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

본문 바로가기
  • 회원가입
    2000
    마이북

    로그인

    다양한 서비스와 이벤트 혜택을 누리실 수 있습니다.

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

중·고등학교 과학 수업 (교재 Series 01) 요약정보 및 구매

상품 선택옵션 0 개, 추가옵션 0 개

사용후기 0 개
위시리스트0
판매가격 24,000원
저자 Eugene L. Chiappetta & Thomas R. Koballa 지음, 한국과학교육콘텐츠협동조합 번역위원회 옮김
발행일 2015-06-10
ISBN 978-89-254-0949-8(94370) 978-89-254-0948-1(세트)
페이지 528
판형 46배
포인트 0점
배송비결제 주문시 결제

선택된 옵션

  • 중·고등학교 과학 수업 (교재 Series 01)
    +0원
위시리스트
  • 상품 정보

    도서소개

    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)
  • 사용후기

    등록된 사용후기

    사용후기가 없습니다.

  • 상품문의

    등록된 상품문의

    상품문의가 없습니다.

  • 배송/교환정보

    배송

    30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
    입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
     

    교환

    * 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
    1) 상품에 하자가 있을 때 
        저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
    2) 소비자의 기호변경, 주문서 잘못 기입 
        소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
        상품에 하자 및 이상이 없을 때 가능합니다. 
    ▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
        보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
        (도서출판)교육과학사 특판영업부
    '입니다.
     

선택된 옵션

  • 중·고등학교 과학 수업 (교재 Series 01)
    +0원