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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.37 no.2, 2018년, pp.173 - 187
맹승호 (서울교육대학교)
The purpose of this study is to clarify the specific terms of epistemic and epistemological by reviewing the literature on epistemological understanding of science learning, examine the necessity of epistemic discourse analysis based on the view of social epistemology, and provide an exemplar of pra...
핵심어 | 질문 | 논문에서 추출한 답변 |
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NRC에서 학교 과학 탐구를 수행하는데 필요한 본질적 특징으로 제기했던 다섯 가지 요소는 무엇인가? | 이러한 특징은 Inquiry and National Science Education Standards (NRC, 2000)에서 학교 과학 탐구를 수행하는데 필요한 본질적 특징으로 제기했던 다섯 가지 요소와 그 흐름을 같이하고 있다. 즉, 1) 과학과 관련된 문제를 인식하고, 이를 해결하는 활동에 참여한다.2) 과학적 문제 해결에 필요한 설명을 개발하고 평가할 수 있게 해주는 증거를 중요하게 생각한다.3) 증거에 기반하여설명을 이끌어낸다.4) 대안적인 다른 설명과 비교하여 자신의 설명을 평가한다.5) 자신의 설명에 대해 동료와 이야기하고, 이를 정당하다고 주장한다. 여기서 강조된 것은 무엇이 증거가 될 수 있고, 증거를 어떻게 찾고, 그 증거를 이용하여 설명을 어떻게 만들어 내느냐가 과학 탐구에서 중요하다는 것이다(Duschl, 2003). 이와 같이 과학교육 정책 문서들에서 과학적 실행을 도입하고, 과학 탐구에서 증거와 설명을 강조한 것은 과학 탐구의 절차를 익히거나 관찰, 측정, 분류 등의 과정 기능(process skill) 요소를 이해하는 것을 넘어서 과학 지식을 학습할 때 학생들이 그것을 어떻게 알게 되고, 왜 그것이 옳다고 믿고, 또 이를 타인에게 어떻게 이해시킬 수 있는지 등을 판단하는 과학 학습의 인식론적 측면을 강조한 것이다(Duschl, 2008; NRC, 2007). | |
2015 교육과정(MOE, 2015)은 과학 교과의 성격을 어떻게 정의하였는가? | 2015 교육과정(MOE, 2015)은 과학 교과의 성격을 ‘과학 지식과 탐구 방법을 학습’하는 것으로 정의하며, 과학 교과의 목표로서 ‘과학적으로 탐구하는 능력을 기른다’와 ‘과학의 핵심 개념을 이해한다’ 를 구분하였다. 또한, 과학과 교육과정의 내용 체계에서 ‘기능’이라는 범주로 ‘문제 인식, 탐구설계와 수행, 자료의 수집/분석/해석, 수학적 사고와 컴퓨터 활용, 모형의 개발과 사용, 증거에 기초한 토론과 논증, 결론 도출 및 평가, 의사소통’을 포함하고 있다. | |
NRC는 과학자들이 수행하는 과학 활동들을 어떻게 서술하였는가? | 2015 개정 과학과 교육과정은 과학 탐구를 과학의 방법으로서 과학교육의 범주 안에 포함하였지만 학생들이 습득해야 할 ‘기능’으로 다룸으로써 과학적 실행의 요소들을 과학 지식 또는 과학의 핵심 개념과 분리하여 제시한 것이다. 이와 관련하여 NRC(2012)는 “과학자들이 수행하는 과학 활동들은 과학자와 기관 간의 네트워크, 과학자들이 말하고 글을 쓰는 특별한 방식, 자연 현상 또는 그 시스템을 표현하는 모델을 개발하기, 기대되는 결과를 추론하기, 적절한 기기를 활용하고, 관찰과 실험을 통해 가설을 검증하기 등과 같은 여러 활동들의 총체”(NRC, 2012, p. 43)라고 과학적 실행의 의미를 서술한 바 있다. |
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