초등학교 자기장 수업에서 한 교사가 경험한 딜레마에 관한 고찰
Reflection on an Elementary Teacher’s Dilemma in Teaching Magnetic Field
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초록
This study described a teacher’s dilemma case caused by students’ questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students’ questions: Students’ meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher’s dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.
Abstract
This study described a teacher’s dilemma case caused by students’ questions and an endeavor to resolve the dilemma. The teacher was faced with the dilemma of whether or not to give answers to the students’ questions: Students’ meaningful questions should be dealt in class. However, immediate answers for the questions would be difficult for the students to understand. In addition, offering text-based immediate answers would be criticized by a perspective on meaningful science education. Not only ignoring questions but also offering text-based answers could be the reason for a rupture between student and nature. And this made the teacher’s dilemma. In this study, We try to address this dilemma and discuss why students should learn text with experience of nature in science class.
참고문헌 (41)
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- Faraday, M., "Observations on mental education. Reproduced in experimental research in chemistry and physics" (1991), Taylor & Francis
- Ferguson-Hessler, M., "Studying physics texts : Differences in study processes between good and poor performers", Cognition and Instruction, 7, pp.41~54 (1990)
- "The Research Process" (2000)[URL]
- Kagan, D. M., "Professional growth among preservice and beginning teachers", Review of Educational Research, 62, pp.129~169 (1992)
- Keys, C. W., "A study of grade six students generating questions and plans for open-ended investigations", Research in Science Education, 28, pp.301~316 (1998)
- Martin, M. O., "TIMSS 2011 international results in science" (2012), Boston College
- Nussbaum, J., "Alternative frameworks, conceptual conflict and accommodation", Instructional Science, 11, pp.183~208 (1982)
- Schur, Y., "A thinking journey – a new mode of teaching science", International Journal of Science and Mathematics Education, 7(3), pp.627~646 (2009)
- Volkmann, M. J., "Creating professional identity : Dilemmas and metaphors of a first-year chemistry teacher", Science Education, 82(3), pp.293~310 (1998)
- Wallace, J., "Dilemmas of science teaching: Perspectives on problems of practice" (2002), Routledge Falmer
- Zoller, U., "The fostering of question-asking capability", Journal of Chemical Education, 64, pp.510~512 (1987)
- 교육과학기술부, "과학 6-1 교사용 지도서" (2011), 금성출판사
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- 이종봉, "한 과학 교사가 뉴턴 제1법칙을 가르치면서 경험하는 딜레마: 객관주의와 구성주의의 이분법적 사고", 교육과학연구, 43(2), pp.53~73 (2012), 교육과학연구소
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- 천호성, "사회과 수업의 협력적 실행 연구", 사회과교육, 46(3), pp.5~30 (2007), 한국사회과교육연구학회
- Berube, M. S., "The American heritage dictionary" (1982), Houghton Mifflin
- Chin, C., "Studentgenerated questions : A meaningful aspect of learning in science", International Journal of Science Education, 24(5), pp.521~549 (2002)
- Eger, M., "Hermeneutics and science education : An introduction", Science & Education, 1(4), pp.337~348 (1992)
- Eger, M., "Achievements of the hermeneutic–phenomenological approach to natural science : a comparison with constructivist sociology", Man and World, 30, pp.343~367 (1997)
- Faraday, M., "Observations on mental education. Reproduced in experimental research in chemistry and physics" (1991), Taylor & Francis
- Ferguson-Hessler, M., "Studying physics texts: Differences in study processes between good and poor performers", Cognition and Instruction, 7, pp.41~54 (1990)
- "The Research Process" (1998)[URL]
- Kagan, D. M., "Professional growth among preservice and beginning teachers", Review of Educational Research, 62, pp.129~169 (1992)
- Keys, C. W., "A study of grade six students generating questions and plans for open-ended investigations", Research in Science Education, 28, pp.301~316 (1998)
- Martin, M. O., "TIMSS 2011 international results in science" (2012), Boston College
- Nussbaum, J., "Alternative frameworks, conceptual conflict and accommodation", Instructional Science, 11, pp.183~208 (1982)
- Schur, Y., "A thinking journey – a new mode of teaching science", International Journal of Science and Mathematics Education, 7(3), pp.627~646 (2009)
- Volkmann, M. J., "Creating professional identity : Dilemmas and metaphors of a first-year chemistry teacher", Science Education, 82(3), pp.293~310 (1998)
- Wallace, J., "Dilemmas of science teaching: Perspectives on problems of practice" (2002), Routledge Falmer
- Zoller, U., "The fostering of question-asking capability", Journal of Chemical Education, 64, pp.510~512 (1987)