 중 진화 내용을 개인적인 판단에 따라 생략하기도 하고(Smith, 2010b), 심하게는 진화론은 하나의 가설일 뿐 진화론을 뒷받침할 확실한 증거 자료가 부족하다고 생각하고 있다(Lee & Lee, 2008). 학교 현장에서 생물 교사들은 진화 단원을 축소해서 가르치거나 기피하는 경향을 보이는 경향이 있는데, 그 이유는 교사들이 진화론을 개인적으로 거부하거나 창조론을 가르치는 것을 선호하는 경우 때문이며, 그런 교사들은 생물 수업에서 특히 인간을 대상으로 한 진화 현상을 다루려고 하지 않는다(Nehm et al., 2009). | |
우리나라 고등학교 생명과학 교과서의 진화 내용 비중은 한 개의 대단원 또는 소단원 내용으로 국한해서 다뤄 왔는데, 미국 교과서의 경우는 어떻게 구성되어 있는가? | 과거 우리나라 고등학교 생명과학 교과서의 진화 내용 비중은 10% 미만에 불과했었고(Kim & Chang, 2002), 최근 교과서에 포함되어 있는 진화 관련 내용들은 설명력이 부족한 요소들을 지님으로써 진화 개념 습득에 오히려 장애가 되거나, 학생들이 진화개념을 잘못 이해하게 하는데 일조를 해 왔다(Park, 2013). 미국 교과서의 경우도 진화를 생명 현상을 통합하는 개념으로 보지 않고, 생명 과학 교과 내 일 개 단원으로만 취급함으로써 의미있는 진화 교수⋅학습을 이끄는 구조적인 역할을 하지 못한다고 한다(Nehm & Schonfeld, 2008). 이와 같이 교육과정 및 교과서에 포함되어 있는 진화의 비중은 낮지만, 그래도 학생들이 생명 과학의 개념을 통합적으로 의미있게 이해하기 위해서는 교수 실행 주체인 교사들이 스스로 진화의 중요성을 인식하고 이를 교수 실행에 적극적으로 반영할 수 있어야 한다. | |
생명 과학의 유일한 공통 개념은 무엇인가? | 생물학에서 진화의 관점을 제외하면 그 어떤 것도 의미가 없으므로(Dobzhansky, 1973), 생명 과학 수업에서 진화적인 관점을 포함하지 않는다면 생명 현상의 원인을 궁극적으로 설명할 수 없게 된다. 생명 과학의 유일한 공통 개념으로 진화를 선정(NRC, 2003)한 이래로 미국에서는 생명 과학의 핵심 개념(disciplinary core idea) 중 하나로 ‘생물학적 진화: 통일성과 다양성(Biological Evolution: Unity and Diversity)’을 포함시켜 왔다(NRC, 2011). |
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