이스라엘의 중학교 창의적인 과학기술교육의 체제분석을 통한 한국 과학교육의 개선 방향
분야
자연과학 > 과학교육
저자
김영란 ( Young Ran Kim ) , 이무상 ( Mu Sang Lee )
발행기관
경북대학교 과학교육연구소
간행물정보
과학교육연구지 2002년, 제26권 79~112쪽(총34쪽)
파일형식
1v100178.pdf [무료 PDF 뷰어 다운로드]
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    The 21st century of the globalized and information-oriented society emphasizes the creativity. Education should provide the means of producing the creative next generation, especially in scientific areas. This thesis analyzes the science and technology education and it`s curriculum for the middle school of Israel, one of the leading country in the creativity-orientied science education. The syllabus of the science and technology education was developed in the wake of the Harari report, which recommended combining the study of the sciences and technology at all age levels, from kindergarten to senior high school. The teaching-learning process included varied methods of instruction and learning, such as learning through investigation and discovery, lectures, discussions, demonstrations, laboratory activities, fields trips and activities, projects, simulations, and so forth. All Science & Technology studies were to be held in the Science and Technology room. The curriculum for grades 7-9 within the framework of 8 main topics, each of which in turn contains topics and sub-topics of study. Seven main topics were defined as required studies, eighth main topic could be learned within the framework of elective studies. Aminimum of 540 hours were allotted to required studies and about 60 hours to elective studies. Through Science & Technology subject, pupils were given to understand the mutual relations between the sciences, technology, and society, called STS education. Technology system and products`. ``Information and communication``, and ``Ecosystems``, not dealt with in Korean science subject were the areas where Israel`s general aim of science from primary to secondary education was cleary showing that science was put in practice in real life. According to the nature of four fields of science, time was differently allotted. Especially time of geophysics was allotted little(12%), which rarely has the nature of basic study. (Physics(23%), Biology(38%), Chemistry(27%)). In Israel, the science education was desired to naturally develop the students` creativity. In its education for the talented, there were many institutions for them from 1970`s, and a lot of organized programs with various ways and levels. Furthermore, to the talented they had different points of view from ours. In our science education, the importance of creativity should be related to the students` ways of study, various methods of teaching and learning. And we should match the theory and practice through the connection of science and technology. When we decide the contents of science and distribution of class hour, we should not allot time evenly in all cases but we should do by nature of four fields of science. Creativity is not a magic word to solve all the problems of education. And Israel has the different social-cultural background from us, so we should adopt their course of study, which is suitable to ours. In our science education, the importance of creativity should be related to the students` ways of study, various methods of teaching and learning. And we should match the theory and practice through the connection of science and technology. When we decide the contents of science and distribution of class hour, we should not allot time evenly in all cases but we should do by nature of four fields of science. Creativity is not a magic word to solve all the problems of education. And Israel has the different social-cultural background from us, so we should adopt their course of study, which is suitable to ours.
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