과학 교육론과 지도법 2판 > 교육학

이 책의 내용은 예비과학교사, 현직과학교사, 과학교육학 전공 대학원생들이 과학교육학의 구조를 이해하고, 과학 교수ㆍ학습에 기본적인 과학교육학 지식을 획득하며, 과학 교수ㆍ학습에 필요한 실제적 기능을 습득할 수 있도록 선정ㆍ조직하였다. 예비과학교사들을 위해 과학교육학 관련 이론과 과학 교수ㆍ학습 방법 및 평가의 실례를 제시하였으며, 현직 과학교사들을 위해 과학교육의 실제에 가까운 체제로 구성하였다. 그리고 과학교육학 전공 대학원생들이 과학교육학을 이해할 때뿐만 아니라 연구하는 과정에서 참조할 수 있도록 관련 참고문헌을 가능한 모두 인용하였으며, 새로운 과학교육학 관련 개념이나 이론도 참고문헌의 연구자나 저자가 제시한 원문을 그대로 나열하였다. 저자들은 이 책이 과학교육에 종사하는 모든 이들에게 조금이나마 도움이 되길 진심으로 희망해 본다.

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제1장 과학철학 ··········································································································13

1. 철학의 대상 및 영역과 과학교육학의 관계 ·····························································15

1) 철학의 대상과 영역 ································································································15

2) 진술의 진리 판단 ···································································································19

3) 철학이 과학교육에 미친 영향 ·················································································21

2. 전통적 과학철학과 과학적 방법 ··············································································22

1) 경험주의와 귀납적 방법 ·························································································24

2) 이성주의와 연역적 방법 ·························································································28

3) 실증주의와 조작주의 및 환원주의 ··········································································30

4) 반증주의와 가설-연역적 방법 및 귀추법 ·································································36

5) 과학적 방법에 따른 과학 교수ㆍ학습 ······································································42

3. 현대 과학철학과 구성주의 ······················································································46

1) 쿤의 패러다임과 과학혁명 ······················································································46

2) 라카토스의 연구프로그램과 과학의 분화 ································································50

3) 라우든의 연구전통과 과학의 발달 ··········································································53

4) 사회적 구성주의와 지식사회학 및 과학사회학 ························································56

5) 구성주의에 따른 과학 교수ㆍ학습 ··········································································58

4. 과학철학과 과학지식의 발달 모형 ···········································································62

1) 누가적 모형 ············································································································62

2) 진화적 모형 ············································································································63

3) 격변적 모형 ············································································································64

4) 점진적 모형 ············································································································65

제2장 과학의 본성 ······································································································67

1. 과학의 구성과 발달 ································································································69

1) 과학의 정의와 목적 ································································································69

2) 과학의 발달 ············································································································84

3) 과학의 분류와 자연과학 ·························································································93

2. 과학지식 ················································································································96

1) 과학지식의 의미와 출처 ·························································································96

2) 과학지식의 종류 ···································································································101

3) 과학지식의 구성요소 ····························································································104

4) 과학지식의 교수ㆍ학습 ························································································112

3. 과학적 탐구 ··········································································································119

1) 과학적 사고와 사고실험 ·······················································································120

2) 과학적 탐구 과정과 활동 ······················································································129

3) 과학공학 실행 ······································································································164

4. STS와 과학 윤리 ··································································································173

1) 과학-기술-사회(STS) ····························································································174

2) 사회과학 쟁점(SSI) ······························································································185

3) 과학의 윤리 ·········································································································189

제3장 과학학습 심리학 ····························································································197

1. 급진적 구성주의와 교수ㆍ학습 ············································································199

1) 급진적 구성주의의 대두 배경 ··············································································199

2) 급진적 구성주의의 특성과 종류 ···········································································200

3) 급진적 구성주의가 과학교육에 미친 영향과 비판 ·················································202

2. 피아제의 지능발달 이론과 교수ㆍ학습 ·································································204

1) 지능발달 이론의 개념과 한계 ···············································································205

2) 지능발달 단계 ······································································································209

3) 지능발달에 영향을 미치는 요인 ············································································213

4) 지능발달 이론의 적용 ···························································································214

3. 오수벨의 유의미수용학습 이론과 교수ㆍ학습 ·······················································217

1) 학습 형태의 종류 ··································································································217

2) 유의미수용학습의 종류 ·························································································218

3) 유의미학습의 조건 ································································································219

4) 동화설과 명제학습의 종류 ····················································································221

5) 유의미학습 이론의 적용 ·······················································································223

4. 비고츠키의 사회-문화적 이론과 교수ㆍ학습 ·························································229

1) 사회문화적 이론의 대두와 특성 ············································································229

2) 근접발달영역 ········································································································231

3) 사회문화적 이론과 과학교육 ·················································································231

5. 브루너의 수업 이론과 교수ㆍ학습 ·········································································233

1) 학습의욕 ···············································································································233

2) 지식의 구조 ··········································································································234

3) 계열 ······················································································································236

4) 수업 이론의 특성과 과학교육 적용 ········································································237

6. 대체적 개념틀 이론과 교수ㆍ학습 ·········································································239

1) 대체적 개념틀 이론의 대두 ····················································································240

2) 대체적 개념틀의 기원과 분석 방법 ········································································242

3) 분야별 중요한 대체적 개념 ····················································································244

제4장 과학 교육과정 ··································································································257

1. 과학교육의 의미와 목적 ·························································································259

1) 과학교육의 의미 ····································································································259

2) 과학교육의 필요성과 정당화 ·················································································260

3) 과학교육의 이념ㆍ목적ㆍ목표의 특성과 진술 ························································263

2. 과학 교육과정의 의미와 특성 ·················································································279

1) 과학 교육과정의 의미 ····························································································279

2) 과학 교육과정의 유형 ····························································································282

3) 과학 교육과정의 운영 형식 ····················································································285

3. 과학교육 사상과 과학 교육과정 ·············································································289

1) 과학교육 사상 ·······································································································290

2) 과학 교육과정의 변천 ····························································································295

3) 2022 개정 과학과 교육과정 ···················································································299

4. 과학 교육과정의 개발 ····························································································309

1) 교육과정 설계 방법 ·······························································································310

2) 교육과정 개발 모형 ·······························································································311

3) 과학 교육과정 내용의 선정과 조직 ········································································315

제5장 과학 교수ㆍ학습 모형 ······················································································327

1. 순환학습 모형 ·······································································································329

1) 순환학습 모형의 특징 및 이론적 배경 ···································································329

2) 순환학습 모형의 절차와 방법 ················································································335

3) 순환학습 모형의 적용과 예시 ················································································339

2. 개념변화 과학 교수ㆍ학습 모형 ·············································································345

1) 개념변화 모형의 이론적 배경 및 특징 ···································································345

2) 드라이버의 대체적 개념틀 교환 모형 ····································································356

3. 생성학습 모형 ·······································································································360

1) 생성학습 모형의 특징 ···························································································360

2) 생성학습 모형의 절차와 방법 ················································································361

3) 생성학습 모형의 적용 ···························································································363

4. POE 모형 ·············································································································365

1) POE 모형의 특징 ··································································································365

2) POE 모형의 방법과 절차 ······················································································365

3) POE 모형의 적용 ··································································································367

5. 발견학습 모형 ·······································································································370

1) 발견학습 모형의 특징과 이론적 배경 ····································································370

2) 발견학습 모형의 절차와 방법 ················································································371

3) 발견학습 모형의 적용 ···························································································373

제6장 과학 교수ㆍ학습 전략 ·····················································································377

1. 강의 ·····················································································································379

1) 강의의 특성과 한계 ······························································································379

2) 강의의 형식 ··········································································································380

3) 강의의 과정과 전략 ······························································································381

2. 질문 ·····················································································································382

1) 질문의 기능과 필요성 ··························································································383

2) 질문의 종류 ·········································································································384

3) 질문 교수ㆍ학습 ··································································································386

3. 토론 ·····················································································································387

1) 토론의 의미와 기능 ······························································································388

2) 토론 교수ㆍ학습의 종류 ·······················································································389

3) 토론 교수ㆍ학습의 목적과 절차 ···········································································390

4. 비유 ·····················································································································391

1) 비유의 의미와 필요성 ··························································································391

2) 비유 교수ㆍ학습 모형 ··························································································392

3) 비유 교수ㆍ학습 예시 ··························································································393

5. 개념도 ·················································································································396

1) 개념도의 의미와 특징 ··························································································397

2) 개념도의 작성과 평가 ··························································································398

6. 인식론적 V ···········································································································401

1) V도의 의미와 특징 ·······························································································401

2) V도 작성 ··············································································································402

3) V도 평가 ··············································································································404

7. 협동학습 ··············································································································406

1) 협동학습의 의미와 기능 ·······················································································407

2) 협동학습의 이론적 배경 ·······················································································408

3) 협동학습의 종류와 방법 ·······················································································408

8. 시범실험 ··············································································································414

1) 시범실험의 의미와 필요성 ···················································································414

2) 시범실험의 기능과 특성 ·······················································································416

3) 시범실험의 방법 ··································································································417

9. 실험실 실험 ·········································································································418

1) 실험실 실험의 의미와 특성 ··················································································419

2) 실험실 실험의 목적과 역할 ··················································································419

3) 실험실 실험 기술 ·································································································421

4) 실험실 실험의 종류 ······························································································421

10. 현장실습 ············································································································424

1) 현장실습의 목적과 필요성 ···················································································424

2) 현장실습의 계획과 장소 ·······················································································425

3) 현장실습의 안전 ··································································································427

11. 역할놀이 ············································································································428

1) 역할놀이의 가치와 목적 ·······················································································428

2) 역할놀이의 형식과 전략 ·······················································································429

3) 역할놀이의 교수ㆍ학습 단계와 주제 ·····································································430

12. 개별화 교수ㆍ학습 ······························································································431

1) 개인차와 개별화 교수ㆍ학습 ·················································································431

2) 영재 교육 ··············································································································432

3) 성차와 과학교육 ···································································································434

13. 디지털 기반 과학 교수ㆍ학습 전략 ······································································435

1) 디지털 전환 시대와 과학 교수학습의 변화 ····························································435

2) 인공지능을 활용한 과학 교수ㆍ학습 ·····································································441

3) 메타버스 기반 과학 교수ㆍ학습 ············································································446

4) 클라우드 기반 디지털 협업 도구 활용 전략 ···························································452

5) 시뮬레이션 활용 과학 교수ㆍ학습 ·········································································455

제7장 과학 교수ㆍ학습의 계획과 평가 ·······································································465

1. 과학 교수ㆍ학습 계획 ····························································································467

1) 과학 교과 계획 ······································································································467

2) 과학 단원 계획 ······································································································470

3) 과학 교수ㆍ학습 과정안 ························································································475

2. 과학교육 평가 ·······································································································484

1) 과학교육 평가와 교수ㆍ학습ㆍ수업의 관계 ···························································485

2) 과학교육 평가 틀과 영역 ·······················································································486

3) 과학교육 평가 방법 ·······························································································496

제8장 과학교사 교육 ·································································································521

1. 과학교사의 전문성 ································································································523

1) 과학교사의 역할ㆍ자질ㆍ상의 의미와 관계 ···························································523

2) 과학교사의 전문성 개발 ························································································525

2. 과학교사 양성ㆍ자격ㆍ신규채용 ···········································································528

1) 과학교사의 양성 ···································································································529

2) 과학교사의 자격 ···································································································529

3) 과학교사의 신규채용 ····························································································532

참고문헌 ···················································································································533

찾아보기 ···················································································································558

저자소개

이기영(李起榮)

서울대학교 사범대학 지구과학교육과(1990)

서울대학교 과학교육과(2004), Ph. D.

현재 강원대학교 사범대학 과학교육학부 교수

e-mail: leeky@kangwon.ac.kr

김희경(金喜卿)

서울대학교 사범대학 물리교육과(1995)

서울대학교 과학교육과(2003), Ph. D.

현재 강원대학교 사범대학 과학교육학부 교수

e-mail: heekyong@kangwon.ac.kr

윤희숙(尹姬淑)

서울대학교 사범대학 화학교육과(1995)

서울대학교 과학교육과(2005), Ph. D.

현재 강원대학교 사범대학 과학교육학부 교수

e-mail: hsyoon@kangwon.ac.kr

변정호(邊正鎬)

한국교원대학교 제3대학 생물교육과(1999)

한국교원대학교 과학교육과(2013), Ph. D.

현재 강원대학교 사범대학 과학교육학부 조교수

e-mail: jhbyeon@kangwon.ac.kr

조희형(趙熙衡)

서울대학교 사범대학 생물교육과(1974)

미국 Purdue University(1983), Ph. D.

현재 강원대학교 사범대학 과학교육학부 명예교수

e-mail: heehcho@kangwon.ac.kr

배송

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