중등과학교육 > 교육학

이 책에서는 이전의 과학교육론 교재에서 다룬 내용뿐만 아니라 최근 과학교육의 이론과 실제를 담아내려고 노력하였다. 과학교육의 오래된 주장이나 학설 중 세월이 지나서도 적용하고 기억해야 할 이론과 실천을 다루었다. 이 책, ‘중등과학교육’은 제목에 ‘론’이 없다. 왜냐하면 이론과 함께 현장의 실천을 강조하고 싶기 때문이다. 부디 이 교재로 공부하는 여러분이 ‘과학교육론’이 아닌 ‘과학교육’을 실천하기를 바란다.

목차

머리말 / 3
제1장 과학의 본성 ··················································································9
1. 자연과학적 태도와 과학 방법론의 역사 ···············································14
가. 자연과학적 태도 ······································································15
나. 과학 방법론의 역사 ···································································21
2. 과학(지식)의 구성요소 ···································································23
가. 가설 ····················································································23
나. 가설 도출 방법 ·······································································25
다. 가설에서 법칙으로 ····································································26
라. 법칙과 이론 그리고 원리 ····························································28
3. 과학의 본성(NOS) ········································································30
가. 과학소양 교육과 NOS 교육 ·························································30
나. 과학교육에서 NOS 개념의 변천 ·····················································33
4. 과학의 본성 교육 ·········································································48
가. 기능적 과학소양 교육 ································································49
나. 과학사회학의 STS vs. 교육과정의 STS ·············································50
다. STS 교육에서 SSI 교육으로 ·························································53
라. 사회ㆍ과학적 쟁점(SSI)을 활용한 NOS 교육 ·······································53
마. 총체적 NOS 모델의 필요성 ·························································56
제2장 과학탐구와 과학철학의 이해 ··························································59
1. 과학탐구 ···················································································62
가. 귀납적 탐구 ···········································································63
나. 연역적 탐구 ···········································································68
다. 귀추적 탐구 ···········································································71
라. 가설연역적 탐구 ······································································74
2. 과학철학: 실증주의에서 후기실증주의로 ···············································77
가. 과학철학의 변천: 역사주의 과학철학 ················································77
나. 전통적 과학관에 대한 도전: 실증주의 그 이후 ·····································87
3. 과학철학자들 ··············································································93
가. 논리실증주의의 소박한 귀납주의 과학철학 ·········································93
나. 포퍼의 비판적 합리주의 ······························································96
다. 라카토스의 세련된 반증주의 ························································102
라. 쿤의 과학혁명의 구조 ·······························································108
마. 파이어아벤트의 사회적 구성주의와 과학의 변화 ··································119
제3장 과학 교수학습 이론 ····································································127
1. 행동주의와 인지주의의 갈림길에서 바라본 학습 ····································129
가. 가녜의 학습이론 ·····································································129
나. 톨만의 학습이론 ·····································································134
2. 인지주의의 관점에서 바라본 학습 ·····················································136
가. 인지발달 연구들이 상정하고 있는 학습자 이미지 ·································136
나. 피아제의 인지발달 이론 이전의 이론들 ············································138
다. 피아제의 학습이론 ···································································142
라. 신(新)피아제주의 ·····································································155
마. 브루너의 학습이론 ···································································169
바. 오수벨의 학습이론 ···································································180
3. 사회문화적 구성주의 학습이론 ························································204
가. 생각과 말 ············································································206
나. 내면화 ················································································209
다. 근접발달영역 ·········································································211
라. 인지적 도제학습 이론 ·······························································216
마. 학습공동체에서의 상황학습: 사회적 학습이론 ·····································224
바. 뇌과학과 학습 ········································································235
4. 개념 학습이론 ···········································································239
가. 개념변화 인식론 ·····································································239
나. 개념변화 학습이론 ···································································241
다. 학생들의 직관적 개념 ·······························································244
라. 직관적 개념을 밝히는 진단평가 ····················································249
마. 수정된 개념변화 이론 ·······························································257
제4장 과학 교수학습 모형과 방법 ··························································263
1. 과학 교수학습 모형 ·····································································266
가. 발견학습 모형 ········································································266
나. 가설검증 탐구학습 모형 ·····························································269
다. 순환학습 모형 ········································································271
라. 개념학습 모형 ··············································································································282
마. STS 수업모형 ········································································293
2. 과학 교수학습 방법 및 전략 ···························································295
가. 협력적 모둠 활동(협동학습) ·························································295
나. 문제 중심 학습 ······································································305
다. 과학글쓰기와 논술 ···································································312
라. 질문법 ················································································337
마. 비유 ··················································································349
바. 모형, 모델 ············································································356
제5장 과학 교육평가 ············································································369
1. 교육평가의 종류와 수업 ································································371
가. 목적에 따른 평가와 수업 ···························································371
나. 원점수 해석에 따른 평가와 수업 ···················································380
2. 평가 문항의 종류 ·······································································384
가. 지필평가 ··············································································384
나. 수행평가 ··············································································392
3. 평가의 설계 ··············································································397
가. 평가 설계 과정 ······································································397
나. 출제 계획표 ··········································································401
다. 내용 영역 및 평가 목표 ····························································402
라. 행동 영역 ············································································404
마. 예상 정답률 ··········································································407
바. 채점기준 ··············································································409
4. 과정중심 평가 ···········································································411
가. 2015 개정 과학과 교육과정의 특징 ···············································411
나. 수행평가와 과정중심 평가 ··························································419
다. 과정중심 평가와 수업 ·······························································423
라. 과정중심 평가에서 학생 성장의 기록 ··············································426
참고문헌 ··················································································429
찾아보기 ··················································································444

저자소개

강남화
서울대학교 사범대학 물리교육과 및 同대학원 졸업
서울지역 중학교 교사
미국 조지아 주립대학교(University of Georgia) 과학교육 Ph. D.
미국의 University of Nevada, Las Vegas와 Oregon State University 교수
(現)한국교원대학교 물리교육과 교수

최원호
서울대학교 사범대학 화학교육과 및 同대학원 졸업(석, 박사)
서울지역 고등학교 화학교사
한국교육과정평가원 연구위원
(現)국립순천대학교 화학교육과 교수

이준기
한국교원대학교 제3대학 생물교육과 및 同대학원 졸업(석, 박사)
(現)전북대학교 과학교육학부 생물교육전공 교수

곽영순
서울대학교 사범대학 지구과학교육과 및 同대학원 졸업
서울지역 고등학교 교사
미국 오하이오 주립대학교(The Ohio State University) 과학교육 Ph. D.
한국교육과정평가원 선임연구위원
(現)한국교원대학교 지구과학교육과 교수

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