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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.5, 2017년, pp.847 - 857
This study examined the effect of the Collaborative Problem-Solving for Character Competence (CoProC) instruction model within the context of secondary science education. The participants of this study were comprised of 143 Korean students, each of whom was in the 10th grade spread across four class...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학은 무엇에 근거를 두고있는가? | 과학이 다른 학문과 구별되는 특징적인 요소로는 탐구과정을 들 수 있다. 과학은 탐구과정에 근거를 두고 있으며, 탐구는 단순히 실험활동을 통한 지식의 습득과정이 아니라 과학자들의 과학적 의사소통의 과정이며 협력을 통한 공동의 문제해결의 과정이다(Brown,Collins, & Dugulid, 1989; NGSS, 2013; Osborne, Erduran, &Simmon, 2004). 따라서 과학 수업에서는 학생들이 과학자들처럼 협력하여 공동 연구를 통해 과학적 지식을 도출하는 과정을 경험하도록 해야 한다(Osborne et al. | |
핵심역량은 어떻게 범주화되는가? | , 2008). 핵심역량은 인성 역량, 사회적 역량, 지적역량의 3가지로 범주화되며, 이 중 인성 역량은 개인이 타인과의 관계 속에서 필요한 역량으로 인간 성품 계발과 관련된다(Lee et al., 2012). | |
2009년에는 창의⋅인성교육을 목표로 하여 이를 위한 창의⋅인성교육 프로그램을 개발하여 보급하였지만 실제적으로 큰 효과를 거두지는 못한 이유는 어떤 측면에서 생각해 볼 수 있는가? | 그 이유는 시험중심 입시교육, 인성교육에 대한 인식 및 의식 부족, 인성교육에 대한 교수학습 전략 및 방법 부족 등 여러 측면에서 생각해 볼 수 있다(Son& Jeong, 2014). 그러나 실제적으로 인성교육프로그램이 큰 효과를 거두지 못한 근본적인 이유 중 하나는 인성교육이 현재 학교 교육의 맥락과 동떨어져 있으며 학생에게도 유의미한 경험을 제공하기 어렵다는 점이다(Chang, et al., 2015). 또한 대부분 인성교육에 대한 일반적 방법 및 비교과 영역에서의 인성교육 모델에 대한 제안으로 그치고 있어 학교 수준에서 인성교육이 실행되는데 어려움이 있다(Melville, Yaxley, & Wallace, 2007; Mueller & Zeidler, 2010). |
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