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      2015년 개정 교육과정에서 통합과학과 과학탐구실험 통합 운영 방안 = Integrated Operation Methods for the ‘Integrated Science’ and ‘Science Inquiry Experiment’ in 2015 Revised National Curriculum

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      https://www.riss.kr/link?id=A105273594

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      다국어 초록 (Multilingual Abstract)

      ‘Integrated Science’ and ‘Science Inquiry Experiment’ are introduced in 2015 revised curriculum to raise creative and integrative thinking ability. As 10 common inquiry activities are introduced in ‘Integrated Science’ and ‘Science Inquiry Experiment’, suggestions should be made for effective curriculum operation. ‘Integrated Science’ and ‘Science Inquiry Experiment’ are independent subject, so independent time schedule and evaluation should be made even though two subjects are taught integrated. So in this research, four methods are suggested to effective curriculum operation. First, common inquiry activities are taught in ‘Integrated Science’, and test items produced from common inquiry activities are used for grading ‘Integrated Science’. In this case development of new inquiry activities is needed for ‘Science Inquiry Experiment’. This method is recommendable for teachers who want to carry out innovative instruction such as raising key competences in science education in ‘Science Inquiry Experiment’. Second, common inquiry activities are taught in ‘Science Inquiry Experiment’, and achievement produced from common inquiry activities is used for ‘Science Inquiry Experiment’. This method has merit teachers can carry out instruction without development of new inquiry activities for ‘Science Inquiry Experiment’. Third, some of common inquiry activities are taught in ‘Integrated Science’ and some in ‘Science Inquiry Experiment’. The more common inquiry activities are used for ‘Integrated Science’, the method is similar to the first, the more common inquiry activities are used for ‘Science Inquiry Experiment’, the method is similar to the second. Fourth, curriculum operation mixed the first, second and third method. In some school each chapter of ‘Integrated Science’ and ‘Science Inquiry Experiment’ is taught separated subject teachers such as physics, chemistry, biology and earth science. In some schools different teachers teach ‘Integrated Science’ and ‘Science Inquiry Experiment’ separately. In such case this method can be used.
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      ‘Integrated Science’ and ‘Science Inquiry Experiment’ are introduced in 2015 revised curriculum to raise creative and integrative thinking ability. As 10 common inquiry activities are introduced in ‘Integrated Science’ and ‘Science Inqui...

      ‘Integrated Science’ and ‘Science Inquiry Experiment’ are introduced in 2015 revised curriculum to raise creative and integrative thinking ability. As 10 common inquiry activities are introduced in ‘Integrated Science’ and ‘Science Inquiry Experiment’, suggestions should be made for effective curriculum operation. ‘Integrated Science’ and ‘Science Inquiry Experiment’ are independent subject, so independent time schedule and evaluation should be made even though two subjects are taught integrated. So in this research, four methods are suggested to effective curriculum operation. First, common inquiry activities are taught in ‘Integrated Science’, and test items produced from common inquiry activities are used for grading ‘Integrated Science’. In this case development of new inquiry activities is needed for ‘Science Inquiry Experiment’. This method is recommendable for teachers who want to carry out innovative instruction such as raising key competences in science education in ‘Science Inquiry Experiment’. Second, common inquiry activities are taught in ‘Science Inquiry Experiment’, and achievement produced from common inquiry activities is used for ‘Science Inquiry Experiment’. This method has merit teachers can carry out instruction without development of new inquiry activities for ‘Science Inquiry Experiment’. Third, some of common inquiry activities are taught in ‘Integrated Science’ and some in ‘Science Inquiry Experiment’. The more common inquiry activities are used for ‘Integrated Science’, the method is similar to the first, the more common inquiry activities are used for ‘Science Inquiry Experiment’, the method is similar to the second. Fourth, curriculum operation mixed the first, second and third method. In some school each chapter of ‘Integrated Science’ and ‘Science Inquiry Experiment’ is taught separated subject teachers such as physics, chemistry, biology and earth science. In some schools different teachers teach ‘Integrated Science’ and ‘Science Inquiry Experiment’ separately. In such case this method can be used.

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      참고문헌 (Reference)

      1 장성화, "초등학생의 학습동기와 자기주도적 학습능력이 학교적응에 미치는 영향" 한국아동교육학회 23 (23): 409-424, 2014

      2 이미나, "초등학생의 내·외재적 동기 및 창의성과 심리적 안녕감 간의 경로모형 비교 검증" 한국초등교육학회 26 (26): 69-91, 2013

      3 이기영, "지구과학 탐구에서 통합 탐구 기능에 대한 학습발달과정 탐색" 한국지구과학회 38 (38): 228-238, 2017

      4 안희정, "과학교사의 자유탐구 수업이 중학생들의 과학 학습 동기 및 과학의 정의적 특성에 미치는 영향" 과학교육연구소 52 (52): 529-544, 2013

      5 전영석, "과학 자유탐구를 지도할 때 발생하는 어려움" 초등교육연구원 20 (20): 105-115, 2009

      6 Wood, D., "The role of tutoring in problem solving" 17 : 89-100, 1976

      7 Bruner, J. S., "The act of discovery" 31 (31): 21-32, 1961

      8 Murphy, M., "The History and Philosophy of Education:Voices of Educational Pioneers" Pearson Education, Inc 2006

      9 Shuwab, K., "The Fourth Industrial Revolution: What It Means, How to Respond"

      10 Ministry of Education, "Science Curriculum"

      1 장성화, "초등학생의 학습동기와 자기주도적 학습능력이 학교적응에 미치는 영향" 한국아동교육학회 23 (23): 409-424, 2014

      2 이미나, "초등학생의 내·외재적 동기 및 창의성과 심리적 안녕감 간의 경로모형 비교 검증" 한국초등교육학회 26 (26): 69-91, 2013

      3 이기영, "지구과학 탐구에서 통합 탐구 기능에 대한 학습발달과정 탐색" 한국지구과학회 38 (38): 228-238, 2017

      4 안희정, "과학교사의 자유탐구 수업이 중학생들의 과학 학습 동기 및 과학의 정의적 특성에 미치는 영향" 과학교육연구소 52 (52): 529-544, 2013

      5 전영석, "과학 자유탐구를 지도할 때 발생하는 어려움" 초등교육연구원 20 (20): 105-115, 2009

      6 Wood, D., "The role of tutoring in problem solving" 17 : 89-100, 1976

      7 Bruner, J. S., "The act of discovery" 31 (31): 21-32, 1961

      8 Murphy, M., "The History and Philosophy of Education:Voices of Educational Pioneers" Pearson Education, Inc 2006

      9 Shuwab, K., "The Fourth Industrial Revolution: What It Means, How to Respond"

      10 Ministry of Education, "Science Curriculum"

      11 Ministry of Education, "Science Curriculum"

      12 Ministry of Education and Science Technology, "Science Curriculum"

      13 Ministry of Education, "Science Curriculum"

      14 Ministry of Education, "Science Curriculum"

      15 Ministry of Education, "STEAM Contents Map(High School)"

      16 Lim, U., "Research for the key competences needed for occupations the future society" National Research Council for Economics 2008

      17 Lee, K., "Redesigning elementary and secondary school curriculum for developing future Koreans' core competences" Korea Institute for Curriculum & Evaluation 2009

      18 Lee, K., "Redesigning curriculum for developing future core competences" Korea Institute for Curriculum & Evaluation 2013

      19 Savery, J. R., "Overview of problem-based learning:Definitions and distinctions" 1 (1): 2006

      20 Ministry of Education, "Notification of time allotment of Primary, Middle, High School, College of Education Curriculum"

      21 Piaget, J., "Knowledge and Development" Springer US 17-42, 1977

      22 Schwab, J., "Inquiry, the Science Teacher, and the Educator" The University of Chicago Press 1960

      23 Ministry of Education, "High School Curriculum, Outline"

      24 Ministry of Education, "High School Curriculum"

      25 Ministry of Education, "High School Curriculum"

      26 Ministry of Education, "High School Curriculum"

      27 Ministry of Education, "High School Curriculum"

      28 Ministry of Education, "High School Curriculum"

      29 Ministry of Education, "High School Curriculum"

      30 Ministry of Education and Science Technology, "Explanation of Middle School Science Curriculum"

      31 Ministry of Education, "Explanation of General Introduction of 2015 Revised Curriculum(Highschool)"

      32 Ministry of Education, "Elementary and Secondary School Curriculum, Outline"

      33 Ministry of Education and Science Technology, "Elementary and Secondary School Curriculum, Outline"

      34 Ministry of Education, "Elementary and Secondary School Curriculum, Outline"

      35 Ministry of Education and Science Technology, "Elementary and Secondary School Curriculum"

      36 Shin, Y., "Development of Teaching and Learning Materials for 2015 Revised Integrated Science and Science Inquiry Experiment" 2017

      37 Jang, Y., "Development of Draft of 2015Revised Science Curriculum I" Korea Foundation for Advancement of Science & Creativity 2015

      38 Jang, Y., "Development of Draft of 2015 Revised Science Curriculum Ⅱ" Korea Foundation for Advancement of Science & Creativity 2015

      39 Lee, K., "Design of the competencies-based national curriculum for the future society" Korea Institute for Curriculum & Evaluation 2012

      40 OECD, "Definition and Selection of Competencies:Theoretical and Conceptual Foundation(DeSeCo)" OECD Press 2003

      41 Gash, H., "Constructing constructivism" 9 (9): 302-310, 2014

      42 Ministry of Education, "Administrative Notice of Partial Revision for Maintaining and Fill in School Transcript Record(Draft)"

      43 Lee, K., "A study on developing a key competence in the primary/secondary school curriculum for the future of Koreans Ⅱ" Korea Institute for Curriculum & Evaluation 2008

      44 Yoon, H., "A study on developing a key competence in the primary/secondary school curriculum for the future of Koreans Ⅰ" Korea Institute for Curriculum & Evaluation 2007

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2014-09-02 학회명변경 영문명 : 미등록 -> The Korean Society of Biology Education KCI등재
      2012-03-27 학술지명변경 한글명 : 한국생물교육학회지 -> 생물교육
      외국어명 : THE KOREAN JOURNAL OF BIOLOGY EDUCATION -> BIOLOGY EDUCATION
      KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2009-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-10-02 학술지명변경 외국어명 : THE KOREAN JOURNAL OF BIOLOGICAL EDUCATION -> THE KOREAN JOURNAL OF BIOLOGY EDUCATION KCI등재
      2006-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2005-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2003-07-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.96 0.96 0.88
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      1.02 0.93 1.199 0.58
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