대한화학회지 (Journal of the Korean Chemical Society)

  • 제61권6호
  • /
  • Pages.359-368
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  • 2017
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  • 1017-2548(pISSN)
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  • 2234-8530(eISSN)
대한화학회 (Korean Chemical Society)
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화학 탐구 맥락에서 중등 과학 교사가 제시한 주장과 증거 분석

An Analysis of Written Claim and Evidence Produced by Secondary Science Teachers in a Context of Chemistry Inquiry

  • 김다은 (이화여자대학교 과학교육과) ;
  • 최애란 (이화여자대학교 과학교육과)
  • Kim, DaEun (Department of Science Education, Ewha Womans University) ;
  • Choi, Aeran (Department of Science Education, Ewha Womans University)
  • 투고 : 2017.07.17
  • 심사 : 2017.09.04
  • 발행 : 2017.12.20
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초록

본 연구에서는 중등 과학 교사가 화학 탐구 맥락의 결과를 해석하여 제시하는 주장과 증거의 수준이 어떠한지 알아보고자 하였다. 본 연구에 참여한 53명의 과학 교사가 화학 탐구의 결과를 해석하여 제시한 주장과 증거를 분석한 결과 3가지 문항 중에서 여러 개념이 통합된 화학 주제의 경우 1-2수준의 주장과 증거가 상당수 있었고, 화학 교과서에 명시적으로 제시된 화학 개념과 직접 관련된 내용의 경우 3-4수준의 주장과 증거가 많았다. 본 연구의 결과는 과학 탐구의 핵심인 논증, 즉 주장과 증거 제시에 대하여 과학 교사가 적절한 지식과 이해를 함양할 수 있도록 현장 과학 교사 교육이 필요함을 시사한다.

The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.

키워드

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