최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.45 - 57
NOS education through the history of science is regarded effective. However, science teaching has been criticized for not considering the interest of the learners enough and providing the context of learning themes that hinder the understanding of NOS. This study intends to convey the NOS element th...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
2018 게임 이용자 실태조사 보고서에 따른 10대 게임 이용률은 몇퍼센트나 되는가? | 한국콘텐츠진흥원의 ‘2018 게임 이용자 실태조사 보고서’에 의하면 10대의 게임 이용률은 91.9%나 된다. 10대 학생들이 선호하는 모바일 게임 유형은 1순위가 FPS나 TPS와 같은 슈팅게임이고, 2순위가 역할 수행게임인 RPG였다(KOCCA, 2018). | |
RPG 게임 장르의 교육용 게임의 개발이 많은 학습 참여를 유도할 수 있는 판단은 무엇인가? | 여기에 더해 RPG에서는 사용자가 ‘선택’을 통해 스토리텔링에 영향을 주어 이야기의 진행 방향을 변경시킬 수 있는 상호작용성을 지니고 있다. RPG 게임을 통해 학생들이 과학자가 되어볼 기회가 주어진다면, 게임이 가지고 있는 시청각 효과와 스토리 텔링의 풍부한 맥락 속에서 기존의 교육적 텍스트가 학습자에게 제공하지 못했던 능동적인 ‘선택’을 통해 주인공인 과학자에게 공감과 몰입 뿐 아니라 재미 또한 느낄 수 있을 것이라 판단했다. | |
롤플레잉 게임(RPG)은 무엇인가? | 게임에는 여러 장르가 있지만 내러티브가 가장 중요한 장르는 롤플레잉과 어드벤처이다(Rolling & Adams, 2003). 롤플레잉 게임(RPG)은 이러한 스토리텔링과 역할놀이의 결합으로 볼 수 있으며, 플레이어가 게임 속 주인공이 되어 주어진 역할을 수행하면서 스토리를 이어가기 위해 주어지는 과제(Quest)를 해결하는 방식의 게임이다(Yoon, 2012). 내러티브 구조의 RPG, 모험 장르의 교육용 게임의 경우 학습자가 맥락 속에서 문제를 해결하기 때문에 그 교육적 효과가 높았다(Lee, 2014). |
AbdElKhalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science education, 82(4), 417-436.
Abd-El-Khalick, F., & Lederman, N. G. (2000a). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International journal of science education, 22(7), 665-701.
AbdElKhalick, F., & Lederman, N. G. (2000b). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(10), 1057-1095.
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. Washington, DC: AAAS Publication.
Bhasin, K. (2014). Gamification, Game-based Learning, Serious Games: Any Difference?. Learning Solution Magazine.
Bickmore, B. R., Thompson, K. R., Grandy, D. A., & Tomlin, T. (2009). Science as storytelling for teaching the nature of science and the science-religion interface. Journal of Geoscience Education, 57(3), 178-190.
Cho, C. K. (2011). Values of Teaching and Learning Geography Utilizing Narrative. Journal of Geographic and Environmental Education, 19(2), 35-52.
Choi, J. W., Nam, J. H., Ko, M. S., & Ko, M. R. (2009). Development Middle School Students' Understanding of the Nature of Science through History of Science. Journal of the Korean Association for Science Education, 29(2), 221-239.
Crawford, C. (2012). Chris Crawford on interactive storytelling. San Francisco, CA: New Riders.
Duschl, R. A. (1990). Restructuring science education: The importance of theories and their development. New York, NY: Teachers College Press.
Greene, M. T. (2015). Alfred Wegener : science, exploration, and the theory of continental drift. Baltimore: Johns Hopkins University.
Grove, J. (2011). Gamification: How competition is reinventing business, marketing, and everyday life. Mashable INC
Heo, H. O. (2006). Development of Multimedia contents using storytelling as narrative thinking. Journal of Educational Technology, 22(1), 195-224.
Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science education, 84(1), 5-26.
Kang, S. J., Kim, Y. H., & Noh, T. H. (2004). The influence of small group discussion using the history of science upon students’ understanding about the nature of science. Journal of the Korean Association for Science Education, 24(5), 996-1007.
Kang, Y. M., & Shin, Y. J. (2011). The Effects of Various Instructional Activities using the History of Science on Science Learning Motivation of Elementary School Students. Journal of Korean Elementary Science Education, 30(3), 330-339.
Khishfe, R., & AbdElKhalick, F. (2002). Influence of explicit and reflective versus implicit inquiryoriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(7), 551-578.
Kim, B. N. (2016). Wegener's continental drift. Seoul: Jageungil.
Kim, C. C., & Bae, J. H. (2009). Storytelling as a meaninggenerating mechanism and its educational implications. Journal of Elementary Education, 22(1), 61-82.
Kim, M. N., Kwon, S. W., & Lee, K. H. (2012). Characteristics of the Description on ‘the Origin of Universe’ in Integrated Science Textbooks: Focusing on Reflective Type vs. Instrumental Type. Education Research Studies, 43(4), 165-190.
Kim, S, K. (2017). Education, Enjoy it like a game. Seoul: Hongreung Science Publishing Company.
Kim, S. Y., & Shin, G. S. (2017). Effects of History of Biology Program on Preservice Biology Teachers’Nature of Science. Journal of the Korean Society for School Science, 11(2), 192-203.
Kim, K. S., Noh, J. A., Seo, I. H., & Noh, T. H. (2008). The Effects of Explicit and Reflective Instruction about Nature of Science Using Episodes from the History of Science in "Composition of Material" Unit of Middle School Science. Journal of the Korean Association for Science Education, 28(1), 89-99.
Korea Creative Content Agency. (2018). 2018 Survey Report on Game Users. Naju: KOCCA
Korhonen, H., Montola, M., & Arrasvuori, J. (2009). Understanding playful user experience through digital games. In Proceedings of the DPPI, University of Technology of Compiegne (pp. 274-285)
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of research in science teaching, 29(4), 331-359.
Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(8), 916-929.
Lederman, N. G., AbdElKhalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of research in science teaching, 39(6), 497-521.
Lederman, N. G. (2013). Nature of science: Past, present, and future. In Handbook of research on science education (pp. 845-894). Routledge.
Lee, B. W., & Shin, D. H. (2011). Professionals' Opinion of Science Education. Journal of the Korean Association for Research in Science Education, 31(5), 815-826.
Lee, S. Y. (2014). A Study on the Effectiveness of Legal Education by Using Narrative by Genre of Legal Education Game. Korean Educational Technology Association Conference Presentation Paper, 2014(1), 512-517.
Lee, Y. H. (2017). The nature of science. Paju: Education Science Company
Matthews, M. R. (2004). Thomas Kuhn’s impact on science education: What lessons can be learned?. Science Education, 88(1), 90-118.
Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future (the report of a seminar series funded by the Nuffield Foundation). London: King's College London, School of Education.
Ministry of Education(MOE) (2015). 2015 revised science curriculum. Ministry of Education 2015-74 [issue 9].
Namgung, J. (2011). An Essay on the Development of e-Learning Content for Novel Education by Interactive Storytelling. Journal of Korean Language and Culture, 44, 119-153.
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
National Science Teachers Association (NSTA). (1982). Science-Technology-Society: Science Education for the 1980s (An NSTA position statement). Washington, DC: Author.
Oreskes, N. (1999). The rejection of continental drift: Theory and method in American earth science. New York: Oxford University Press.
Park, G. S., & Yoo, M. H. (2013). The Effects of ‘Science History Based Chemist Inquiry Program’ on the Understanding toward Nature of Science, Scientific Attitudes, and Science Career Orientation of Scientifically Gifted High School Students. Journal of the Korean Chemical Society, 57(6), 821-829
Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design. Indianapolis: New Riders.
Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science education, 88(4), 610-645.
Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of research in science teaching, 29(4), 409-421.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Yang, S. Y., Choi, J. W., & Lee, Y. J. (2012). The Analysis of Game-Based Learning Types. Korea Computer Education Association Conference Proceedings, 16(1), 156-159.
Yoon, H. S. (2012). History of Korean games. Seongnam: Book Korea.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.