“이해”를 위한 과학교육을 넘어서 ­유아과학교육에 대한 듀이적 시사­ = Beyond Teaching for "Understanding" in Early Science：A Deweyan Criticism.

다국어 초록 (Multilingual Abstract)

Early science education may have to be more than teaching for "understanding," a dominant ideology in science education. A Deweyan perspective of science education for intrinsic meaningfulness of learning itself may pave a surer way of educating students for understanding according to liberal tradition and instrumental utility, as well as itself being a practice of the good life. Priority of intrinsic meaningfulness in science learning on the part of children may necessitate teachers' passion for scientific investigation; scientific inquisitiveness may prevail over scientific knowledgeability as a qualification for science teaching.

국문 초록 (Abstract)

교양적 교육목적관을 반영하고 있는 “이해”중심 과학교육에는 한계가 있다는 점을 밝힌 후, 듀이적 내재적 목적관을 반영하는 '하기‘ 혹은 탐구중심 과학교육이 정당화될 수 있는 근거를 세 가지로 제시하고, 마지막으로 내재적 목적관이 유아과학교사교육에 주는 시사점을 논의한다. 이에 앞서 이런 논의에 대한 도입으로, 과학적 지식기반의 취약성을 둘러 싼 유아교육의 현실에 대한 논의부터 시작한다.

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