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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.1, 2020년, pp.51 - 60
박원미 (성남여자고등학교)
In this study, we propose research methods to explore the nature of earth science by applying the phenomenological approach and NOS-family resemblance approach based on literature review. The phenomenological approach exploring the nature of earth science is a method of collecting, analyzing and syn...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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과학의 본성에 대해 상세히 기술하다 보면 과학을 엄격하게 정의하거나 정확한 경계 조건을 제시하려는 시도는 실패하게 되는데 그 이유는 무엇인가? | 그러나 과학의 본성(NOS)에 대해 상세히 기술하다 보면 과학을 엄격하게 정의하거나 정확한 경계 조건을 제시하려는 시도는 실패하게 된다. 실패의 원인은 크게 두 가지로 볼 수 있다. 하나는 과학의 풍부함과 복잡성을 담아내지 못한다는 점이고, 다른 하나는 철학적 관점의 한계이다. 즉, 과학자들이 하는 모든 것(관찰, 실험, 모델링, 검증 등)과 과학이라는 범주에 포함되는 모든 분야들(물 리, 화학, 생물학, 지질학, 동물학, 식물학 등)을 고려할 때, 과학이 되기 위한 필요충분조건들을 특징짓는 것은 과학의 풍부함과 복잡성을 담아내기에는 비현실적인 것으로 판명되었다(Irzik & Nola, 2011a). 또한, 실재론자, 경험주의자, 구성주의자, 페미니스트, 다문화주의자, 포스트 모더니스트 등 다양한 철학적 관점을 지닌 전문가 집단의 서로 다른 견해들을 수렴하는 것 역시 불가능에 가까운 일이다(Irzik & Nola, 2011a). 따라서 많은 과학교육 연구자들은 교육적 필요에 의해 다양한 경로를 거쳐 과학과 교육과정에 적합한 과학의 본성(NOS) 내용 요소의 합의를 추구해왔다. | |
과학의 본성이란 무엇인가? | 과학의 경우는 과학교육자들 뿐만 아니라, 과학철학자, 과학역사가, 과학사회학자, 심리학자 등 다양한 전문가 집단에서 과학의 본성에 관해서 꾸준히 연구해왔다. 이들 전문가가 속한 각 분야의 학문적 입장에서 과학을 조망한 결과들로부터 도출되는 ‘과학에 대한 메타지식(meta-knowledge)’을 ‘과학의 본성(Nature of Science; 이하 NOS)’ 이라고 한다(Clough, 2011). 그러나 과학의 본성(NOS)에 대해 상세히 기술하다 보면 과학을 엄격하게 정의하거나 정확한 경계 조건을 제시하려는 시도는 실패하게 된다. | |
지구과학의 본성에 관한 연구는 크게 세 가지 측면에서 이루어졌는데 어떤 내용을 담고 있는가? | 지구과학의 본성에 관한 연구는 크게 세 가지 측면에서 이루어졌다. 첫 번째는 학문적 정체성이나 교과목으로서의 위상을 정립하기 위함이고, 두 번째는 지구과학의 본질적 속성을 지구과학 교육에 반영하기 위함이다. 마지막으로, 과학의 본성 연구의 한계점으로 영역 특이적인 특징을 반영하지 못한 점을 지적하면서 지구과학 영역에서 과학의 본성을 살펴본 연구들도 있다(Breslyn & McGinnis, 2012; Choi, 2012; 2016; LaDue, Libarkin, & Thomas, 2015). 우리나라의 경우, 초기에는 첫 번째 목적으로 많이 연구되어 지구과학의 학문적 특성을 기반으로 지구과학 교육이 지향해야 할 바를 제시하는 형태의 연구들이 많았다. |
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