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- 주제어 : NOS (the nature of science) (검색결과 5 건)
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( Young Hee Lee ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.3
Although many researchers and science educators agree that understanding of the nature of science is essential in order for students to be a scientific literate person, it is not easy to compromise exactly what kind of understanding of the nature of science is required to achieve this goal (Smith & Scharmann, 1999). This study discusses a theoretical background about the nature of science (NOS) including some consensus views of the NOS that several important U.S. educational reform documents and science researchers have presented over the past several decades. Finally, this study proposes an inclusive framework of the nature of science based on the four categories of scientific literacy, which are (1) science as a body of knowledge, (2) science as a way of investigating, (3) science as a way of thinking, and (4) the interaction of science, technology, and society. Each category of the framework includes several statements about the nature of science to describe each theme of the NOS. this framework is comprehensive and inclusive because it is suggested by examining several major U.S. national-level documents and in the publications of science education researchers presented about the nature of science. Significantly, many of the key ideas were added in to category (4) and category (3), which indicates that the current literature stresses the relationship among science, technology, and society as well as the work of scientists.
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과학 연극 수업이 과학 본성에 대한 초등학생의 인식에 미치는 영향
나지연,장병기,Na Ji Yeon,Jang Byung-Ghi 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5
The importance of teaching the nature of science (NOS) has been always emphasized in science education. However, the NOS is hardly taught in elementary science class. We are lacking in the strategies and materials for teaching NOS. So we designed the science drama teaching, and investigated the effects on pupils' perceptions about NOS. The subjects of this study were 185 third graders from a elementary school. The treatment group was provided with science drama lessons and the control group was provided with traditional lecture-type lessons. Their perceptions about NOS were investigated before/after the science lessons and after 3 months following them, and both of two groups were compared. The pretest results revealed that the pupils of both groups were found to have similar views on NOS. Dey had traditional views of the most items except for social construction of theories, mathematical knowledge and decision-making. After science lessons, they tended to change their views toward modem views, but the pupils of the treatment group showed more modem views than those of the control group on the observation, model, social construction of theories, predictions. After 3 months, the pupils of the control group tended to come back to their traditional views, but those of the treatment group showed tendencies that their changed views were kept up on the observation, scientific model, scientific knowledge, scientific methods, decision-making, social construction of theories, mathematical knowledge. Therefore this study suggests that science drama teaching could be one of the effective ways for teaching NOS.
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과학의 본성에 대한 검사 도구를 활용한 연구의 개관과 분석 (1990~2009)
나지연 ( Ji Yeon Na ),송진웅 ( Jin Woong Song ) 한국초등과학교육학회 2010 초등과학교육 Vol.29 No.3
The purpose of this study was to review the current state and characteristics of instruments used to assess individual understanding of the nature of science (NOS). This study conducted a series of content analyses of the articles published in a total of seven Korean and international journals from 1990 to 2009. A total of 99 research papers and assessment tools were categorized according to their features such as item type, the method of development, philosophical perspectives and others. So, evaluation domains of the instruments were also compared with the features of the NOS endorsed in some standards science education documents internationally well known, such as Benchmarks for Science Literacy (AAAS, 1993), National Science Education Standards (NRC, 1996). It was found that VNOS was the most frequently used instrument used for the last 20 years. There was a difference between characteristics of instruments used in Korean journals and these in international journal, such as philosophical perspectives, item type. Moreover, the results showed that there were only a few of instruments to ask about ethics of scientists, significance of science process skill and the context. NOS instruments focused only on limited aspects of NOS emphasized by the standard documents.
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Lijuan Zhang,Juchun Li 영남수학회 2011 East Asian mathematical journal Vol.27 No.5
In this paper, we introduce a new iterative scheme for nding a common element of the set of an equilibrium problem, the set of xed points of nonexpansive mapping and the set of solutions of the generalized variational inequality for α-inverse strongly g-monotone mapping in a Hilbert space. Under suitable conditions, strong convergence theorems for approximating a common element of the above three sets are obtained.
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