중·고등학교 과학 수업 (교재 Series 01) > 시리즈/기획도서

본 교재는 예비과학교사에게 과학 교직의 시작과 관련된 흥분과 도전을 설명하는 안내서를 제공할 수 있도록, 차세대과학기준(Next Generation Science Standard: NGSS)에 반영된 과학 교수－학습을 지지할 수 있게 설계되어 있다. 이 책을 구성하는 각 장에는 NGSS에 관한 참고문헌이 명시되어 있으며, 토의는 교사들에게 학생들을 과학과 공학의 실행, 공통 개념들, 핵심 과학 관념들이 모두 결합된 학습 경험에 관여시키는 방법에 관해 안내한다. 이와 마찬가지로 중요하게, 각 장은 이용자가 전문적 속성, 수업의 실제, 그리고 과학교육의 주요 주제를 포함한 과학 교수에 기본적인 확실한 바탕을 체계적으로 개발할 수 있도록 조직화되어 있다. 과학교수에 대한 기본적 이해는 교사의 초창기에 이룬 성공과 이어 지속되는 성공에 결정적인 영향을 미친다는 것이 저자들의 견해이다. 기본에 관한 확실한 이해는 과학 교직을 유지하는 동안 수업을 정교하게 다듬고 함양시키는 기초로 이용될 수 있을 것이다.
과학 교수에 관한 기초적 이해의 개발은 책을 세 개의 서로 독립적이지만 상호 지지하는 단락으로 나눔으로써 촉진된다. 첫째 단원 “과학 교수 시작”은 제1∼6장으로 구성되어 있다. 이 장들은 자세한 정보에 근거하고 목적이 있는 교수의 시작에 필요한 기본적 지식이 강조되어 있는, 초임 교사들이 가질 수 있는 정보적이고 개인적인 관심사를 다룬다. 둘째 단원 “과학 교수의 기초”는 제7∼10장으로 이루어져 있으며, 수업 계획과 성인 과학 학습의 안내에 중요한 기본적 이해를 기술한다. 제7∼10장들은 독자들에게 다양한 학습자를 대상으로 하는 교수와 이미 알려진 인간 학습의 관점에 따른 교수 둘 다 고려할 것을 권한다. 제11～15장으로 조직된 마지막 단원 “과학 교수 전략”은 독자들에 의한 과학 교수－학습에 대한 탐색의 범위를 확장시킨다.

목차

∙ 역자 머리말 ·············································································································································································3
∙ 저자 머리말 ·············································································································································································5
∙ 저자 감사의 말 ··································································································································································10

제1장 초임 과학교사의 사고와 행동 ····································································································19
❙장의 목표 ·····················································································································································21
❙기본 교수 기능에 기반한 초임 과학교사들의 사고와 행동 검토하기 ··················22
❙학습 환경의 관리 ···································································································································32
❙초임 교사 연수 프로그램과 초임 교사를 위한 멘토링 ··················································33
❙성공적 계획 수립에 관한 최종 생각 ·························································································34
❙평가와 복습 ················································································································································36

제2장 과학 교수 목적 ········································································································································39
❙장의 목표 ·····················································································································································41
❙미국의 공교육 ···········································································································································41
❙최근 과거에 제시된 과학교육의 목표와 도전 ······································································45
❙과학교육 추가 개혁의 필요성 지표: 21세기 첫 10년의 결과 ··································48
❙오늘날의 기준과 과학교육을 위한 약속: 2010년과 그 이후 ·····································54
❙기준을 지지하는 평가 시스템 ········································································································60
❙예비과학교사기준 ····································································································································61
❙과학 교수에 있어서 교사의 목적 ·································································································62
❙평가와 복습 ················································································································································63

제3장 과학 교수-학습 계획 ···························································································································67
❙장의 목표 ·····················································································································································70
❙가장 중요한 교수 기능 ·······················································································································71
❙과학 교과 단원의 구성 ·······················································································································84
❙교수-학습 지도안 작성 ························································································································88
❙교수 관념 명료화하기 ·······················································································································102
❙평가와 복습 ·············································································································································103

제4장 과학 학습 평가 ····································································································································107
❙장의 목표 ··················································································································································110
❙평가와 학습 ·············································································································································110
❙과학 학습 평가 체제 ·························································································································111
❙학생 수행 기대 설정하기 ···············································································································113
❙학생 수행 관찰하기 ····························································································································115
❙다양한 평가 도구의 균형적 이용 ······························································································118
❙일관된 평가: 함께 가져가기 ·········································································································130
❙학생 수행 해석하기 ····························································································································131
❙등급 산출 및 보고하기 ····················································································································136
❙평가에 관한 지식 보여주기 ··········································································································140
❙평가와 복습 ·············································································································································140

제5장 과학 교수 ··················································································································································145
❙A. 교수-학습의 도입 ··························································································································145
❙B. 수업 목표 ··········································································································································147
❙C. 수업 활동 ··········································································································································147
❙D. 수업 마무리: 검토와 평가 ······································································································150
❙E. 과제 ·······················································································································································150
❙장의 목적 ··················································································································································152
❙전문성 있는 교사의 속성과 실제 ······························································································154
❙자, 이제 과학을 가르쳐보자 ·········································································································166
❙평가와 복습 ·············································································································································169

제6장 과학 학습 환경 ····································································································································173
❙장의 목표 ··················································································································································177
❙과학 학습 환경에 대한 관점 ········································································································177
❙학생의 행동 이해하기 ·······················································································································181
❙문화적으로 반응적인 과학 학습 환경 만들기 ···································································184
❙과학 학습 경험을 조직하고 이끌기 ·························································································191
❙학생들의 동기유발과 참여를 위한 교수 ···············································································194
❙부적절한 학생 행동의 인지와 대응 ·························································································197
❙수업 지도성의 이해 보여주기 ······································································································200

제7장 과학 ․ 공학과 과학기술의 본성 ································································································205
❙장의 목표 ··················································································································································205
❙과학이 무엇인가? ································································································································206
❙과학적 사업 ·············································································································································207
❙과학이 아닌 것은 무엇인가? ········································································································210
❙사고 방법으로의 과학 ·······················································································································213
❙조사 방법으로의 과학 ·······················································································································218
❙지식 체계로서 과학 ····························································································································224
❙사회적 상호작용으로의 과학 ········································································································229
❙과학과 사회 ·············································································································································230
❙공학과 과학기술 ···································································································································231
❙평가와 복습 ·············································································································································233

제8장 탐구와 과학 교수 ·······························································································································239
❙장의 목표 ··················································································································································239
❙과학적인 탐구와 탐구기반 수업이란 무엇인가? ······························································240
❙탐구와 과학 교수의 역사적 개관 ······························································································243
❙탐구기반 과학 수업의 계획과 실행 ·························································································248
❙탐구기반 수업의 연역적ㆍ귀납적 접근법 ·············································································250
❙탐구기반 수업을 계획하고 교수하기 위한 지원 전략 ··················································256
❙탐구기반 수업의 평가 ·······················································································································266
❙탐구기반 수업 관련 고려 사항 ···································································································268
❙탐구기반 수업의 이해 제시 ··········································································································270
❙평가와 복습 ·············································································································································271

제9장 다양한 학습자와 차별화 수업 ·································································································275
❙장의 목표 ··················································································································································275
❙미국의 문화적 모자이크와 과학의 성공 ···············································································276
❙차세대과학기준과 평등한 과학 학습 ·······················································································281
❙문화와 언어의 다양성 ·······················································································································282
❙성 포함성 ··················································································································································286
❙비정상 ·························································································································································290
❙특별 능력과 재능 ·································································································································297
❙차별화 수업 ·············································································································································299
❙다양한 학생들을 과학 학습자로 참여시키기 ······································································304
❙평가와 복습 ·············································································································································305

제10장 중등학교 학습 ·······································································································································313
❙장의 목표 ··················································································································································313
❙학습에 대한 현대적 이해 ···············································································································314
❙정보처리 학습 모형 ····························································································································315
❙학습 동기 ··················································································································································317
❙구성주의와 과학 학습 ·······················································································································324
❙시각화와 이러닝 ···································································································································337
❙요약 ······························································································································································339
❙평가와 복습 ·············································································································································339

제11장 강의, 토론, 그리고 시범 ··············································································································343
❙장의 목표 ··················································································································································343
❙강의 ······························································································································································344
❙토론 ······························································································································································351
❙시범 ······························································································································································358
❙과학적 담론 ·············································································································································368
❙과학적 논증 ·············································································································································376
❙과학적 담론을 조장하는 수업 전략의 이해 시범하기 ··················································378
❙평가와 복습 ·············································································································································379

제12장 과학, 공학, 그리고 사회적 쟁점 ··························································································385
❙장의 목표 ··················································································································································386
❙과학과 공학 ·············································································································································386
❙공학적 실행 ·············································································································································390
❙공학에 대한 교수 ·································································································································392
❙과학과 공학 관련 사회적 쟁점 교수 ······················································································402
❙과학교육의 진화론 vs 창조론 쟁점 ·························································································407
❙SSI와 논증 분석 ···································································································································412
❙SSI 쟁점 교수의 고려 사항 ··········································································································415
❙평가와 복습 ·············································································································································416

제13장 실험수업과 현장학습 ·······················································································································423
❙장의 목표 ··················································································································································423
❙실험수업이란? ········································································································································424
❙실험수업의 다양한 유형 ··················································································································429
❙과학 과정 기능-개발 실험 과제 ·································································································432
❙사전실험 수업 및 사후실험 수업과 안전 ·············································································435
❙성공적인 실험 활동의 보장 ··········································································································438
❙현장학습 ·····················································································································································446
❙평가와 복습 ·············································································································································449

제14장 실험실과 교실의 안전 ····················································································································453
❙장의 목표 ··················································································································································454
❙안전과 법 ··················································································································································455
❙일반적인 안전 책임 ····························································································································457
❙과학 수업에서의 눈 보호 ···············································································································463
❙생명과학의 구체적인 안전 지침 ·································································································466
❙화학의 세부 안전 지침 ····················································································································472
❙지구과학 실험실의 안전 ··················································································································479
❙물리 실험실의 안전 지침 ···············································································································481
❙방사선 안전 ·············································································································································483
❙학생들을 위한 안전 단원 ···············································································································485
❙평가와 복습 ·············································································································································488

제15장 컴퓨터와 교육공학 ····························································································································493
❙장의 목표 ··················································································································································494
❙교육공학을 이용해 과학 교수를 보조하기 ········································································494
❙교육공학 통합 틀 ·································································································································495
❙정보 검색과 처리 도구 ····················································································································497
❙의미 조직 도구 ·····································································································································500
❙자료 수집과 분석 도구 ····················································································································503
❙모형 만들기 도구 ·································································································································508
❙의사소통과 협력 도구 ·······················································································································511
❙종합 과학 사이트 ·································································································································516
❙온라인 교수 ·············································································································································517
❙컴퓨터와 기타 과학기술 사용 시연하기 ···············································································520
❙평가와 복습 ·············································································································································520

저자소개

한국과학교육콘텐츠협동조합(Korea Science Education Content Coop; KOSECO) 번역위원회

조희형 (KOSECO 출판연수부장, 위원장)
이영희 (단국대학교 교수, 부위원장)
김성원 (이화여자대학교 교수, 위원)
김찬종 (서울대학교 교수, 위원)
김희경 (강원대학교 교수, 위원)
김희백 (서울대학교 교수, 위원)
박영신 (조선대학교 교수, 위원)
박재용 (강원과학고등학교 교사, 위원)
박종윤 (이화여자대학교 교수, 위원)
서혜애 (부산대학교 교수, 위원)
송진웅 (서울대학교 교수, 위원)
심미영 (강원대학교 강사, 위원)
윤희숙 (강원대학교 교수, 위원)
이기영 (강원대학교 교수, 위원)
이문원 (KOSECO 이사장, 위원)
최승언 (서울대학교 교수, 위원)

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