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과학 교수 모형의 특징과 적용에 대한 이론적 고찰

The Theoretical Review of the Feature and Application of Science Teaching Models

김희경|이기영|조희형|윤희숙
한국과학교육학회 (The Korean Association for Science Education)|2010.08|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제30권 제5호|pp. 557-575

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참고문헌

키워드

teaching modellearning cycle modelconceptual change model
주제분류교육학

초록

이 연구는 현재 중ㆍ고등학교에서 적용하고 있는 교수 모형을 선택할 때 그 준거로 활용할 수 있는 교수 모형의 특성과 목적을 제시하고자 수행하였다. 교수 모형의 특성과 목적은 수업 모형과 교수 모형에 관한 문헌을 분석하고, 그 결과를 근거로 정리해 제시하였다. 이 연구에서는 지금까지 제시된 수업 모형을 교수 모형에 포함시키고, 교수 모형을 전통적 모형, 과도기적 모형, 현대적 모형으로 분류하고, 현대적 모형을 다시 그 대상에 따라 개념변화 모형과 순환학습 모형으로 구분하였다. 이 논문에서 제시한 네 가지 교수 모형의 특성과 목적을 요약하면 다음과 같다. •전통적 모형: 강의를 통한 과학지식의 교수, 발견법을 통한 과학지식의 획득, 탐구중심 교수-학습 과정을 통한 과학적 탐구 기능의 습득 및 과학적 방법과 탐구 방법을 적용한 문제해결•과도기적 모형: 시범실험, 발견법, 탐구적 접근법을 통한 탐구 과정 기능의 습득, 과학지식의 획득과 분화 및 발달•현대적 과학 교수 모형- 개념변화 모형: 탐구중심 접근법을 통한 과학지식의 분화, 과학개념에 의한 과학 대체적 개념의 대체- 순환학습 모형: 발견 모형 및 탐구 모형을 통한 개념의 분화 및 과학 대체적 개념의 교체, 과학적 탐구 과정 기능의 습득 이와 같은 과학 교수 모형의 영역별 특성과 목적은 교수-학습의 목표와 주제에 적절한 교수 모형의 범주를 확인할 때 적용할 수 있다. 과학 교수-학습 현장에서 실제로 적용할 교수 모형을 선정할 때는, 교수할 주제 및 내용과 그 목표에 적절한 영역별 교수 모형의 특성과 목적을 확인한 다음, 그 영역에서 적절한 교수 모형을 선정하는 것이 바람직하다. 이 논문에는 실제의 교수 모형을 선정할 때 적용할 수 있는 준거가 각 교수 모형의 특성과 목적의 형태로 기술되어 있다.

Abstract

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: •Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning •Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge •Modern model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.

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