통합 과학 과정의 접근 방법에 관한 비교 연구 : 개념 중심 방법과 과정 중심 접근 방법을 중심으로

다국어 초록 (Multilingual Abstract)

In this study, concept centered approach and process centered approach in developing integrated science curriculum were compared and compromised between two approaches.
It seems that two approaches are in antagonistic relations. The superficial conflictions getween two approaches are not because they are antagonistic in their nature, but because their interesting points are different.
The concept centered approahc is interest in fundamental scientific concepts and the process centered approach is interested in scientific enquiry.
If science is the composition of enquiry processes and concepts produced by enquiry processes, scientific enquiry process and scientific concept must not be inconcistant.
Although concepts are not unchangeable, new concepts and advanced concepts are based on the old concepts. Enquiry activity which is not based on concepts also cannot be significant enquiry.
Although fundamental concepts in science is very important, in order to apply concepts, to various phenomena, and to understand concepts more deeply the student should understand concept through the process by which the concepts are derived.
As we have discussed above, only the concept centered approach or the process centered approach itself is not complete. Comparing these two uncomplete approaches to integrated science curriculum, we can find out that two approaches are in complementary relations. Because integrated science is based on the idea that natural phenomena should not be understood in fragments, but should be understood as mutually related system the integrated science curriculum includes both the fundamental scientific concepts and scientific enquiry processes.