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NTIS 바로가기한국지구과학회지 = Journal of the Korean Earth Science Society, v.40 no.5, 2019년, pp.518 - 537
유은정 (한국교육과정평가원) , 김경화 (창덕여자중학교)
This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size ...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학 현상을 이해하는데 어려움을 주는 요인은 무엇인가? | 그러나 중학교 수준의 과학교과에서는 동일한 단위가 아닌 경우의 비례식도 다루어지고 있어 학생들은 이해에 어려움을 호소하고 있다. 대부분의 과학 개념이 비(ratio)의 관계로 정의되고, 과학적 현상을 설명할 때 그래프나 문제 풀이 과정에서 비는 필수적인 개념이므로, 비례에 대한 이해가 유의미한 수준에서 이루어지지 않을 경우 과학 현상을 이해하는데 어려움의 원인이 될 뿐만 아니라 과학 학습에 흥미를 감소시키는 요인이 될 수 있다. 이에 본 연구의 출발점은 중학교 지구과학 영역의수업 활동에서 학습자들에게 어렵게 느껴지는 지구과학 개념에 대한 이해도를 높이고자 시작하였다. | |
장소기반 교육이란? | 관측 및 역사 과학으로서 지구과학은 장소에 크게 의존하므로 장소기반 교육과정과 수업 방식은 지구과학 교육에 적용될 수 있다. 장소기반 교육(Placed Based Education: 이하 PBE)은 개인적인 애착과 의미를 가진 특정 장소와 맥락 속에서 실제 또는 대리 경험을 통해 맥락과 분명한 관련성을 형성하게 되는 간학문적(transdisciplinary) 교수 학습 방식이다(Semken et al., 2017). | |
수학과 과학 교과간의 통합 교육이 필요한 이유는 무엇인가? | 한편 자연세계의 규칙성을 효과적으로 표현하고, 자연현상을 양적으로 이해하는데 중요한 역할을 하는 수학은 과학적 의사소통을 위한 가장 이상적인 언어이다(Ziman, 1991). 과학의 많은 영역에서 수학 교과의 학습 내용이 폭넓게 활용되고 있어 수학의 어려움으로 인해 과학 학습에서 곤란을 겪게 되는 경우가 종종 발생한다. 따라서 수학과 과학 교과간의 통합 교육이 가능한 주제를 선택하여 통합적인 교수모형을 설계하고 수학과 과학 분야의 상관관계를 설명하는 다양한 연구가 보고되고 있다(Park & Choi, 2010; Park, 2014; Angell et al, 2008; De Lozano & Cardenas, 2002; Hines & McMahon, 2005; Prain &Waldrip, 2006). |
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