• 한국과학교육학회지
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• 제24권4호
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• pp.758-773
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• 2004

This paper advances the thesis that the barrier separating curriculum theorists and practitioners is more than a difference in experiential and methodological orientation and is in part a product of a lack of appreciation of the complexities involved in curriculum development and dissemination. Discussed here is the possible use of engineering theory to facilitate meaningful communication and understanding about products and development. This work is an extension of the observation that curriculum development and dissemination can be characterized as an engineering process and shows how engineering theory provides connectivity between the multiple embedded domains of theory and of practice. To illustrate the thesis this paper offers an analysis of the Developmental Approaches in Science, Health, and Technology (DASH) program that has employed engineering theory in curriculum construction and dissemination. In this study, the role and place of engineering theory as applied to the DASH program is discussed to show how the components were designed and assembled into a fully functional curriculum and dissemination system. Engineering theory is presented as an interfacing organizer with the potential to facilitate meaningful communication between theorists and practitioners.

• 한국과학교육학회지
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• 제35권4호
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• Human Ecology Research
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• 제60권3호
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• pp.407-427
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• 2022

The purpose of this study was to explore the implications of Freire's education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire's education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire's education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners' lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire's education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire's education theory.

• 한국초등과학교육학회지:초등과학교육
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• 제42권4호
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• pp.538-559
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• 2023

본 연구에서는 과학교육 전문가 5인으로 구성된 포커스 그룹 토의(FGD)를 활용하여 모델 및 모델링에 관한 의미를 토의하는 과정에서 주요 주제로 다루어진 '모델과 이론의 관계'를 탐색하였다. 7회 수행된 FGD는 과학교육 연구에서 활발히 진행되고 있는 '모델 및 모델링'과 관련하여 '모델 혹은 모델링이란 무엇인가'라는 질문을 출발로 하여 토의가 전개되었다. 토의 과정에서 이론과의 관계를 중심으로 모델 및 모델링에 관한 몇 가지 주요한 논제가 제기되었고, 본 연구는 그 논제를 중심으로 전개된 토의의 흐름을 추적하였다. 이 연구에서 주목한 것은 FGD에서 연구 참여자들의 이론과 모델의 관계에 대한 토의가 하나의 주장으로 수렴되지 않고, 그와 관련된 몇 가지 논제들이 새로 불거져 나오는 상황은 그 논제에 대한 기존의 개념을 탈바꿈하고 새로운 이해를 추구하는 시도로 이어졌다는 점에 있다. 연구 결과는 세 가지 논제, '모델 혹은 모델링이란 무엇인가?', '모델과 이론의 관계는 어떠한가?', '이론에 기반하지 않은 모델링은 가능한가?'를 포괄하며, 특히 모델과 이론의 관계는 1) 모델이 이론 연역적이고, 모델링이 이론을 현상에 적용하는 것으로 이해되는가, 2) 모델이 이론으로 귀납되는가, 3) 모델링이 특정 구조를 갖는 바탕이론(경험적 지식의 틀)을 기반으로 출발하거나 혹은 바탕이론이 명시적으로 드러나지 않은 채 여러 가지 다른 자원들의 연결로 이해되는가로 토의되었다. 연구의 결과를 토대로, 과학철학과 과학교육, 그리고 과학교육 연구자와 과학교사 교육에 대한 함의가 제시되었다.

• 한국과학교육학회지
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• 제26권5호
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• pp.660-673
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• 2006

There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.

• 한국과학교육학회지
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• 제15권2호
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• pp.185-193
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• 1995

The purpose of this article is to find out psychological mechanism on the core of misconceptions. Theoretical frame to search for the core of misconceptions is based on the Pascual-Leone's neo Piagetian theory. Although Pascual-Leone's theory is a cognitive developmental theory, its psychological mechanism gives us new insights on misconception. According to the comparison between Pascual-Leone's psychological mechanism and the common specifics of misconceptions and their items, conclusions could be summarized as follows: 1) Children's misconceptions and LC learning structures have the same nature. 2) Structures in items of misconceptions and misleading factor structures in cognitive tasks affect mental process with the same mechanism. 3) LC learning structures was activated preferentially in knowledge structures by F operator, with the same activation mechanism, the process children's misconceptions was activated firstly among other conceptions could be explained.

• 한국과학교육학회지
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• 제28권5호
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• pp.409-423
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• 2008

최근 과학교육 분야의 연구들에 의하면 학생들은 과학수업 시 다양한 어려움을 지각하며 수업 후에도 이러한 어려움이 잘 해소되지 않는다는 연구 결과가 보고되고 있다. 그러나 학생들이 느끼는 과학학습의 어려움과 그 원인을 조사하여 이를 해소시키기 위한 연구는 아직 부족한 실정이다. 따라서 학생들의 과학학습 어려움에 대한 체계적인 분석과 더불어 어려움을 해소하고 학습효과를 향상시킬 수 있는 새로운 수업모형 개발이 필요하다. 본 연구에서는 최근의 과학학습 과정에서 학생의 겪는 어려움과 기존 과학수업 모형에 관한 선행연구들을 조사하여, 이 결과를 통합적 정신모형이론 관점에서 분석하였다. 이러한 과정을 거쳐 과학학습 어려움 해소를 도울 수 있는 통합적 정신모형 이론에 기반한 4M 순환학습 수업모형을 개발하였다.

• Journal of Astronomy and Space Sciences
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• 제22권3호
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• pp.311-328
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• 2005

본 연구에서는 예비 초등 교사들을 대상으로 달의 위상변화에 대한 정신모형과 그 모형에 영향을 주는 요소들을 조사하였다. 본 연구에 참여한 예비교사는 교육대 학교 1학년(22명)과 2학년(21명) 학생이다. 자료 수집은 지필 검사와 개별 면담을 통해 이루어졌다. 연구 결과, 예비 초등 교사들은 달의 위상변화에 대한 설명들이 과학적 모형과는 다른 합성 정신모형들을 가지고 있었으며, '가리기 이론'이 그들의 정신 모형에 가장 큰 영향을 미치는 것으로 나타났다. 또한 예비 초등 교사들이 갖는 천문현상의 합성 정신모형의 구조와 근원을 알아보기 위하여 그들의 정신 모형들을 형성하는 틀 이론과 특정 이론을 집중적으로 탐색하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.417-425
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• 2005

Although there are some challenges to a view of science teaming as conceptual change, the view still occupies an important position in science teaming and teaching. Conceptual change theory implies that students' conceptions need to be exchanged for the new science conceptions. This was at the heart of conceptual change theory of Posner et al. (1982). According to this theory, cognitive conflict is known as an important factor in conceptual change even though there is still a controversial on effects on science teaming. This study is intended to interpret the cognitive conflict from cybernetics' perspective and explain difficulties of conceptual change which students have in teaming science and the conditions of conceptual change.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.183-197
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• 2000

The purpose of this paper is to present the history of the research in mathematics education, its characteristic and some theories as its results in France. The french research in mathematics education really began with the inauguration of IREM in the institutional aspect, referring to Bachelard in the epistemological aspect and to Piaget in the psychological aspect. It aimed at appreciating the mathematics education as a independent science and focused on the theoretical research through its own object(didactic system) and its own method(didactic engineering). Therefore, it can be characterized by the dense and elaborate theoretical arguments. Consequently, it is known that four major theories in french mathematics education were developed: the theory of didactic situations by trousseau, the theory of didactic transposition by Chevallard, the theory of conceptual fields by Vergnaud, the theory of tool-object dialectic by Douady. Among them, this paper is focused on the situation of institutionalization and the structurization of milieu in the theory of Brousseau and the motive of didactic transposition and the didactic time in the theory of Chevallard. In that the french research in mathematics education has been founded on its own theoretical models, it may contribute to us who envy the basic theories of mathematics education.