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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.3, 2018년, pp.369 - 378
In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogie...
핵심어 | 질문 | 논문에서 추출한 답변 |
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비유의 특징은 무엇인가? | 비유는 구조적 유사성을 갖는 두 영역을 비교하는 것으로서 친숙한 영역을 바탕으로 새로운 개념을 인지 구조에 능동적으로 동기화하는 것을 돕고, 추상적인 개념을 구체적이고 상상 가능한 형태로 시각화할 수 있다(Duit, 1991). 따라서 추상적이고 형식적인 개념을 많이 다루는 과학 교과에서는 교과서에서 비유가 빈번하게 사용될 뿐 아니라 교사들 또한 수업에서 비유를 자주 사용하고 있다(Dagher, 1995; Noh & Kwon, 1999). | |
발성사고법은 무엇인가? | 예비교사들의 비유 생성 과정을 심층적으로 조사하기 위한 방법으로는 발성사고법(think-aloud method)을 활용할 수 있다. 발성사고법은 주어진 과제를 수행할 때 자신의 머릿속에 떠오르는 생각을 말로 표현하는 방법으로서, 과제를 수행하는 주체의 사고 과정에 대해 많은 정보를 제공한다(Ferguson et al., 2012; Schellings & Broekkamp,2011). | |
교사들의 비유의 사용이 효과적이지 않은 경우를 방지하기 위한 방법은 무엇인가? | , 2004). 따라서 교사는 사전에 신중하게 계획된 비유를 체계적인 방법으로 사용해야 한다(Harrison & De Jong, 2005; Treagust et al., 1998). |
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