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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.5, 2017년, pp.787 - 797
In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching,...
핵심어 | 질문 | 논문에서 추출한 답변 |
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SSI 수업을 통해 학습자는 무엇을 파악하고, 판단할 수 있게 되는가? | , 2009). SSI 수업을 통해 학습자는 과학과 관련되어 있는 공동체적인 문제의 원인 및 성격이 어떠한지를 파악하게 되며, 쟁점과 관련된 다양한 이해 당사자의 입장에서 과학적, 사회적, 윤리적 주장들의 가치를 판단하게 된다(Ratcliffe & Grace, 2003). SSI 수업은 논증이나 고등사고 능력 향상에 도움을 주며(Lee et al. | |
과학관련 사회쟁점 수업이란? | 한편, 과학교육에서 학습자의 과학적 소양을 기르는 효과적인 전략 중 하나인 과학관련 사회쟁점(socioscientific issue; SSI) 수업은 과학과 관련된 사회적인 딜레마를 통해 과학, 사회, 윤리의 관계를 학습자가 구체적으로 인식하도록 하는 수업이다(Sadler et al., 2004; Zeidler et al. | |
스마트 교육의 실행을 위한 다양한 시도와 연구들은 어떻게 이루어지고 있는가? | 우리나라에서도 스마트 교육을 교육 환경, 교육 내용, 교육 방법 및 평가 등 교육 체제를 혁신하는 동력으로 삼아 스마트 교육 추진 전략을 발표하고, 디지털 교과서의 개발 및 클라우드 교육 서비스의 조성 등 단계적으로 스마트 교육의 실행을 확대하고 있다(Ministry of Education, Science and Technology, 2011). 이러한 흐름에 따라 스마트 기기를 활용한 교육용 콘텐츠나 앱(App)의 개발, 디지털 교과서를 이용한 수업의 개발, 스마트 교육 수업 모형의 개발 등 다양한 시도와 연구들이 이루어지고 있다(Chun et al., 2014; Hwang & Kang, 2013; Kim & Bae, 2012; Kim & Leem, 2014; Lim et al. |
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