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창의성 신장을 위한 과학과 교수 ․ 학습 프로그램 및 자료 개발 -고속카메라를 이용-
김문섭,지찬수 한국현장과학교육학회 2010 현장과학교육 Vol.4 No.2
본 연구에서는 과학창의성 신장을 위한 과학과 교수·학습 프로그램과 프로그램에 사용될 수 있는 학습 자료를 제작하였다. 개발된 자료는 학습지와 고속카메라 촬영 영상이다. 학습지의 문항은 창의력을 키울 수 있는 다양한 학습 방법·적용이 가능한 문항으로 구성하였다. 풍선터지는 장면과 떨어지는 물체에 의한 액체 충돌장면을 촬영하였으며 학생 도전상황 지도를 위한 교사용 촬영 자료를 제작하였다. The purpose of the study is to develop teaching-learning program and materials on science for improving creativity. The developed materials consist of instruction manual and images which involved water baloon burst scenes and liquid collision scenes pictured by high speed camera. Various creativity enhancing methods were tried in the manual.
김희목,지찬수 한국현장과학교육학회 2019 현장과학교육 Vol.13 No.3
우리나라 과학교육 현장에서도 창의성과 문제해결력을 지향하는 교육이 주목받기 시작했으며, 창의적문제해결(CPS) 모형, 문제기반학습(PBL) 모형 등의 다양한 교수학습모형이 시도되었다. 또한 2011년부터 정부는 국가 과학교육의 지향점을 창의‧융합적 사고를 기반으로 하는 융합인재교육(STEAM)으로 설정하면서부터 다양한 STEAM기반의 교수학습모형과 프로그램들이 개발되고 현장에 적용되기 시작하였다. 즉, 미래의 복합적인 문제해결에서 필요한 창의성과 문제해결력을 키우기 위하여 융합인재교육은 중시될 수 있다. 그러나 교육부, 미래부의 대대적 지원 하에 STEAM 교육자료 개발 및 활용이 이루어지고 있음에도 불구하고, 아직까지 융합인재교육(STEAM)에 대한 철학적 합의는 여전히 모호하며, 현장의 다양한 교수-학습 자료의 요구, 교사 연수, 교사 협동, 교육과정 개선 등의 갈증은 여전한 상황이다. 융합인재교육(STEAM)의 수업은 그 동안의 과학수업에서 현상의 본질을 탐색하거나 가설을 검증하기 위해 중요하게 사용된 탐구(inquiry)의 방법 뿐 만 아니라 과제(task) 혹은 문제(problem)를 해결하기 위해 해결과정과 방법에 대한 설계(design)를 요구하고 있다. 본 연구에서는 이 점을 고려하여 탐구와 공학적 설계를 기반으로 하는 중학생을 위한 STEAM 교육 자료의 개발을 시도하였으며, 과학교육 및 융합인재교육의 방법에 대한 새로운 사례를 제시하고자 하였다. Education aiming at creativity and problem solving power is starting to be noticed even at the science education field in Korea, and various teaching learning models such as creative problem solution (CPS) model, problem based learning (PBL) model etc were tried. Also, from 2011, after the government set STEAM, which is based on creativity and integrated thinking ability, as intention point of the national science education, various teaching learning models and programs based on STEAM began to be developed and applied to field. Thus, STEAM is important in point of view of improving creativity and problem solving ability needed for future problem solving which is complex. STEAM teaching materials are being developed and utilized with extensive supports of the Ministry of Education and the Ministry of Science, ICT & Future Planning. Although, philosophical consensus on STEAM is ambiguous, and teaching materials, teacher trainings, cooperation of teachers and improvement of curriculums are insufficient so far. A STEAM class requires not only inquiry methods, which are used in science classes until now for investigation of essence of phenomena or verification of hypotheses, but also designs and processes for resolution of task or problem. In this research, we tried to develop STEAM teaching materials based on inquiry and engineering design for middle school students, and propose some new cases about teaching methods of science and STEAM.
고등학교의 과학적 탐구력 신장을 위한 과학 학습지도 방법과 자료의 개발에 관한 연구 Ⅰ
김찬종,이문원,조영신,박종윤,강순희,조희형,허명,지찬수 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.1
This study has been performed in order to achieve three objectives. They are as follows: · To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. · To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology, and earth science. · To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. The skills and techniques are effectively learned when those are taught with specific knowledge in each area of the science. The model and materials for fostering scientific inquiry skills will be presented on the second part of the report.
고등학교의 과학적 탐구력 신장을 위한 과학 학습지도 방법과 자료의 개발에 관한 연구Ⅱ
김찬종,이문원,조영신,박종윤,강순희,조희형,허명,지찬수 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.2
This study has been performed in order to achieve three objectives. They are as follows: · To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. · To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology, and earth science. · To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed for fostering scienctific inquiry skills on the part of the high school students. The materials were developed using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.