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[졸업논문][과학교육] 초등 과학 교과서에 제시된 실험 수업 유형 분류 -생명, 물질 영역을 중심으로에 대한 자료입니다.
목차
논문 요약
Ⅰ. 서론 ························································································1
1. 연구의 필요성 및 목적 ·································································1
2. 연구 문제 ···················································································2
3. 연구의 제한점 ·············································································2
4. 용어 정리 ···················································································2
Ⅱ. 이론적 배경 ·········································································4
1. 귀납적·연역적 실험 ······································································4
2. 실험 수업 유형 분류 ····································································5
3. 초등학교 과학 교과서 학년별 내용 및 목표 ·····································7
Ⅲ. 연구 내용 및 방법 ····························································9
1. 연구 절차 ···················································································9
2. 연구 대상 설정 ············································································9
Ⅳ. 연구 결과 및 논의 ······················································10
1. 초등학교 과학 교과서에 제시된 실험 수업의 유형의 분류 ················10
2. 초등학교 과학 교과서에 제시된 실험 수업의 영역별·학년별 분류 ······15
Ⅴ. 결론 및 제언 ·····································································20
참고문헌 ·······················································································21
부록 ·····························································································22
실험 수업 분류 틀 ···························································6
내용 체계표 ····································································7
확인 실험 과정에 대한 예시 ············································10
발견 실험 과정에 대한 예시 ············································12
탐색 실험 과정에 대한 예시 ············································13
연구 실험 과정에 대한 예시 ············································14
영역별 실험 수업이 포함된 차시 수 ··································15
학년별 시험 수업이 포함된 차시 수 ··································17
연구 절차의 흐름도 ·······················································9
영역별 실험 수업 분류 비율 ·········································16
3~4학년 실험 수업 분류 비율 ······································17
5~6학년 실험 수업 분류 비율 ······································18
각 단원 1차시 실험 수업 유형 분류 ······························19
본문내용
Ⅰ. 서 론
1. 연구의 필요성 및 목적
과학 교과의 주요 목표 중 하나는 관찰과 실험을 통해 과학 지식 생성 과정에 참여함으로서 과학의 본성을 경험하도록 하는 것이다. 현재 우리나라 제 7차 과학 교육과정에서도 과학 지식의 형성 과정이나 과학 지식의 잠정성 등 과학의 본성을 다루어야 함을 명시하고 있다.(교육부, 1997)
이처럼 과학교과가 타 교과와 구별될 수 있는 가장 큰 특징 중의 하나는 실험이 포함되어 있다는 것이다(양일호, 2006)a. 실험의 목적은 크게 과학 내용의 학습에 해당하는 인지적 영역, 과학 방법의 학습에 해당하는 기능적 영역, 과학 본성의 학습에 해당하는 인식론적 영역, 그리고 학생들의 동기 향상에 해당하는 정의적 영역으로 구분된다고 할 수 있다. 이러한 실험 목적에 맞게 7차 과학과 교육과정에서는 이전의 교육과정과 마찬가지로 탐구학습을 강조하여 모든 실험 활동은 탐구적으로 이루어지도록 하였다. 특히 탐구적으로 하는 실험은 학생들에게 과학 현상에 대해 쉽게 접근할 수 있게 할 뿐 아니라 과학 교과의 핵심적 요소로서 중요한 위치를 차지하고 있고, 이러한 실험 활동은 신경학적으로도 이미 효과가 검증되어 과학 교수 학습은 실험 활동을 통해 이루어져야 한다는 이론적 근거가 형성되어 있다(권용주, 1999).