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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.5, 2017년, pp.799 - 812
Energy as a powerful and unifying concept to understand natural world has been regarded as one of the key concepts of the science curricula in many countries. However, concerning learning and teaching of energy, various difficulties have been reported widely. This study aimed at analyzing and compar...
핵심어 | 질문 | 논문에서 추출한 답변 |
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에너지는 어떤 이슈와 연관되어 있는가? | 2001; Papadouris, Constantinou, & Kyratsi, 2008). 또한 에너지는 ‘에너지 자원 고갈’, ‘기후 변화’, ‘대체 에너지 개발’ 등과 같이 사회에서 거론되고 있는 각종 이슈와 연관되어 있다. 그래서 세계 주요 국가의 교육과정뿐 아니라 TIMSS(Trends in International Mathematics ad Science Study)나 PISA(Programme for International Student Assessment)등과 같은 국제 과학 성취도 평가에서도 에너지는 항상 핵심적인 과학 개념의 하나로 포함되어 왔다(Mullis et al. | |
일상생활에서 광범위하게 사용하는 ‘에너지’라는 용어의 의미가 과학적 의미와 일치하지 않은 데서 나타나는 에너지 교육의 어려움의 예는 무엇이 있는가? | 또 다른 어려움은 일상생활에서 광범위하게 사용하는 ‘에너지’라는 용어의 의미가 과학적 의미와 일치하지 않은 데서 연유한다. 대표적인 예로 과학에서 에너지는 보존되는 것이지만, 일상적 관념에서 에너지는 사용해서 없어지므로 절약해야 하는 것이다. 에너지 교육의 또 다른 어려움은 물리, 화학, 생물, 지구과학 등 과학 영역에 따라 조금씩 다른 방식으로 에너지 개념을 활용한다는 것이다(Millar, 2014). 이는 과학의 특정 영역에 따라 관심을 갖는 현상이 다르고 그 현상에서 강조하고자 하는 바가 다르기 때문이다. | |
2015 개정 교육과정의 가장 큰 특징은 무엇인가? | 한국의 경우 2015년 9월 창의융합형 인재 양성을 목표로 하는 ‘2015 개정 교육과정’이 발표된바 있다. 2015 개정 교육과정의 가장 큰 특징은 고등학교에서 인문계열과 자연계열의 구분을 없애고 교육 과정을 통합적으로 구성한 것이다. 과학 교과와 관련해서 주요한 변화는 초⋅중학교 ‘과학’에 물의 여행, 에너지와 생활, 과학과 나의 미래, 재해⋅재난과 안전, 과학기술과 인류문명 등 통합단원을 신설하고, 고등학교 공통 과목으로 ‘통합 과학’과 ‘과학탐구실험’을 개설한 것이다. |
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