과학교육론 (조희형 외)

머리말 ··················································································································3

제1장 과학철학과 과학교육·······································································10
1. 과학철학의 본성과 과학교육의 필요성 ····················································12
1) 과학철학의 대상 ·········································································12
2) 과학적 진술의 진리 판단 ································································16
3) 과학교육에 미친 과학철학의 영향 ·······················································18
2. 전통적 과학철학의 본성과 한계 ···························································19
1) 경험주의의 특성과 과학교육 ·····························································19
2) 이성주의의 특성과 과학교육 ·····························································21
3) 과학적 방법론의 특성과 과학교육 ·······················································23
4) 실증주의의 특성과 과학교육 ·····························································24
5) 환원주의의 특성과 과학교육 ·····························································27
6) 반증주의의 특성과 과학교육 ·····························································30
3. 현대 과학철학의 본성과 과학 교수-학습 ·················································33
1) 쿤의 패러다임과 과학의 격변 ····························································33
2) 라카토스의 연구프로그램과 과학의 분화 ·················································37
3) 라우든의 연구전통과 과학의 발달 ·······················································41
4) 사회적 구성주의와 과학의 변화 ·························································43
복습문제 ·················································································46

제2장 과학의 본성과 과학교육···································································50
1. 과학의 특성과 교수-학습 ··································································52
1) 과학의 정의 및 목적과 교수-학습 ·······················································52
2) 과학의 발달과 교수-학습 ································································68
3) 과학의 분류와 자연과학 ·································································77
2. 과학지식과 교수-학습 ·····································································80
1) 과학지식의 의미와 출처 ·································································81
2) 과학지식의 종류 ·········································································85
3) 과학지식의 구성요소와 교수-학습 ·······················································88
4) 과학지식의 변화 모형 ··································································104
3. 과학적 방법과 교수-학습 ·································································107
1) 귀납법 ··················································································109
2) 연역법 ··················································································111
3) 가설-연역법 ············································································113
4) 사회적 적응과 합의 ····································································116
5) 과학적 방법에 따른 교수-학습 ·························································117
4. 과학사회와 교수-학습 ····································································122
1) 과학자 ··················································································122
2) STS ····················································································129
3) 과학의 윤리적 특성 ····································································134
복습문제 ················································································146

제3장 심리학과 과학교육········································································152
1. 급진적 구성주의와 교수-학습 ····························································154
1) 급진적 구성주의의 대두 배경 ··························································154
2) 급진적 구성주의의 특성과 종류 ························································155
3) 급진적 구성주의가 과학교육에 미친 영향과 비판 ·······································157
2. 피아제의 지능발달 이론과 교수-학습 ····················································159
1) 지능발달 이론의 개념과 한계 ··························································160
2) 지능발달 단계 ··········································································164
3) 지능발달에 영향을 미치는 요인 ························································168
4) 지능발달 이론의 적용 ··································································169
3. 오수벨의 유의미수용학습 이론과 교수-학습 ·············································172
1) 학습 형태의 종류 ······································································172
2) 유의미수용학습의 종류 ·································································173
3) 유의미학습의 조건 ·····································································175
4) 동화설과 명제학습의 종류 ······························································176
5) 유의미학습 이론의 적용 ································································179
4. 사회-문화적 이론과 교수-학습 ··························································184
1) 사회-문화적 이론의 대두와 특성 ·······················································185
2) 근접발달영역 ···········································································186
3) 사회-문화적 이론과 과학교육 ··························································187
5. 브루너의 수업 이론과 교수-학습 ························································188
1) 학습의욕 ···············································································189
2) 지식의 구조 ············································································190
3) 계열 ····················································································192
4) 강화와 벌 ··············································································192
5) 수업 이론의 특성과 과학교육 적용 ·····················································193
6. 대체적 개념틀 이론과 교수-학습 ························································195
1) 대체적 개념틀 이론의 대두 ·····························································196
2) 대체적 개념틀의 기원과 분석 방법 ·····················································198
3) 분야별 중요한 대체적 개념 ·····························································199
복습문제 ················································································212

제4장 과학교육과정···············································································216
1. 과학교육과정의 의미와 특성 ·····························································218
1) 과학교육과정의 의미 ···································································218
2) 과학교육과정의 유형 ···································································220
3) 과학교육과정의 운영 형식 ······························································224
2. 과학교육사상과 우리나라 과학교육과정의 변천 ··········································230
1) 전통적 과학교육사상 ···································································231
2) 현대의 과학교육사상 ···································································235
3) 우리나라 과학교육과정의 변천 ·························································239
3. 과학교육의 의미와 목적 ··································································244
1) 과학교육의 의미 ········································································245
2) 과학교육의 필요성과 정당화 ····························································246
3) 과학교육의 이념ㆍ목적ㆍ목표의 특성과 진술 ···········································249
4. 과학교육과정의 개발 ······································································265
1) 교육과정 설계 방법 ····································································265
2) 교육과정 개발 모형 ····································································267
3) 과학교육과정 내용의 선정과 조직 ······················································270
복습문제 ················································································280

제5장 과학교육 평가·············································································286
1. 평가의 의미와 특성 ·······································································288
1) 평가의 의미 ············································································288
2) 평가의 유형 ············································································289
3) 평가의 본성 ············································································291
2. 과학교육 평가영역 ········································································294
1) 과학교육 평가 틀 ······································································294
2) 과학 탐구기능 평가 ····································································302
3) 과학 태도 평가 ·········································································322
3. 컴퓨터와 과학교육 평가 ··································································332
1) 컴퓨터를 이용한 과학교육 평가의 이론적 배경 ·········································332
2) 컴퓨터를 활용한 선택형 평가 ··························································333
3) 컴퓨터를 활용한 서술형 평가 ··························································335
4) 컴퓨터를 이용한 과학교육 평가의 효과 및 제한점 ······································337
복습문제 ················································································339

제6장 과학교육 연구와 개발····································································342
1. 과학교육 연구의 본성 ····································································344
1) 과학교육 연구의 종류 ··································································344
2) 방법에 따른 과학교육 연구 ·····························································345
3) 목적에 따른 과학교육 연구 ·····························································349
2. 과학교육 논문의 작성과 발표 ····························································351
1) 논문 체제 ··············································································351
2) 논문 작성 규칙 ·········································································354
3) 논문 발표 ··············································································356
3. 국내ㆍ외의 과학교육 연구 동향 ··························································357
1) 과학교육 연구 및 관련 법령 ···························································357
2) 국내외 과학교육 학회 ··································································359
3) 현행 과학교육 연구 동향 ·······························································360
복습문제 ················································································361

제7장 과학교사 교육과 재교육··································································364
1. 교직과 과학교사의 전문성 ································································366
1) 교직의 의미와 교직관 ··································································366
2) 과학교사의 역할ㆍ자질ㆍ상의 의미와 관계 ··············································367
3) 교사교육 이론의 변천과 과학교육의 전문성 ············································369
2. 과학교사 양성ㆍ자격ㆍ신규채용 ··························································377
1) 과학교사의 양성 ········································································377
2) 과학교사의 자격 ········································································378
3) 과학교사의 신규채용 ···································································380
3. 과학교사 현직교육 ········································································381
1) 현직교육의 필요성과 목적 ······························································381
2) 과학교사 연수의 종류와 기관 ··························································381
3) 과학교사 연수 및 연구의 학점화 ·······················································383
4) 현직 과학교사가 수행할 수 있는 연구 기회 ············································384
복습문제 ················································································389

복습문제 해답 ················································································391
참고문헌 ······················································································406
찾아보기 ······················································································426