과학적 사고력 향상을 위한 과학글쓰기 활동

다국어 초록 (Multilingual Abstract)

The objective of the modern science education is to move away from an education that is purely based on knowledge, to an education that allows the students to acquire and develop their scientific minds and thinking. The reason behind the shift is that one of the most important objectives of science education is the inclusion of scientific thinking in classrooms and putting it into practice. Therefore appropriate lesson plans are necessary in order to create the lessons that will bring scientific thinking and practice into the classrooms.
As researchers suggest, one of the teaching methods that can effectively enhance and develop scientific thinking is writing.
Although one can find numerous examples from a number of overseas science textbooks that make good use of writing skills, hardly any examples can be seen in the majority of the science textbooks in Korea at this present time.
Therefore, this research has developed writing activities to be included during the science classes and monitored the students' level of increase in their scientific thinking after these writing activities were applied.
The writing activities were created after contents from various sources such as science textbooks, Korean textbooks, and other texts on scientific matters, were researched. These all of these written activities incorporate practical scientific thinking.
These scientific writing activities include: 5 activities using inductive thinking skills, 7 activities using deductive thinking skills, 5 activities using critical thinking skills, finally 6 activities using creative thinking skills. There were 23 activities in total.
For the experimental trial, 12 different types were selected from the writing activities created and were applied to eight 8th grade male students for 10 days.
The data taken before the experiment and after the experiment were analyzed and compared. The results clearly showed that the students' level of scientific thinking was greater when they had taken part in the experiment than when they hadn't.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 2
• 3. 용어의 정의 = 2
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 과학적 사고력 (Scientific thinking) = 5
• 2. 과학글쓰기 (Science writing) = 6
• Ⅲ. 연구방법 = 8
• 1. 연구 절차 = 8
• 2. 연구 대상 = 12
• 3. 실험 설계 = 13
• 4. 검사 도구 = 14
• 5. 분석 도구 = 14
• Ⅳ. 과학적 사고력을 요구하는 과학글쓰기 유형 = 18
• 1. 귀납적 사고력을 요구하는 과학글쓰기 활동 = 18
• 2. 연역적 사고력을 요구하는 과학글쓰기 활동 = 20
• 3. 비판적 사고력을 요구하는 과학글쓰기 활동 = 22
• 4. 창의적 사고력을 요구하는 과학글쓰기 활동 = 24
• Ⅴ. 연구결과 및 논의 = 27
• 1. 과학글쓰기 활동 개발 결과 = 27
• 2. 과학글쓰기 활동을 통한 과학적 사고력의 향상 정도 = 27
• Ⅵ. 결론 및 제언 = 33
• 1. 결론 = 33
• 2. 제언 = 33
• 참고문헌 = 35
• 부록 = 37
• Ⅰ. 과학적 사고력 검사도구 = 37
• Ⅱ. 과학적 사고력을 활용한 과학글쓰기 활동 = 39
• Ⅲ. 과학적 사고력 검사에 대한 학생들의 사전·사후 답변내용 = 48
• Ⅳ. 학생별 과학적 사고력 검사 결과 = 60