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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.5, 2017년, pp.859 - 877
The purpose of this study is to probe secondary science teachers' perception on scientific models and modeling. A total of 50 experienced science teachers were surveyed with 10 open-ended questions about several aspects of models and modeling: definition, examples, purpose, multiplicity, changeabili...
핵심어 | 질문 | 논문에서 추출한 답변 |
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미국의 국가과학교육표준에서 모델은 어떻게 정의되는가? | 미국의 국가과학교육표준(The National Science Education Standards)에서는 모델을 ‘자연 현상을 설명하고 예측하도록 이끄는 단순화된 일련의 과학적 법칙, 이론, 원리의 일부를 포함한 표상과 관계’로 정의하였다(AAAS, 1993; NRC, 1996). 이러한 모델은 물리적 물체, 방정식, 그래프, 그림, 컴퓨터 프로그램, 언어적 문장과 정신적 이미지까지 포함하며, 반드시 과학적 이론을 포함하여 설명과 예측이 가능하도록 해야 함을 강조하였다. | |
모델링 기반 교수⋅학습을 학교 과학 수업에 효과적으로 적용하기 위해서는 무엇이 필요한가? | 모델링 기반 교수⋅학습을 학교 과학 수업에 효과적으로 적용하기 위해서는 과학 교사의 모델링 수업 전문성을 제고하기 위한 대책이 필요하며, 그 기반을 마련하기 위해서는 먼저, 과학 교사의 모델과 모델링에 대한 인식을 파악하여야 한다. 또한, 모델링 기반 수업이 중등 과학 교육 현장에 주로 적용 및 확산될 것이고, 과학 교사의 지식과 신념의 중요성을 감안할 때, 중등 과학 교사의 모델과 모델링에 대한 지식과 신념을 조사하는 것은 시급히 이루어질 필요가 있다. | |
모델과 모델링에 대한 과학 교사의 인식, 실행 능력, 교수전략이 학생들의 모델 기반 학습에 미치는 영향에 대해 집중하는 연구가 필요한 이유는 무엇인가? | 다섯, 모델과 모델링에 대한 과학 교사의 인식, 실행 능력, 교수전략이 학생들의 모델 기반 학습에 미치는 영향에 대해 집중하는 연구가 필요하다. 그러한 연구 결과들이 제공하는 검증된 교사의 인식과 실행 능력, 교수전략을 기반으로 모델 기반 교수⋅학습의 효과적인 현장 적용을 위한 단계적 계획 수립이 가능해 질 것이기 때문이다. |
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