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중등과학교육 요약정보 및 구매

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판매가격 21,000원
저자 강남화, 최원호, 이준기, 곽영순
발행일 2020-03-10
ISBN 978-89-254-1448-5(93370)
페이지 448
판형 46배
배송비결제 주문시 결제

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  • 중등과학교육
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    도서소개

    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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