과학교육론 > 교육학

  우리나라 과학 교육의 연구는 다른 교과 교육의 선도적 역할을 해왔다고 자부할 수 있을 것이다. 그러나 아직도 바람직한 교재가 없는 것이 사실이다. 그러던 중에 1998년에 처음으로 과학교육론이 출간되었다.
  초판의 과학교육론은 1장부터 7장까지로 나누어 구성하였으나, 새로운 과학교육론에서는 보다 여러 단원으로 구성하였다. 과학교육과 과학사와 관련된 부분을 앞에 두어 과학교육의 구조, 과학사, 과학발달의 원리를 지도하고 이어서 과학교육사를 두어 역사적인 것을 정리하고, 과학탐구, 과학교육목표, 과학교육과정, 학습이론과 교육학습 모형을 학습한 이후에 교육학습의 계획과 전략을 학습하도록 하였다. 그리고 근래에 강조하고 있는 과학 창의력, 학교현장에서 필요한 과학학습평가를 지도하고, 교사에게 필요한 교수학습 자료 개발에 관한 것과 실험 및 야외 활동에 관한 것을 지도하도록 구성하였다.

목차

 서문 ··································································3
제1장…과학과 과학 교과__13
1. 과학의 본질 ························································14
(1) 과학의 기원 ······················································14
(2) 과학과 비과학 ····················································15
2. 과학의 학문적 구조 ·················································16
(1) 과학적 사실(Scientific facts) ·········································16
(2) 과학적 개념(Scientific concept) ······································23
(3) 과학 법칙(Scientific law) ············································26
(4) 과학 이론(Scientific theory) ·········································28
3. 과학교과의 특징 ····················································30
(1) 자연의 특징 ······················································30
(2) 자연과학의 특징 ··················································32
(3) 과학교육의 특징 ··················································33
4. 과학 교과 교육의 구조 ··············································35
(1) 교과교육의 3대 요소 ···············································36
(2) 교과교육 활동 ····················································41
제2장…과학사와 과학교육__49
1. 물체의 운동에 대한 사고 과정 ·······································50
(1) 갈릴레이 이전의 사고-아리스토텔레스의 사고 ····························51
(2) 갈릴레이의 사고 ··················································52
(3) 뉴턴 이전의 사고-데카르트의 사고 ····································55
(4) 뉴턴의 사고 ······················································56
(5) 물체의 운동에 관한 사고 과정이 과학교육에 주는 의미 ····················62
2. 물질의 근본에 대한 사고 과정 ·······································67
(1) 아리스토텔레스의 4원소설과 데모크리토스의 원자설 ······················67
(2) 원소에 대한 보일의 사고 ···········································68
(3) 원소에 대한 라부아지에의 사고 ······································69
(4) 원자와 원소에 대한 돌턴의 사고 ······································73
(5) 물질의 근본에 대한 아보가드로의 사고 ································74
(6) 원소와 원자, 분자에 대한 오늘날의 사고 ·······························77
(7) 물질의 근본에 대한 사고 과정이 과학교육에 주는 의미 ····················79
(8) 과학 교과서에 제시된 아보가드로의 가설에 관한 사고의 오류 ···············81
3. 열과 온도에 대한 사고 과정 ·········································83
(1) 18세기까지의 사고 ················································83
(2) 19세기의 사고 ····················································84
(3) 20세기의 사고 ····················································84
(4) 과학교육에서 제시되는 열과 온도에 대한 사고 유형 ······················85
4. 생명 현상에 대한 사고 과정 ·········································88
(1) 물리주의 ························································88
(2) 생기론 ··························································89
(3) 유기체주의 ······················································90
(4) 진화적 관점의 변화 ················································91
(5) 유전에 관한 사고의 변화 ···········································93
(6) 생명 현상에 대한 현대적 관점 ·······································95
(7) 생명 현상에 대한 관점이 과학교육에 주는 의미 ························95
5. 지구에 대한 사고 과정 ··············································97
(1) 지구 중심적 사고 ··················································97
(2) 태양 중심적 사고 ·················································98
(3) 지구에 대한 사고 과정이 과학교육에 주는 의미 ·························100
6. 과학사가 과학교육에 주는 의미 ·····································105
제3장…과학 발달의 원리__107
1. 귀납주의(inductionism) ·············································108
(1) 귀납의 원리 ·····················································109
(2) 연역 추론(deductive reasioning)과 과학의 발달 ·························110
(3) 귀납주의의 문제 ··················································111
(4) 확률론으로의 후퇴 ················································112
2. 포퍼의 반증주의 ···················································114
(1) 반증주의의 본질 ··················································114
(2) 반증 가능성(falsifiability)과 과학적 이론 ································115
(3) 반증 가능성의 수준 ···············································117
(4) 반증주의와 과학 이론의 발달 ········································ 119
(5) 반증주의의 난점 ··················································120
3. 토마스 쿤의 과학혁명이론 ···········································121
(1) 과학혁명의 과정 ··················································121
(2) 정상과학과 패러다임 ··············································122
(3) 위기상황과 그 특성 ···············································123
(4) 과학혁명의 조건 ··················································123
4. 라카토스의 연구프로그램 ···········································125
(1) 연구 프로그램 ····················································125
(2) 전진(progression)과 퇴행(degeneration) ·······························127
(3) 연구 프로그램들 간의 경쟁 ·········································127
제4장…과학교육사__129
(1) 19C 과학교육의 혁명 ··············································130
(2) 과학교육의 재구성 ················································137
(3) 과학교육의 시대적 변동 ············································143
(4) 과학교육의 신진보 운동 ············································148
제5장…과학 탐구 과정__161
1. 탐구의 정의 ·······················································162
(1) ‘과학 탐구 학습(Science Inquiry Learning)’ 이란? ·······················162
(2) 탐구학습 모형 ···················································163
(3) 탐구기능 요소 ···················································164
(4) 탐구학습과 실험실 교육 ············································165
(5) 탐구학습 유형 ···················································165
2. 과학 지식 유형 ····················································166
3. 과학 탐구 유형 ····················································168
(1) 귀납적 탐구 ····················································168
(2) 귀추적 탐구 ····················································169
(3) 연역적 탐구 ····················································172
4. 관찰 탐구 과정 ····················································174
(1) 과학적 관찰의 유형 ···············································174
(2) 과학적 관찰의 교수-학습 과정 ·······································177
5. 가설 검증 탐구 과정 ···············································180
(1) 가설 검증의 유형 ················································180
(2) 가설 검증의 교수-학습 과정 ········································185
제6장…과학교육목표와 과학교육과정__201
1. 과학교육 사조의 변천 ··············································202
(1) 형식주의 교육사조 ················································202
(2) 경험‧생활중심 교육사조 ············································202
(3) 학문중심 교육사조 ················································204
(4) 인간중심 교육사조 ················································205
(5) 최근 세계 과학교육의 동향 ·········································209
2. 과학교육목표 ······················································211
(1) 과학교육목표의 원천 및 설정 준거 ····································211
(2) 과학 교육 일반 목표의 영역 및 범주 ··································214
(3) 과학교육 목표의 작성 및 진술 ·······································218
3. 우리나라 과학 교육과정의 변천 ·····································222
(1) 교수요목기의 과학교육과정(1945~1955) ·······························223
(2) 제1차 과학교육과정(1955~1963) ·····································224
(3) 제2차 과학교육과정(1963~1973) ·····································224
(4) 제3차 과학교육과정(1973~1981) ·····································224
(5) 제4차 과학교육과정(1981~1987) ·····································224
(6) 제5차 과학교육과정(1987~1992) ·····································225
(7) 제6차 과학교육과정(1992~1997) ·····································226
(8) 제7차 과학교육과정(1997~1992) ·····································226
4. 우리나라 7차 과학교육과정의 성격과 내용 ····························227
(1) 7차 ‘과학과 교육과정’의 구성방향 ····································227
(2) 7차 과학과 교육과정 목표 ··········································228
(3) 7차 과학과 교육과정의 편제와 단위 배정 기준 ·························228
(4) 7차 과학과 교육과정 편성 운영지침 ·································· 228
(5) 7차 과학과 교육 내용 ·············································229
5. 외국의 과학교육과정 ···············································230
(1) 미국 ···························································230
(2) 일본 ···························································238
제7장…교수학습이론__263
1. 구성주의 학습이론 ·················································264
(1) 학습에 대한 구성주의적 관점 ·······································264
(2) 구성주의의 유형 ·················································266
(3) 구성주의 학습이론이 과학교육에 주는 시사점 ··························268
2. 학습에 대한 행동주의 관점 ·········································273
(1) 가네의 정보처리 이론 ·············································274
(2) 켈러의 학습 동기 이론 ············································278
3. 학습에 대한 인지주의 관점 ·········································281
(1) 피아제의 인지발달 이론 ············································282
(2) 브루너의 발견학습 이론 ···········································294
(3) Ausubel의 유의미 학습 이론 ·······································319
(4) 비고스키의 교수학습이론 ··········································330
(5) 이론의 단점과 기여 ·············································336
제8장…과학 교수 학습 모형__345
1. 과정지향적 과학 교수 학습 모형 ····································346
(1) 발견학습 모형 ···················································347
(2) 탐구적 교수 학습 모형 ············································353
(3) 고윈(Gowin)의 브이도(Vee Diagram) ·································356
2. 개념확장 학습 모형 ················································368
(1) Gagne의 9단계 교수 모형 ··········································368
(2) 개념도 ·························································371
(3) 비유를 활용한 과학 교수 학습 모형 ··································381
3. 개념변화 학습 모형 ················································388
(1) 발생학습 모형 ···················································388
(2) 대체적 개념틀 교수학습 모형 ·······································390
(3) 개념변화의 포도덩굴 모형 ··········································391
(4) 인지갈등 모형 ···················································392
(5) 과학교육에 주는 시사점 ···········································394
4. 순환학습모형(Learning Cycle Model) ·······························394
(1) POE 또는 PEOE 모형 ·············································395
(2) 3단계 순환학습 모형 ··············································395
(3) 4단계 순환학습 모형 ··············································396
(4) 5E 순환학습 모형 ················································397
(5) 과학교육에 주는 시사점 ···········································398
5. 문제해결학습 모형 ·················································399
(1) STS 교수학습 모형 ···············································399
(2) PBL(Problem-Based Learning) ·····································405
(3) 창의적 문제해결(CPS) 모형 ·········································410
(4) Renzulli의 심화학습 3단계 모형 ·····································415
(5) Kellar의 동기유발 학습 모형 ······································· 417
(6) 협동학습 모형 ···················································420
(7) 과학교육에 주는 시사점 ···········································423
제9장…과학교수학습의 계획과 전략__427
1. 과학 교수-학습 계획 ···············································428
2. 과학 교수-학습 전략 ··············································430
(1) 과학 실험수업 전략 ···············································430
(2) 매체활용 과학 교수 학습 전략 ······································435
3. 상호 작용 과학 교수 학습 전략 ·····································438
(1) 역할놀이(Role Playing) ············································ 438
(2) 토론(Discussion) ·················································439
(3) 질문(Questioning) ················································441
(4) 협동학습(cooperative learning) ·····································444
4. 그 밖에 활용되는 과학 교수 학습 전략 ······························446
(1) 현장학습 ························································446
(2) 과학사를 활용한 교수학습 전략 ······································447
제10장…과학창의력교육 -과학교과에 창의력을 융합한 과학창의력교육-__455
1. 창의력과 영재의 개념 ··············································458
(1) 창의력의 개념 ···················································458
(2) 영재의 개념 ·····················································470
2. 창의적인 문제해결(CPS) ············································473
(1) 발산적 사고(divergent thinking)와 수렴적 사고(convergent thinking) ········474
(2) 창의적인 문제해결(CPS)의 발달과정 ································ 475
3. 교과창의력과 과학창의력의 교수-학습 과정 ·························479
(1) 창의력을 교과에 융합한 교과창의력 교수-학습 과정 ·····················479
(2) 과학교과의 과학창의력 교수-학습 자료 개발과 교수-학습 방법 도출 ······ 482
(3) CPS(발산적사고-평가적사고) 적용 과학탐구창의력 교수-학습과정 ··········486
4. 우리 교육자가 주지할 사항 ·········································499
제11장…과학학습 평가__505
1. 과학학습 평가의 목적과 과정 ·······································506
(1) 과학학습 평가의 목적과 기능 ·······································506
(2) 과학학습 평가 과정 ···············································509
2. 과학교육 평가의 영역 ··············································515
(1) 과학지식의 평가 ··················································516
(2) 탐구능력 ························································519
(3) 태도 ···························································540
(4) 수행평가 ·······················································542
3. 과학 교육 평가 방법 ···············································544
(1) 지필 검사 ·······················································544
(2) 관찰법 ·························································548
(3) 면접법 ·························································552
(4) 보고서 ·························································553
(5) 포트폴리오(portfolio) ··············································555
4. 평가도구의 개발 ···················································557
(1) 평가도구 개발의 절차 ·············································557
(2) 평가도구의 타당도 ················································565
(3) 평가도구의 신뢰도 ················································567
5. 과학교육 평가의 유형 ··············································570
(1) 평가의 목적에 따른 유형 ···········································570
(2) 평가의 비교에 따라 ···············································575
6. 과학교사의 평가 전문성 ············································577
(1) 과학 평가 패러다임의 변화 ·········································577
(2) 과학교사의 평가 전문성의 조건 ······································579
(3) 교사의 평가전문성에 관한 기준 ·····································583
제12장…과학교재의 개발__591
1. 과학교재의 정의와 종류 ············································592
(1) 과학교재의 정의 ··················································592
(2) 교재의 종류 ·····················································597
2. 과학교재의 선택과 평가 ············································603
(1) 과학교재의 평가 ··················································603
(2) 과학교재 평가 도구 ···············································612
(3) 과학교재의 선택 ·················································620
3. 과학교재 개발의 과정 ··············································624
(1) 과학교재 개발의 필요성 ············································624
(2) 과학교재 개발의 과정 ·············································628
(3) 교재 개발의 방법 ·················································631
(4) 과학교재 개발의 절차 ·············································632
4. 과학교재 개발의 실제 ··············································633
(1) 인쇄매체 교재 개발 ·············································633
(2) 시청각 교재 개발 ················································640
(3) IT 교재의 개발 ··················································645
(4) IT 교재의 예 ····················································650
제13장…과학 실험‧야외 학습 및 실험실 관리__671
1. 과학 실험실습 교육 ················································672
(1) 실험의 역사와 의미 ···············································672
(2) 탐구학습으로서의 실험 활동 ········································673
(3) 실험의 목적 ·····················································674
(4) 실험수업과 실험 목적과의 관계 ·····································675
(5) 중등 과학 교육에서 이루어지는 실험의 목적 ···························677
(6) 실험수업의 유형 ·················································678
(7) 실험수업의 수준 향상을 위한 노력 ···································682
2. 야외 학습 ························································689
(1) 야외 학습이란? ··················································689
(2) 야외 학습의 교수학습 전략 ·········································690
3. 실험실 안전 관리 ··················································692
(1) 안전관리의 필요성 ················································692
(2) 실험실 안전수칙 ·················································693
(3) 실험실에서의 응급처치 ············································693
(4) 각종 시약의 관리 ················································695

찾아보기 ····························································701

저자소개

§권재술
서울대학교 사범대학 물리교육과(이학사)
미국 The Ohio State University(Ph.D)
현: 한국교원대학교 물리교육과 교수

§김범기
서울대학교 사범대학 물리교육과(이학사)
일본 히로시마대학 대학원(교육학박사)
현: 한국교원대학교 물리교육과 교수

§최병순
서울대학교 사범대학 화학교육과(이학사)
미국 University of Minesota(Ph. D)
현: 한국교원대학교 화학교육과 교수

§김효남
성신여자대학교 과학교육과 화학전공(이학사)
미국 Michigan State University(석사, Ph. D)
현: 한국교원대학교 초등교육과 교수

§백성혜
서울대학교 사범대학 화학교육과(이학사)
서울대학교 대학원 과학교육과(교육학박사)
현: 한국교원대학교 화학교육과 교수

§양일호
한국교원대학교 화학교육과(교육학사)
한국교원대학교 대학원(교육학박사)
현: 한국교원대학교 초등교육과 교수

§권용주
한국교원대학교 생물교육과(교육학사)
미국 Arizona State University(Ph. D)
현: 한국 교원대학교 생물교육과 교수

§차희영
한국교원대학교 생물교육과(교육학사)
미국 The University of Iowa(Ph. D)
현: 한국교원대학교 생물교육과 교수

§우종옥
서울대학교 사범대학 지구과학교육과(이학사)
프랑스 University d'Aix Marseill Ⅲ(이학박사)
전: 한국교원대학교 지구과학교육과 교수

§정진우
서울대학교 사범대학 지구과학교육과(이학사)
미국 University of Geogia(Ph. D)
현: 한국교원대학교 지구과학교육과 교수

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