Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Program Development of Scientists' Episode: Focusing on Scientists' Joy, Anger, Sorrow, and Pleasure

과학자의 희로애락(喜怒哀樂)이 담긴 과학사 에피소드 활용 교육 프로그램 개발

  • Received : 2014.07.16
  • Accepted : 2014.08.19
  • Published : 2014.08.30
Download PDF
⟨ Previous Next ⟩

Abstract

To provide students an alternative image of science and scientist, we developed five lesson plans that include scientists' joy, anger, sorrow, and pleasure in their life. Through the 10 hour lessons with the five topics, we investigated the effect of our program on students' image change toward scientists, their science learning, and their career development in science field. Twenty high school students participated in our program and five of them were analyzed. The qualitative data included opinionnaire survey before and after the program, field note, video recording, students' worksheets, and interview. The science episode lessons that reflect the human side of scientists were designed in five steps. The first step is the one about imaging of scientists, the second step is the one about reading scientists' episode in their life, the third step is the one about investigating human side of scientists, the fourth step is the one about feeling sympathy in scientists' context, and the last step is the one about judging human side of scientists. Students participated in this program got to feel familiarity in scientists as well as confidence in science. By obtaining the alternative image of scientists after the class, it is expected that students will play roles of well-prepared supporters with scientific literacy.

본 연구에서는 학생들이 과학과 과학자에 대한 이미지를 다양화하기 위해 과학자들의 인간적인 면이 드러난 에피소드를 활용한 '과학자의 희로애락 프로그램'을 개발해 학생들의 반응을 파악했다. 과학자의 다양한 이미지를 학습자에게 제공함으로써 과학자에 대한 이미지가 어떻게 다양해졌는지, 자신의 과학 학습과 진로에 어떻게 영향을 주었는지 살펴보았다. 프로그램은 과학자의 희로애락 관련 총 5개 주제, 10차시로 구성되었고, 20명의 고등학생들이 참여했으며 이 중 5명의 수업 전후 조사지, 수업 중 상호 작용, 활동지 자료, 면담 자료, 수업현장 노트 등을 심층 분석했다. 과학자의 인간적인 면을 나타내는 수업의 흐름은 먼저 과학자에 대한 이미지 떠올리기, 과학사 에피소드 읽기, 과학자의 인간적 측면 탐색하기, 과학자의 상황 공감하기, 과학자의 인간적 측면 평가하기 등의 단계로 구성되었다. 프로그램에 참여한 학생들은 과학자도 감정을 가진 평범한 사람이라는 것을 알게 되었고, 과학자에게 친밀감을 느끼게 되었으며, 과학자가 될 수 있다는 자신감도 갖게 되었다. 학생들이 과학자의 다양한 측면을 이해하게 됨으로써 과학과 과학자에 대해 더 큰 지지를 보낼 수 있는 과학적 소양을 갖추게 될 것으로 기대된다.

Keywords

References

  1. Ahn, B. H. (2005). The characteristics of character education in US schools. Institute of Human sciences, 13(1), 133-169.
  2. Baek, S. H. (2005). Science-How can Mendel find the law of heredity on peas? Educational Broadcasting System. Retrieved May 1. 2012, from http://home.ebs.co.kr/reViewLink.jsp?command=vod&client_id=home1993&menu_seq=3&enc_seq=1171280&out_cp=naver.
  3. Bardoe. C., & Smith, J. (2010). Gregor Mendel. (Kim. S. O, Trans.). Seoul: Brat Mir[개구쟁이미르]. (Original work published 2007)
  4. Barman, C. R. (1997). Completing the study: High school students' views of scientists and science. Science and Children, 36(7), 16-21.
  5. Barman, C. (1999). Students' views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10(1), 43-54. https://doi.org/10.1023/A:1009424713416
  6. Chambers, D. W. (1983). Stereotyped images of the scientists: The drawa- scientist-test. Science Education, 67(2), 255-265. https://doi.org/10.1002/sce.3730670213
  7. Choi, C. I., Yeo, S. I., & Woo, K. W. (2005). Analysis of the contents of science history introduced into chemistry 2 textbooks based on the 7th curriculum. Journal of the Korean Association for Research in Science Education, 25(7), 820-827.
  8. Choi, J. W., Nam, J. H., Ko, M. S., & Ko, M. R. (2009). Development middle school students' understanding of the nature of science through history of science. Journal of the Korean Association for Research in Science Education, 19(2), 221-239.
  9. Farland-Smith, D. (2009). Exploring middle school girls' science identities: Examining attitudes and perceptions of scientists when working "side by side" with scientists. School Science and Mathematics, 109(7), 415-427. https://doi.org/10.1111/j.1949-8594.2009.tb17872.x
  10. Finson, K. D., Beaver. J. B., & Craomnd, B. L. (1995). Development and field test of checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195-205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
  11. Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white and mostly benevolent. Science and Children, 26(8), 8-13.
  12. Hong, Y. N. (2011). Gregor Mendel-Mendel's laws. Navercast. Retrieved May 1. 2012, from http://navercast.naver.com/contents.nhn?contents_id=7017.
  13. James, R. I. (1971). The role of history in science teaching. School Science and Mathematics, 71(7), 601-614. https://doi.org/10.1111/j.1949-8594.1971.tb13764.x
  14. Kang, K. H., & Hur, H. (2005). The effects of instruction using science history on science achievement and attitude of middle school students. Journal of the Korean Association for Research in Science Education, 25(7), 76-772.
  15. Kang, S. J., Kim, Y. H., & Noh, T. H. (2004). The influence of small group discussion using the history of science upon students' understanding about the nature of science. Journal of the Korean Association for Research in Science Education, 24(5), 996-1007.
  16. Katja, D. (2009). Katharina Kepler. die jagd auf die mutter des groben astronomen. (Kang. M. H, Trans.). Seoul: Jaeum&Moeum Publishing [자음과모음]. (Original work published 2000).
  17. Kemp, M. (2001). Spiritual shapes: Ernst Haeckel's 'art forms in nature'. Nature, 413, 460. https://doi.org/10.1038/35097149
  18. Kim, K. S., Noh, J. A., Seo, I. H., & Noh, T. H. (2008). The effects of explicit and reflective instruction about nature of science using episodes from the history of science in "composition of material" unit of middle school science. Journal of the Korean Association for Research in Science Education, 28(1), 89-99.
  19. Kim, K. Y., & Yang, S. H. (1997). Historical teaching of science: Propose a method for teaching science. Journal of Science education, 14(1), 93-114.
  20. Kim, S. H. (2011). The Da Vinci of Chef who made strange food. Seoul News. Retrieved April 28, 2012, from http://www.seoul.co.kr/news/newsView.php?id=20110521017005 .
  21. Kim, S. J., & Han, Y. W. (2006). Preliminary school students' conceptual change of the seasonal change through the instructional module based upon the science history materials. The Research of Science Education, 31(1), 41-56.
  22. Lee, B. W., & Shin, D. H. (2011). Professionals' opinion of science education. Journal of the Korean Association for Research in Science Education, 31(1), 815-826.
  23. Ma, C. (2005). The great wisdom of 45 Nobel Laureates. (Kang. K. E. Trans.). Gyeonggi: Chungnyeun-chungshin[청년정신].
  24. Matthews, M. R. (1998). How history and philosophy in the U.S., science education standards could have promotes multidisciplinary teaching. School Science and Mathematics, 98(6), 285-293. https://doi.org/10.1111/j.1949-8594.1998.tb17423.x
  25. National Science Board. (2002). Science and Technology: Public attitudes and public understanding. Retrieved May 1. 2012, from http://www.nsf.gov/statistics/seind02/c7/c7h.htm.
  26. National Science Foundation (2002). Science and technology. In Indicators 2002, http://www.nsf.gov/statistics/seind02/c7/c7h.htm.
  27. O'Maoldomhnaigh, M., & Hunt, A. (1998). Some factors affecting the image of a scientist drawn by older primary school pupils. Research in Science and Technological Education, 6(2), 159-166.
  28. Oh, I. J., & Kim. Y. G. (2011). The effect of instruction from the application of the history of science on the correction of misconception and academic achievement for combustion in elementary school students. Journal of Elementary Education, 26(1), 185-208.
  29. Oh, J. G. (2002). Scientists breaking the rules: Their honor and hardship. Seoul: Chunpa Science Publishing[전파과학사].
  30. Oh, J. G. (2006). Scientists 360. Seoul: Chunpa Science Publishing[전파과학사].
  31. Ohm's law. (2009). Ateliersarange Jangnangamgage. Retrieved May 1. 2012, from http://atelierace.egloos.com/v/2452037.
  32. Park, D. E. (1997). Scientists of the world 18. Seoul: Kagyo[가교].
  33. Paik, S. H., & Jo, Y. J. (2006). Analysis of high school students' viewpoints based on science history about motion of objects. Journal Korean Association Research Science Education, 26(3), 317-329.
  34. Rahm, J., & Charbonneau, P. (1997). Probing stereotypes through students' drawings of scientists. American Journal of Physics, 65(8), 774-778. https://doi.org/10.1119/1.18647
  35. Robin, M. H. (2006). The monk in the garden: The lost and found genius of Gregor Mendel (Ahn. I. H, Trans.). Seoul: ScienceBooks. (Origial work published in 2001)
  36. Saldana, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
  37. Schibeci, R. A. (1986). Image of science and scientists and science education. Science Education, 70(2), 139-149. https://doi.org/10.1002/sce.3730700208
  38. Shelagh, R., Jonathan. R. (2011). Notas de cocina de Leonardo da Vinci (Kim. H. C, Trans.). Seoul: Village with Books[책이있는마을]. (Origial work published 2007)
  39. Shin, D. H., & Shin, H. Y. (2012). Development of a teaching-learning model for science ethics education with history of science. Journal of the Korean Association for Research in Science Education, 32(2), 346-371. https://doi.org/10.14697/jkase.2012.32.2.346
  40. Sung, Y. G. (2004). Review article: George Sarton's view of the history of science and humanism. The Korean Journal for the History of Science, 35(1), 203-224.
  41. Turkmen, H. (2008). Turkish primary students' perception about scientist and what factors affecting the scientists. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 55-61. https://doi.org/10.12973/ejmste/75306
  42. Wallace Hume Carothers. (n.d.). Deutsches-Kunstsoff-museum. Retrieved May 1, from http://www.deutsches-kunststoff-museum.de/en/all-about-plastic/inventor/wallace-hume-carothers-polyamid-1/.
  43. Wang, H. A., & David, D. M. (2002). Science instruction with a humanistic twist: Teachers' perception and practice in using the history of science in their classrooms. Science and Education, 11(1), 169-189. https://doi.org/10.1023/A:1014455918130

Cited by

  1. 중등 예비 과학교사들의 과학자 이미지 및 과학 관련 직업에 대한 인식 vol.38, pp.5, 2018, https://doi.org/10.14697/jkase.2018.38.5.753
  2. Perceptions about the Earth Scientists of Preservice Earth Science Teachers vol.66, pp.3, 2018, https://doi.org/10.25152/ser.2018.66.3.815
  3. 다양한 상호작용 기반의 멘토멘티 프로그램에서 나타난 인성 교육 가능성 탐색 -"과학 선생님 되어보기" 활동을 중심으로- vol.39, pp.1, 2019, https://doi.org/10.14697/jkase.2019.39.1.13