한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제33권7호
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  • Pages.1285-1299
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  • 2013
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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잘 알려진 창의적 과학자들의 과학적 문제 발견 패턴 분석

An Analysis on Problem-Finding Patterns of Well-Known Creative Scientists

  • 투고 : 2013.07.21
  • 심사 : 2013.12.10
  • 발행 : 2013.12.31
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초록

우리나라 과학교육에서는 과학 창의성의 계발을 강조하고 있다. 본 연구에서는 과학 창의성으로서 과학자들의 문제 발견에서 나타나는 패턴을 탐색하는데 목적을 두었다. 사례별 당시의 과학사적 상황, 문제 발견의 과정 및 문제 해결에 대한 내용을 구체적으로 논의하였다. 연구 결과, 과학자 10명이 과학사적 사건을 발견할 때 특징적으로 나타내는 문제 발견의 패턴은 다음과 같은 5가지 패턴으로 발견되었다. 패턴 1의 경우는 당시의 이론이나 설명이 불충분하거나 모순 또는 오류를 발견함에 의해 과학적 문제를 발견하는 것으로, 여기에는 라부아지에, 멘델, 왓슨의 문제 발견이 포함되었다. 패턴 2의 경우는 당대의 지식으로는 설명되지 않는 이상한 현상을 관찰함에 의해 문제를 발견하는 것으로, 여기에는 러더퍼드와 뢴트겐의 문제 발견이 포함되었다. 패턴 3의 경우는 비유 추론에 의해 문제를 발견하는 것으로, 카르노와 영의 문제 발견이 포함되었다. 패턴 4의 경우는 새롭게 발명된 관찰 또는 측정 기구를 사용하여 새로운 현상을 관찰함으로써 문제를 발견하는 것으로, 갈릴레이의 문제 발견이 포함되었다. 패턴 5의 경우는 연구 프로젝트 수행 중에 그 연구와 관련된 새로운 문제를 발견하는 것으로, 패러데이와 케플러의 문제 발견이 포함되었다.

Nurturing students' scientific creativity is considered an important element in science education in Korea. The study aims to explore patterns displayed by well-known scientists in their quest for problem finding. Each case of scientists' course of problem solving is described in terms of historical background, a process of problem finding, and a process of problem solving. There are five patterns from ten scientists which are as follows: Pattern 1 is that scientists find problems from insufficiencies and/or errors from explanation of theories at the time and the related cases are A. Lavoisier, G. Mendel, and J. Watson. Pattern 2 shows that scientists find a problem because of strange phenomena unexplained by theories at the time, and here important case studies are E. Rutherford and W. R$\ddot{o}$ntgen. Pattern 3 demonstrates that scientists find a problem from analogical reasoning between known theories and unknown science phenomena. The cases include S. Carnot and T. Young. Pattern 4 points to the fact that scientists find a problem while they utilize a newly invented experimental instrument. Here, G. Galilei is an important example. Pattern 5 establishes that scientists happen to find a problem while they conduct research projects. The works of M. Faraday and J. Kepler are prominent case studies related to this pattern.

키워드

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  3. 대학생들의 융합형 문제 해결 활동에서 문제발견 및 과학기술 분야 활용 양상 분석 vol.36, pp.6, 2016, https://doi.org/10.14697/jkase.2016.36.6.0867
  4. '지혜'의 개념과 과학교사들의 '지혜'에 대한 인식 vol.37, pp.4, 2013, https://doi.org/10.14697/jkase.2017.37.4.731
  5. '문제 만들기' 활동을 통한 발명 교수·학습자료 개발 방향 탐색 vol.18, pp.9, 2017, https://doi.org/10.5762/kais.2017.18.9.290
  6. STEAM R&E를 통한 고등학생의 창의적 인재 역량 변화 vol.37, pp.5, 2013, https://doi.org/10.14697/jkase.2017.37.5.825
  7. 과학자의 창의적 문제해결을 통한 발명교육의 시사점 탐색: 로버트 후크를 중심으로 vol.41, pp.3, 2013, https://doi.org/10.21796/jse.2017.41.3.405
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  9. 과학자의 문제 해결 과정에서 탐색된 과학 공감 vol.39, pp.2, 2019, https://doi.org/10.14697/jkase.2019.39.2.249
  10. 문제기반학습(Problem-Based Learning) 프로그램에서 과학사 및 과학철학 기반 융합 문제를 해결한 이공계열과 인문사회계열 대학생들의 사례연구 vol.39, pp.4, 2019, https://doi.org/10.14697/jkase.2019.39.4.499
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