미래세대를 위한 '과학교육표준'의 주요 내용과 특징

송진웅,강석진,곽영순,김동건,김수환,나지연,도종훈,민병곤,박성춘,배성문,손연아,손정우,오필석,이준기,이현정,임혁,정대홍,정종훈,김진희,정용재,Song, Jinwoong,Kang, Suk-Jin,Kwak, Youngsun,Kim, Donggeon,Kim, Soohwan,Na, Jiyeon,Do, Jong-Hoon,Min, Byeong-Gon,Park, Sun 한국과학교육학회 2019 한국과학교육학회지 Vol.39 No.3

과학교육 60년

송진웅,Song, Jin-Ung 한국과학기술단체총연합회 2005 과학과 기술 Vol.38 No.4

맥락 중심 접근법을 통한 인간주의적 과학 교육

송진웅 ( Jin Woong Song ) 한국초등과학교육학회 2006 초등과학교육 Vol.25 No.4

Exploring Korean Adults' Long-Term Memory of School Science Education

송진웅(Jin Woong Song) 한국과학교육학회 1995 한국과학교육학회지 Vol.15 No.4

본 연구는 우리 나라의 성인들이 자신의 초중등 학교 시절 경험하였던 학교 과학교육에 대해 어떤 종류의 즐거운 혹은 괴로운 기억들을 현재까지 갖고 있는가를 탐색하였다. 성인들은 오래 전 경험하였던 매우 인상적인 활동이나 장면들을 통해 학교 과학교육을 기억할 것이고, 이러한 기억은 그들의 학교 과학교육에 대한 전반적인 태도에 결정적인 역할을 할 것이다. 따라서 성인들의 학교 과학교육에 대한 이러한 기억들을 살펴보면, 학교 과학교육의 특징을 이해하고 장기적으로 학교 과학 교육을 보다 즐거운 경험의 장으로 만드는 데 도움이 될 것이다. 본 연구는 소규모의 설문 조사를 통해 이루어졌으며, 설문 대상은 대구지역의 30-50대 성인 88명이었다. 설문은 현재 과학과 관련된 특정한 직업을 갖고 있지 않은 사람을 대상으로 하였으며, 설문에서 응답자들은 자신들의 초중등 학교 과학교육을 받으면서 가장 즐거웠던 기억과 가장 괴로웠던 기억이 구체적으로 무엇이며 이러한 경험은 초중고 어느 때이었는가를 응답 하였다. 성인들이 가장 즐거웠던 기억으로 지적한 것은 실험·실습 활동(65.9%), 야외학습 활동(19.3%) 등으로 전통적인 교실수업 이외의 활동이 약 86%로 나타났다. 그리고 효과적인 교실수업, 교사의 인성적 특징, 과학전람회 참가 등의 경험을 언급한 경우도 부분적으로 있었다. 성인들이 가장 괴로웠던 기억으로 지적한 것은 따분한 교실수업(51.1%), 실험 · 실습 활동의 부정적인 측면(28.4%) 등으로 나타났으며, 부분적으로 과다한 숙제, 교사의 인성적 특징, 야외학습 활동, 과학수업의 부재 등을 지적한 경우도 있었다. 또한 전체적으로 즐거웠던 기억은 국민학교 시절의 경험에서(56.8%), 반면 괴로웠던 기억은 고등학교 시절의 경험에서(44.3%) 많이 나타났다. 특히. 개구리 해부 실험의 경우, 7명이 가장 즐거웠던 기억으로 8명은 가장 괴로웠던 기억으로 언급하여 매우 상반된 견해를 나타냈다. 따라서 동일한 활동일지라도 학생들에게는 매우 상반된 경험으로 작용하게 되며, 이 경우 생명체에 대한 과학실험의 윤리적 문제와 이에 대한 갈등을 분명하게 드러냈다.

기본물리량 어림의 정확성 및 방법에 대한 탐색

송진웅(Jin Woong Song),김혜선(Hae Sun Kim) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.1

This study explored people`s accuracy and methods of estimating some base physical quantities, i.e. length, mass, time and temperature. A total of 40 members, ranging from freshmen to professors, of a physics education department of a local university were asked to make two different kinds of estimations, intuitive and operational, on two sets of objects. For intuitive estimation, they were asked to make estimations on four given objects (length - wood chopsticks, mass - rubber eraser, time- electric fan, temperature - water in a cup) as soon as they faced with the objects, usually within a few seconds of seeing. For operational estimation, they were allowed to make estimations on a different set of objects (length - plastic rod, mass - lock, time - simple pendulum, temperature - water in a cup) with enough time and they could apply various available methods (e.g. using pencil to estimate the object`s length, counting their own pulse rate to estimate time) for the estimation. The findings of this study can be summarized as follows: ① for length, mass and temperature the intuitive estimations were better performed while for the time estimation the result was the reverse; ② there was no positive relationship between the amount of physics experience and the accuracy of the estimation; ③ in general, people`s accuracy of the length estimation was best performed while their mass estimation was worst performed; ④ people used their own various methods for estimation, esp. using nearby objects around them and applying mental units which have convenient values (e.g. 30cm, 50cm, 1kg, 1 Keun, 1 second).

1930 - 50 년대 영국의 `과학시민의식` 운동과 L . Hogben 의 Science for the Citizen

송진웅(Jin Woong Song) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

In this study, the contexts and values of the movement called `Science and Citizenship` during the 1930-50s are discussed in relation to the historical development of school science education in Britain and to the current STS movement in school science. A special attention is given to the activities and ideas of a then eminent biologist, Lancelot Hogben(1895-1975) who published a textbook-like science book, called 「Science for the Citizen」(1938). From the beginning of the 20th century, there was a growing realization that British education system needed to be changed in order to provide school science teaching to a wider audience with more emphasis on the relevance, industrial and humanistic aspects of science. This was echoed by a lecture series called `Science and Citizenship` which was reported in the School Science Review, then the only nationwide professional journal for science educators and by a group of professional scientists who had socialist ideas toward society. Hogben was one of the key member of the group and delivered the second lecture of `Science and Citizenship`, titled Biological Instruction and education for Citizenship. Hogben`s main idea, illustrated in this lecture as well as in 「Science for the Citizen」, was that science education should be a way of teaching citizen for promoting democratic society and to achieve that science need to be taught in more integrated, utilitarian and humanistic manners, for example by showing the usefulness, relevance, historical and democratic aspects of science. In addition, a summary of his own life and activities, the social background and socialist scientists of the time, and comparisons between `Science and Citizenship` movement and the General Science movement in the UK as well as the progressive science education in the USA, and the STS education movement in 1980s are discussed.

영국 학교 과학교육의 개척자 T. H. Huxley - 생애와 활동을 중심으로

송진웅(Jin Woong Song),조숙경(Sook Kyoung Cho) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.1

This study aims to illustrate T. H. Huxley`s life and activities as a pioneer of British school science education which have been relatively little known than other aspects of him (e.g. Darwin`s Bulldog). Undoubtedly, Huxley was one of the great scientists of the Victorian era, but he was also an active reformer of scientific enterprises and school science education through his strong engagement in various governmental and non-governmental positions and through his talents of delivering speeches and of writing books. He joined as a member to various royal commissions (esp. Devonshire Commission), became a president of several important scientific societies (e.g. Royal Society, BAAS) and published many well known books (e.g. Science and Culture, Selected Essays). As a science educator, Huxley himself taught biology and physiology for thirty years and known as an excellent teacher, participated in several historical education reform activities (e.g. a member of Devonshire Commission and of London School Board), worked as a science teacher trainer and as a DSA science examiner for the improvement of the quality of science teaching, and wrote a number of textbooks (esp. Physiography, The Crayfish) for various levels of schooling including elementary and secondary, imprinted his new idea on science teaching. His great role as a pioneer of school science education followed by a more professional successor, Prof. H. E. Armstrong who was better equipped with a more theoretical framework on the activities of learning science.

구성주의적 과학교육과 학생의 물리 오개념 지도

송진웅 ( Jin Woong Song ) 한국수학교육학회 2003 수학교육 Vol.42 No.2

This paper aims to review the overall development of constructivist approaches in science education research from two different perspectives, that is a summary of the past development in since education in general and a report of the outline of a recent research project on students` physics misconceptions in particular. In the summary of the past development of constructivist science education, the introduction of constructivism as well as its psychological and philosophical backgrounds are briefly reported. Then main findings of the researches of constructivist approach are discussed in terms of the features of students` misconceptions, of the ways of effective conceptual change, of the implications toward school science education, and of the criticisms given to the constructivist approach. In the report of a recent development, in addition to its background, necessity and implications, the research structure and the format of the data analysis of the study on the map of students; physics misconceptions are presented. It is particularly emphasized that the practical informations and suggestions for actual teaching of school science, such as the database(DB) of students` misconceptions and teaching guides, are of most practical and effective values in order to maximize the advantage of the constructivist approach to science education.

영국에서의 과학 - 기술 - 사회 교육의 태동과 발전 과정 ( Ⅱ ) - 20세기 후반을 중심으로 -

송진웅(Jin Woong Song) 한국과학교육학회 2000 한국과학교육학회지 Vol.20 No.1

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters` Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters` approach is more application-oriented, subject oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman`s criteria of the possible approaches in STS education. And some general conclusions are drown based on the study of the history of the STS approaches in Britain.

영국에서의 과학 - 기술 - 사회 교육의 태동과 발전 과정 ( Ⅰ ) - 19세기 초반에서 20세기 중반까지를 중심으로 -

송진웅(Jin Woong Song) 한국과학교육학회 1999 한국과학교육학회지 Vol.19 No.3

The aim of this study was to illustrate how STS-related ideas in science education have been developed historically in the context of British education, particularly focused on the period of the 19th century and the first half of the 20th century. It has been hardly considered that the basic ideas of the STS education, one of the two paradigms of current science education together with constructivism, can be traced back to the beginning of the school science education itself, far beyond some of the programs which are largely regarded as the first-developed STS programs in Britain, such as Science in Society and SISCON. The movement of Mechanics` Institute during the first half of the 19th century would be the first systematic attempt to bridge the gap between the knowledge of pure science and its practical applications, although the main target was working-class adults rather than school pupils. At the end of the first half of the 19th century, this application-focused approach of science teaching was echoed in the elementary schools by Richard Dawes, one of the early experimenters of school science. The second half of the century was in large the period of the establishment of science as one of the core elements of school curriculum, mainly by emphasizing the aspect of pure science as a means for mental training. During this period, the elements of STS education-related appeared in the subject called `Object Lesson` in elementary schools which was practically a separate subject from those of science. After the turn of the century, triggered by the experience of World War I, the growing appreciation of the impacts of science upon society and of the necessity of the teaching of science for wider audience gave a great impact towards two new main movements, i.e. for General Science and Citizen Science. The later illustrates a typical example of the STS movement in school science during the first half of the 20th century, particularly driven by the socialistic ideas towards the relation between science and society.