과학 교육론과 지도법(2판)

머리말 / 3

제1장 과학철학 ································································13
1. 철학의 대상 및 영역과 과학교육학의 관계 ·······················15
1) 철학의 대상과 영역 ······················································15
2) 진술의 진리 판단 ·························································19
3) 철학이 과학교육에 미친 영향 ·········································21
2. 전통적 과학철학과 과학적 방법 ······································22
1) 경험주의와 귀납적 방법 ················································24
2) 이성주의와 연역적 방법 ················································28
3) 실증주의와 조작주의 및 환원주의 ···································30
4) 반증주의와 가설-연역적 방법 및 귀추법 ·························36
5) 과학적 방법에 따른 과학 교수ㆍ학습 ······························42
3. 현대 과학철학과 구성주의 ·············································46
1) 쿤의 패러다임과 과학혁명 ·············································46
2) 라카토스의 연구프로그램과 과학의 분화 ··························50
3) 라우든의 연구전통과 과학의 발달 ···································53
4) 사회적 구성주의와 지식사회학 및 과학사회학 ··················56
5) 구성주의에 따른 과학 교수ㆍ학습 ···································58
4. 과학철학과 과학지식의 발달 모형 ···································62
1) 누가적 모형 ·································································62
2) 진화적 모형 ·································································63
3) 격변적 모형 ·································································64
4) 점진적 모형 ·································································65

제2장 과학의 본성 ····························································67
1. 과학의 구성과 발달 ·······················································69
1) 과학의 정의와 목적 ·······················································69
2) 과학의 발달 ··································································84
3) 과학의 분류와 자연과학 ·················································93
2. 과학지식 ·······································································96
1) 과학지식의 의미와 출처 ·················································96
2) 과학지식의 종류 ··························································101
3) 과학지식의 구성요소 ····················································104
4) 과학지식의 교수ㆍ학습 ·················································112
3. 과학적 탐구 ································································119
1) 과학적 사고와 사고실험 ················································120
2) 과학적 탐구 과정과 활동 ··············································129
3) 과학공학 실행 ·····························································164
4. STS와 과학 윤리 ·························································173
1) 과학-기술-사회(STS) ···················································174
2) 사회과학 쟁점(SSI) ·······················································185
3) 과학의 윤리 ·································································189

제3장 과학학습 심리학 ······················································197
1. 급진적 구성주의와 교수ㆍ학습 ········································199
1) 급진적 구성주의의 대두 배경 ·········································199
2) 급진적 구성주의의 특성과 종류 ······································200
3) 급진적 구성주의가 과학교육에 미친 영향과 비판 ··············202
2. 피아제의 지능발달 이론과 교수ㆍ학습 ·····························204
1) 지능발달 이론의 개념과 한계 ·········································205
2) 지능발달 단계 ······························································209
3) 지능발달에 영향을 미치는 요인 ······································213
4) 지능발달 이론의 적용 ···················································214
3. 오수벨의 유의미수용학습 이론과 교수ㆍ학습 ····················217
1) 학습 형태의 종류 ·························································217
2) 유의미수용학습의 종류 ··················································218
3) 유의미학습의 조건 ························································219
4) 동화설과 명제학습의 종류 ·············································221
5) 유의미학습 이론의 적용 ················································223
4. 비고츠키의 사회-문화적 이론과 교수ㆍ학습 ·····················229
1) 사회문화적 이론의 대두와 특성 ······································229
2) 근접발달영역 ································································231
3) 사회문화적 이론과 과학교육 ···········································231
5. 브루너의 수업 이론과 교수ㆍ학습 ····································233
1) 학습의욕 ······································································233
2) 지식의 구조 ··································································234
3) 계열 ············································································236
4) 수업 이론의 특성과 과학교육 적용 ··································237
6. 대체적 개념틀 이론과 교수ㆍ학습 ····································239
1) 대체적 개념틀 이론의 대두 ·············································240
2) 대체적 개념틀의 기원과 분석 방법 ··································242
3) 분야별 중요한 대체적 개념 ·············································244

제4장 과학 교육과정 ··························································257
1. 과학교육의 의미와 목적 ··················································259
1) 과학교육의 의미 ····························································259
2) 과학교육의 필요성과 정당화 ············································260
3) 과학교육의 이념ㆍ목적ㆍ목표의 특성과 진술 ·····················263
2. 과학 교육과정의 의미와 특성 ···········································279
1) 과학 교육과정의 의미 ·····················································279
2) 과학 교육과정의 유형 ·····················································282
3) 과학 교육과정의 운영 형식 ··············································285
3. 과학교육 사상과 과학 교육과정 ········································289
1) 과학교육 사상 ································································290
2) 과학 교육과정의 변천 ·····················································295
3) 2022 개정 과학과 교육과정 ············································299
4. 과학 교육과정의 개발 ·····················································309
1) 교육과정 설계 방법 ························································310
2) 교육과정 개발 모형 ························································311
3) 과학 교육과정 내용의 선정과 조직 ···································315

제5장 과학 교수ㆍ학습 모형 ················································327
1. 순환학습 모형 ·······························································329
1) 순환학습 모형의 특징 및 이론적 배경 ······························329
2) 순환학습 모형의 절차와 방법 ··········································335
3) 순환학습 모형의 적용과 예시 ··········································339
2. 개념변화 과학 교수ㆍ학습 모형 ·······································345
1) 개념변화 모형의 이론적 배경 및 특징 ······························345
2) 드라이버의 대체적 개념틀 교환 모형 ·······························356
3. 생성학습 모형 ·······························································360
1) 생성학습 모형의 특징 ····················································360
2) 생성학습 모형의 절차와 방법 ··········································361
3) 생성학습 모형의 적용 ····················································363
4. POE 모형 ·····································································365
1) POE 모형의 특징 ··························································365
2) POE 모형의 방법과 절차 ················································365
3) POE 모형의 적용 ··························································367
5. 발견학습 모형 ·······························································370
1) 발견학습 모형의 특징과 이론적 배경 ·······························370
2) 발견학습 모형의 절차와 방법 ··········································371
3) 발견학습 모형의 적용 ····················································373

제6장 과학 교수ㆍ학습 전략 ···············································377
1. 강의 ············································································379
1) 강의의 특성과 한계 ·······················································379
2) 강의의 형식 ··································································380
3) 강의의 과정과 전략 ·······················································381
2. 질문 ············································································382
1) 질문의 기능과 필요성 ····················································383
2) 질문의 종류 ·································································384
3) 질문 교수ㆍ학습 ···························································386
3. 토론 ············································································387
1) 토론의 의미와 기능 ·······················································388
2) 토론 교수ㆍ학습의 종류 ·················································389
3) 토론 교수ㆍ학습의 목적과 절차 ······································390
4. 비유 ············································································391
1) 비유의 의미와 필요성 ····················································391
2) 비유 교수ㆍ학습 모형 ····················································392
3) 비유 교수ㆍ학습 예시 ····················································393
5. 개념도 ·········································································396
1) 개념도의 의미와 특징 ····················································397
2) 개념도의 작성과 평가 ····················································398
6. 인식론적 V ···································································401
1) V도의 의미와 특징 ························································401
2) V도 작성 ······································································402
3) V도 평가 ······································································404
7. 협동학습 ·······································································406
1) 협동학습의 의미와 기능 ·················································407
2) 협동학습의 이론적 배경 ·················································408
3) 협동학습의 종류와 방법 ·················································408
8. 시범실험 ······································································414
1) 시범실험의 의미와 필요성 ··············································414
2) 시범실험의 기능과 특성 ·················································416

3) 시범실험의 방법 ····························································417
9. 실험실 실험 ··································································418
1) 실험실 실험의 의미와 특성 ·············································419
2) 실험실 실험의 목적과 역할 ·············································419
3) 실험실 실험 기술 ···························································421
4) 실험실 실험의 종류 ························································421
10. 현장실습 ·····································································424
1) 현장실습의 목적과 필요성 ··············································424
2) 현장실습의 계획과 장소 ·················································425
3) 현장실습의 안전 ····························································427
11. 역할놀이 ·····································································428
1) 역할놀이의 가치와 목적 ·················································428
2) 역할놀이의 형식과 전략 ·················································429
3) 역할놀이의 교수ㆍ학습 단계와 주제 ································430
12. 개별화 교수ㆍ학습 ·······················································431
1) 개인차와 개별화 교수ㆍ학습 ···········································431
2) 영재 교육 ·····································································432
3) 성차와 과학교육 ····························································434
13. 디지털 기반 과학 교수ㆍ학습 전략 ·································435
1) 디지털 전환 시대와 과학 교수학습의 변화 ························435
2) 인공지능을 활용한 과학 교수ㆍ학습 ·································441
3) 메타버스 기반 과학 교수ㆍ학습 ·······································446
4) 클라우드 기반 디지털 협업 도구 활용 전략 ······················452
5) 시뮬레이션 활용 과학 교수ㆍ학습 ····································455

제7장 과학 교수ㆍ학습의 계획과 평가 ··································465
1. 과학 교수ㆍ학습 계획 ····················································467
1) 과학 교과 계획 ·····························································467
2) 과학 단원 계획 ·····························································470
3) 과학 교수ㆍ학습 과정안 ·················································475
2. 과학교육 평가 ·······························································484
1) 과학교육 평가와 교수ㆍ학습ㆍ수업의 관계 ························485
2) 과학교육 평가 틀과 영역 ················································486
3) 과학교육 평가 방법 ························································496

제8장 과학교사 교육 ···························································521
1. 과학교사의 전문성 ··························································523
1) 과학교사의 역할ㆍ자질ㆍ상의 의미와 관계 ·························523
2) 과학교사의 전문성 개발 ··················································525
2. 과학교사 양성ㆍ자격ㆍ신규채용 ········································528
1) 과학교사의 양성 ·····························································529
2) 과학교사의 자격 ·····························································529
3) 과학교사의 신규채용 ·······················································532

참고문헌 ············································································533
찾아보기 ············································································558

이기영 (李起榮)
서울대학교 사범대학 지구과학교육과(1990)
서울대학교 과학교육과(2004), Ph. D.
현재 강원대학교 사범대학 과학교육학부 교수