중등과학교육

강남화 , 최원호 , 이준기 , 곽영순 저자(글)

교육과학사 · 2020년 02월 14일

책 소개

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.

작가정보

저자(글) 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

저자(글) 최원호

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

저자(글) 이준기

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

저자(글) 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

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

기본정보

ISBN	9788925414485
발행(출시)일자	2020년 02월 14일
쪽수	448쪽
크기	187 * 257 * 29 mm / 902 g
총권수	1권