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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.3, 2018년, pp.355 - 367
The purposes of this study are 1) to identify systems thinking level and definition, 2) to develop a framework for the assessment of systems thinking level, and 3) to develop a rubric for scoring open-ended written responded test. In order to achieve these purposes, a total of 60 articles were analy...
핵심어 | 질문 | 논문에서 추출한 답변 |
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시스템 사고의 적용범위는 어디까지 확대되고 있는가? | , 2009). 또한 매우 다양한 사회적 이슈에서 적절한 문제 해결 방법을 찾는 과정에 필요한 사고방식으로 제시되었으며 나아가 교육 분야에서도 학생들의 고등 사고 능력 향상 및 시스템적 학습 요소에 대한 정의적 가치함양, 평가까지 그 분야가 확대되고 있다(Bosch et al., 2013; Hung,2008). | |
시스템 사고란? | 이와 같이 시스템적인 접근이 학교 교육과 교육과정에서 강조되면서, 학습 내용을 직관적으로 이해하고 학습한 지식을 통합하기 위한 효율적인 전략인 시스템 사고에 대한 관심이 증가하고 다양한 연구가 체계적으로 수행되고 있다(Broks, 2016). 시스템 사고(Systems thinking)는 시스템과 그 시스템을 구성하는 하위요소들에 대한 인식, 시스템 내의 상호작용에 대한 인식, 시스템의 역동성과 시간에 따른 변화를 직관적으로 파악하고 나아가 앞으로 나타날 시스템의 변화를 성공적으로 예측할 수 있는 고등 사고 능력을 말한다. 이러한 시스템 사고는 경영, 사업, 정치 분야에서 의사결정 및 합의 등 다양한 분야에서 적용되어 왔다(Jackson, 2003;Maani & Maharaj, 2004; Sterman 2000; Walker et al. | |
Ben-Zvi Assaraf &Orion이 제시한 시스템 사고 수준을 분류하는 체계는 무엇인가? | 그러나 교육 프로그램의 완성도는 높아진 반면, 학생들의 시스템사고 향상을 살펴보는 연구에서 제시하는 ‘시스템 사고 향상 정도에 대한 평가’는 아직 체계적으로 정립되어 있지 않다. 최근까지도 학생들의 시스템 사고 수준을 분류하는 체계로 Ben-Zvi Assaraf &Orion(2005)이 제시한 ‘이해-종합-실행’ 3단계인 STH(Systems Thinking Hierarchical)가 자주 인용되고 있다. STH에서 제시한 3단계 수준은 시스템 사고 정의로부터 출발하여 연구 과정에서 연구자들이 내용 타당도 검증만 진행하여 구분한 단계로 확인되고 있으며Ben-Zvi Assaraf & Orion(2009)에서는 STH의 수준을 제시한 것이 아니라 Ben-Zvi Assaraf & Orion(2005)에서 제시한 시스템 사고 8개의 정의 각각에 대하여 시스템 사고 수준을 제시하면서 수준에 대한 일관된 관점을 제시하지 않았다. |
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