과학 교육론과 지도법 (교재 Series 02) > 교육학

이 책에는 과학교육의 이론적 배경, 각 이론적 배경이 과학교육의 여러 측면에 던져주는 시사점에 관하여 기술하고, 그 시사점에 따라 과학교육 이론을 실제에 적용하는 방법이 예시되어 있다. 이 책은 기존의 『과학교육론』의 내용과 『과학 교재연구 및 지도법』의 내용을 통합한 것이다. 과학교육학 이론을 적용하는 방법의 예시에는 대부분 2015 개정 과학과 교육과정의 내용이 반영되어 있다. 이 책의 내용은 구체적으로 다음과 같이 여덟 장으로 조직하였다.
제1장 과학철학: 과학교육에 영향을 미친 전통적 과학철학과 현대의 과학철학
제2장 과학의 본성: 과학의 본성, 과학지식, 과학적 방법, 과학사회, 과학윤리의 특성
제3장 학습심리학과 과학교육: 급진적 구성주의, 그에 이론적 배경을 둔 학습이론
제4장 과학 교육과정: 과학 교육과정의 의미와 목적, 과학교육 사상과 그에 따른 교육과정의 변천, 과학 교육과정 개발 모형
제5장 과학 교수ㆍ학습 모형: 구성주의에 따른 순환학습 모형, 개념변화 모형, 생성학습 모형, POE 모형, 발견학습 모형
제6장 과학 교수ㆍ학습 전략: 구성주의에 따른 과학 교수ㆍ학습 방법
제7장 과학 교수ㆍ학습의 계획과 평가: 과학 교수ㆍ학습 계획, 과학교육 평가
제8장 과학교사 교육과 재교육: 과학교사의 전문성, 과학교사 양성 및 연수

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머리말 / 3
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 탐구와 과학공학 실행 ····················································119
1) 과학적 사고와 사고실험 ························································120
2) 과학적 탐구 과정과 활동 ·······················································129
3) 과학공학 실행 ···································································165
4. 과학 사회와 과학 윤리 ····························································175
1) 과학-기술-사회(STS) ····························································175
2) 사회과학 쟁점(SSI) ······························································186
3) 과학의 윤리 ·····································································190
제3장 학습심리학과 과학교육 ···························································199
1. 급진적 구성주의와 교수ㆍ학습 ···················································201
1) 급진적 구성주의의 대두 배경 ··················································201
2) 급진적 구성주의의 특성과 종류 ···············································202
3) 급진적 구성주의가 과학교육에 미친 영향과 비판 ····························204
2. 피아제의 지능발달 이론과 교수ㆍ학습 ··········································206
1) 지능발달 이론의 개념과 한계 ··················································207
2) 지능발달 단계 ···································································211
3) 지능발달에 영향을 미치는 요인 ···············································215
4) 지능발달 이론의 적용 ··························································216
3. 오수벨의 유의미수용학습 이론과 교수ㆍ학습 ···································219
1) 학습 형태의 종류 ·······························································219
2) 유의미수용학습의 종류 ·························································220
3) 유의미학습의 조건 ······························································221
4) 동화설과 명제학습의 종류 ······················································223
5) 유의미학습 이론의 적용 ························································225
4. 사회문화적 이론과 교수ㆍ학습 ···················································231
1) 사회문화적 이론의 대두와 특성 ···············································231
2) 근접발달영역 ····································································233
3) 사회문화적 이론과 과학교육 ···················································233
5. 브루너의 수업 이론과 교수ㆍ학습 ···············································235
1) 학습의욕 ·········································································235
2) 지식의 구조 ·····································································236
3) 계열 ··············································································238
4) 수업 이론의 특성과 과학교육 적용 ············································239
6. 대체적 개념틀 이론과 교수ㆍ학습 ···············································241
1) 대체적 개념틀 이론의 대두 ····················································242
2) 대체적 개념틀의 기원과 분석 방법 ············································244
3) 분야별 중요한 대체적 개념 ····················································246
제4장 과학 교육과정 ·······································································259
1. 과학교육의 의미와 목적 ···························································261
1) 과학교육의 의미 ·································································261
2) 과학교육의 필요성과 정당화 ···················································262
3) 과학교육의 이념ㆍ목적ㆍ목표의 특성과 진술 ·································265
2. 과학 교육과정의 의미와 특성 ····················································280
1) 과학 교육과정의 의미 ··························································281
2) 과학 교육과정의 유형 ··························································283
3) 과학 교육과정의 운영 형식 ····················································287
3. 과학교육 사상과 과학 교육과정 ··················································291
1) 과학교육 사상 ···································································291
2) 과학 교육과정의 변천 ··························································296
3) 2015 개정 과학과 교육과정 ···················································300
4. 과학 교육과정의 개발 ·····························································307
1) 교육과정 설계 방법 ·····························································307
2) 교육과정 개발 모형 ·····························································309
3) 과학 교육과정 내용의 선정과 조직 ············································312
제5장 과학 교수ㆍ학습 모형 ····························································323
1. 순환학습 모형 ······································································325
1) 순환학습 모형의 특징 및 이론적 배경 ········································325
2) 순환학습 모형의 절차와 방법 ··················································331
3) 순환학습 모형의 적용과 예시 ··················································335
2. 개념변화 과학 교수ㆍ학습 모형 ··················································341
1) 개념변화 모형의 이론적 배경 및 특징 ········································341
2) 드라이버의 대체적 개념틀 교환 모형 ·········································352
3. 생성학습 모형 ······································································356
1) 생성학습 모형의 특징 ··························································356
2) 생성학습 모형의 절차와 방법 ··················································357
3) 생성학습 모형의 적용 ··························································359
4. POE 모형 ··········································································361
1) POE 모형의 특징 ·······························································361
2) POE 모형의 방법과 절차 ······················································361
3) POE 모형의 적용 ·······························································363
5. 발견학습 모형 ······································································366
1) 발견학습 모형의 특징과 이론적 배경 ·········································366
2) 발견학습 모형의 절차와 방법 ··················································367
3) 발견학습 모형의 적용 ··························································369
제6장 과학 교수ㆍ학습 전략 ····························································373
1. 강의 ·················································································375
1) 강의의 특성과 한계 ·····························································375
2) 강의의 형식 ·····································································376
3) 강의의 과정과 전략 ·····························································377
2. 질문 ·················································································378
1) 질문의 기능과 필요성 ··························································379
2) 질문의 종류 ·····································································380
3) 질문 교수ㆍ학습 ·································································382
3. 토론 ·················································································383
1) 토론의 의미와 기능 ·····························································384
2) 토론 교수ㆍ학습의 종류 ························································385
3) 토론 교수ㆍ학습의 목적과 절차 ················································386
4. 비유 ·················································································387
1) 비유의 의미와 필요성 ··························································387
2) 비유 교수ㆍ학습 모형 ··························································388
3) 비유 교수ㆍ학습 예시 ··························································389
5. 개념도 ···············································································392
1) 개념도의 의미와 특징 ··························································393
2) 개념도의 작성과 평가 ··························································394
6. 인식론적 V ·········································································397
1) V도의 의미와 특징 ·····························································397
2) V도 작성 ········································································398
3) V도 평가 ········································································400
7. 협동학습 ············································································402
1) 협동학습의 의미와 기능 ························································403
2) 협동학습의 이론적 배경 ························································404
3) 협동학습의 종류와 방법 ························································404
8. 시범실험 ············································································410
1) 시범실험의 의미와 필요성 ······················································410
2) 시범실험의 기능과 특성 ························································412
3) 시범실험의 방법 ·································································413
9. 실험실 실험 ········································································414
1) 실험실 실험의 의미와 특성 ····················································414
2) 실험실 실험의 목적과 역할 ····················································415
3) 실험실 실험 기술 ·······························································417
4) 실험실 실험의 종류 ·····························································417
10. 현장실습 ···········································································420
1) 현장실습의 목적과 필요성 ······················································420
2) 현장실습의 계획과 장소 ························································421
3) 현장실습의 안전 ·································································423
11. 역할놀이 ···········································································424
1) 역할놀이의 가치와 목적 ························································424
2) 역할놀이의 형식과 전략 ························································425
3) 역할놀이의 교수ㆍ학습 단계와 주제 ···········································425
12. 개별화 교수ㆍ학습 ·······························································426
1) 개인차와 개별화 교수ㆍ학습 ···················································427
2) 영재 교육 ········································································428
3) 장애자 교육 ·····································································429
4) 성차와 과학교육 ·································································430
제7장 과학 교수ㆍ학습의 계획과 평가 ··············································431
1. 과학 교수ㆍ학습 계획 ·····························································433
1) 과학 교과 계획 ··································································433
2) 과학 단원 계획 ··································································436
3) 과학 교수ㆍ학습 과정안 ························································441
2. 과학 교수ㆍ학습 평가 ·····························································450
1) 과학교육 평가와 교수ㆍ학습ㆍ수업의 관계 ····································451
2) 과학교육 평가 틀과 영역 ·······················································452
3) 수행평가 ·········································································462
3. 컴퓨터를 이용한 과학 교수ㆍ학습 평가 ·········································485
1) 컴퓨터를 이용한 과학교육 평가의 이론적 배경 ······························486
2) 컴퓨터를 활용한 선택형 평가 ··················································487
3) 컴퓨터를 활용한 서술형 평가 ··················································488
4) 컴퓨터를 이용한 과학교육 평가의 효과와 제한점 ····························490
제8장 과학교사 교육과 재교육 ·························································493
1. 교직과 과학교사의 전문성 ························································495
1) 교직의 의미와 교직관 ··························································495
2) 과학교사의 역할ㆍ자질ㆍ상의 의미와 관계 ····································496
3) 과학교사 전문성-PCK 모형 ····················································498
2. 과학교사 양성ㆍ자격ㆍ신규채용 ··················································499
1) 과학교사의 양성 ·································································499
2) 과학교사의 자격 ·································································500
3) 과학교사의 신규채용 ····························································502
3. 과학교사 현직교육 ·································································503
1) 현직교육의 필요성과 목적 ······················································503
2) 과학교사 연수의 종류와 기관 ··················································503
3) 과학교사 연수 ···································································505
4) 과학교사 연구 대회 ·····························································506
5) 과학교사 연구 보고서 작성 및 발표 ···········································511
참고문헌 ················································································517
찾아보기 ················································································537

저자소개

김희경(金喜卿)
서울대학교 사범대학 물리교육과(1995)
서울대학교 과학교육과(2003), Ph. D.
현재 강원대학교 사범대학 과학교육학부 교수

윤희숙(尹姬淑)
서울대학교 사범대학 화학교육과(1995)
서울대학교 과학교육과(2005), Ph. D.
현재 강원대학교 사범대학 과학교육학부 교수

이기영(李起榮)
서울대학교 사범대학 지구과학교육과(1990)
서울대학교 과학교육과(2004), Ph. D.
현재 강원대학교 사범대학 과학교육학부 교수

하민수(河旼秀)
한국교원대학교 제3대학 생물교육과(2005)
오하이오주립대학교 과학교육전공(2013), Ph. D.
현재 강원대학교 사범대학 과학교육학부 부교수

조희형(趙熙衡)
서울대학교 사범대학 생물교육과(1974)
미국 Purdue University(1983), Ph. D.
현재 강원대학교 사범대학 과학교육학부 명예교수

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