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  • 교육과학사
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  • 2016-02-25 출간
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  • 396페이지
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  • 185 X 255 mm /832g
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  • ISBN 9788925410265
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이 책은 학생들의 과학적 사고력과 탐구력을 신장시키기 위해 과학이 살아있는 과학수업 만들기에 중점을 두었다. 과학적 소양(Scientific literacy)을 기르는 과학수업을 전개하기 위해 최근 과학교육에서 새롭게 다루어지고 있는 실천 교육학 측면의 교수 방법을 중심으로 내용을 구성하였다.
1부에서는 생각을 열어주기 위해 과학이 살아있는 과학수업이 왜 필요한지, 최근의 과학과 교육과정과 수업설계 방법, 나만의 맞춤형 과학수업 전개하기, 과학하는 방법을 익히는 과학 탐구 과정, 성장을 돕는 과정중심의 평가를 다루었다. 2부에서는 신나는 과학, 재미있는 과학수업을 위해 STEAM 과학수업, 교육과정 재구성, 과학수업에서 토의·토론 방법하기 등으로 구성하였고, 3부에서는 과학자처럼 자유탐구하기, 과학수업에서의 안전지도 등을 다양한 사례와 방법에 이르기까지 과학수업 전문가가 되기 위한 내용들로 구성되었다.


목차


제1부 과학이 살아있는 과학교육
Chapter 01 생각을 키워주는 과학교육 ····································································11
우리나라 과학교육의 문제점 ·······································································15
과학지식을 소비할 수 있는 환경 ································································21
과학교육의 지향점 ·······················································································22

Chapter 02 교육과정 이해와 수업설계 ····································································27
구성주의 관점에서 과학교육 ·······································································31
탐구 중심의 과학교육 ··················································································34
과학본성과 과학탐구능력 ·············································································36
과학과 교육과정의 이해 ··············································································38
과학과 수업설계 ···························································································40
수업력 향상을 위한 노력 ············································································48

Chapter 03 맞춤형 수업모형으로 과학수업 살리기 ··················································51
과학이 살아있는 수업 ··················································································54
과학수업만의 필수 고려사항 ·······································································64
수업모형 바르게 활용하기 ···········································································65
충분한 실험과 토론을 위한 블록타임 운영 ················································80
행복한 과학수업을 위한 교사의 역할 ·························································82

Chapter 04 과학하는 방법, 과학 탐구 과정 ·····························································85
탐구 과정 중심 과학교육 ············································································88
기초 탐구 과정 ·····························································································91
통합 탐구 과정 ··························································································115

Chapter 05 성장을 돕는 과정 중심 과학평가 ·························································131
과학과 과정 중심 평가 ··············································································134
과학과 평가 내용 ·······················································································136
과학과 수행평가 ·························································································143
과학과 과정 중심 평가 방법 ·····································································154


제2부 신나는 과학 재미있는 과학
Chapter 06 STEAM으로 과학을 더 재미있게 ·························································173
융합인재교육(STEAM)의 이해 ···································································175
STEAM 수업 디자인 ··················································································181
융합 사고 신장을 위한 다양한 전략 ························································187
STEAM 수업 쉽게 따라 하기 ···································································196
STEAM 수업 재미있게 해보기 ··································································205
STEAM 수업 평가 ·····················································································219

Chapter 07 한눈에 쏙! 성취기준 중심 재구성 ························································221
전지적 시점으로 재구성하기 ·····································································224
성취기준 중심 재구성 사례 ·······································································229
교육과정 재구성의 방향 ············································································284

Chapter 08 토의·토론이 있는 과학수업 ·································································285
토의·토론 중심의 과학수업 ·····································································287
과학과 토의·토론 방법 ············································································289
수업모형 중심 토의·토론 적용 ·······························································297
토의·토론 기법 활용하기 ········································································305
토의·토론이 있는 체험학습 ·····································································320


제3부 실천하는 과학
Chapter 09 과학자처럼 자유탐구 ··········································································325
자유탐구의 개념 ·························································································328
자유탐구 살펴보기 ·····················································································330
자유탐구 따라 하기 ···················································································345

Chapter 10 과학수업을 안전하게 ··········································································361
안전한 과학수업 ·························································································363
실험기구 안전하게 다루기 ·········································································368
사고 대처 및 응급 처리 ············································································381
실험안전 관련 양식 ···················································································382

참고문헌 ·····································································································386
찾아보기 ·····································································································390
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