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한국초등과학교육학회> 초등과학교육> 4차 산업혁명에 따른 미래사회와 교육환경의 변화, 그리고 초·중등 과학교육의 과제

KCI등재

4차 산업혁명에 따른 미래사회와 교육환경의 변화, 그리고 초·중등 과학교육의 과제

The Changes of Future Society and Educational Environment according to the Fourth Industrial Revolution and the Tasks of School Science Education

조헌국 ( Jho Hunkoog )
  • : 한국초등과학교육학회
  • : 초등과학교육 36권3호
  • : 연속간행물
  • : 2017년 08월
  • : 286-301(16pages)

DOI


목차

I. 서 론
II. 4차 산업혁명과 그에 따른 교육환경의 변화
III. 미래사회의 변화에 따른 과학교육의 과제와 쟁점
IV. 논의 및 시사점
참고문헌

키워드 보기


초록 보기

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

ECN

I410-ECN-0102-2018-300-000717326


UCI

I410-ECN-0102-2018-300-000717326

간행물정보

  • : 자연과학분야  > 과학교육
  • : KCI 등재
  • : -
  • : 계간
  • : 1598-3099
  • :
  • : 학술지
  • : 연속간행물
  • : 1989-2018
  • : 915


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한국학술정보㈜의 모든 학술 자료는 각 학회 및 기관과 저작권 계약을 통해 제공하고 있습니다.

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발행기관 최신논문
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1초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과

저자 : 강석진 ( Kang Sukjin ) , 윤성용 ( Yun Sungyong )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 181-192 (12 pages)

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(기관인증 필요)

초록보기

In this study, the effects of the small group collaborative learning on students` achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students` self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatment-aptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

2초등 예비교사의 과학 교수에 대한 태도 조사

저자 : 윤혜경 ( Yoon Hye-gyoung ) , 나지연 ( Na Jiyeon ) , 박헌우 ( Park Heonwoo )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 193-207 (15 pages)

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(기관인증 필요)

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The purpose of this study was to investigate pre-service elementary teachers` attitudes towards science teaching using `Dimensions of Attitude Toward the Teaching of Science (DAS)`. After confirming the factors and reliabilities of the translated questionnaire by pilot test (N=68), the survey was administered online at one national university of education in Korea (N=527). The pre-service teachers generally thought elementary science education is important and did not believe gender difference in students and in teachers. Science education majors than other majors, males than females, and those who completed high school science track than humanity track had more positive attitudes toward science teaching in elementary school. The extent of teacher education curriculum completion had a little effect on the pre-service teachers` attitudes toward science teaching. The implications for teacher education were discussed.

3초등예비교사의 과학 동기유발과 과학적 소양의 역량에 대한 인과구조

저자 : 김동욱 ( Kim Dong-uk )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 208-218 (11 pages)

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(기관인증 필요)

초록보기

This study was to investigate factors and disclose causal model of the scientific literacy competency about the motivation for science and the scientific literacy competency. The 3 grade university students and the 1 grade university students as pre-service elementary teachers were participated to questionnaire investigation. The data were analyzed by the factor analysis method and the structural equation model method, and the following results were obtained. First, the 3 grade university students and the 1 grade university students perceived the science interest factors and science usefulness factors as the motivation for science, and also revealed the scientific problem recognition factor and the scientific evidence use factor as the scientific literacy competency. Second, the science interest factor had a greater effect on the scientific problem recognition factor than the scientific evidence use factor in both the 3 grade and 1 grade university students. In the path from the science usefulness factor to the scientific problem recognition factor, the science usefulness factor of the 3 grade university students had a greater influence on the direct route to the scientific problem recognition factor than that of the 1 grade university students. In the path from the science usefulness factor to the scientific evidence use factor, the science usefulness factor of the 1 grade university students influenced more on the direct route to the scientific evidence use factor than that of the 3 grade university students.

4과학학습의 정의적 영역에서 사전-사후 통합 검사 설계의 타당화 연구: 과학영재를 대상으로

저자 : 임채성 ( Lim Chae-seong ) , 박형민 ( Park Hyoung-min )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 219-226 (8 pages)

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(기관인증 필요)

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In this study, the reliability and validity of the retrospective pre-post test were analyzed in order to solve the problem of traditional pre-post test including response shift bias. Samples of the study were 162 elementary school students who are studying at the S university gifted education center in Seoul. Before completion of the field trip, we conducted pre test of science-related attitudes. After completion of the field trip, respondents were asked to compare their responses of pre and post science-related attitudes to quantitatively analyze the commonalities and differences of the two tests. To find out more characteristics, qualitative data such as daily records and interview were also gathered and analyzed. The major results of the study are as follows. First, for the paired t-test, there was no statistically significant difference between separate pre-test scores and retrospective pre-test. There was a very high correlation between the separate pre-test scores and the retrospective pre-test. Second, there were significant differences in all seven sub-factors of science-related attitudes between the retrospective pre-test and the post-test. Third, the separate pre-test scores showed a slightly higher tendency than the retrospective pre-test scores. This suggests that the response shift bias appears when it is performed the separate pre-test in affective domain. As a result of the interview, it was found that the evaluation standards of separate pre-test did not match with those of post-test. Forth, internal consistency reliability of the retrospective pre-test was higher than that of the separate pre-test. However, there were significant differences in six factors of science-related attitudes excluding the `social implications of science` between the separate pre-test and the post-test. Based on these results, the retrospective pre-post test design provides simplicity and convenience to both respondents and investigators, as it is done with one test. The retrospective pre-post test design can be regarded as a valid design for the self-report measurement of affective domain on a single experimental group.

5초등 과학 수업에서 `반응적 교수`의 실현 가능성 탐색

저자 : 오지언 ( Oh Jiun ) , 오필석 ( Oh Phil Seok )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 227-245 (19 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study was to explore the possibility of implementing `responsive teaching (RT)` in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three 5th grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a universitybased science education researcher. It was revealed that the implementation of RT was limited when the teacher`s intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher`s comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher`s intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

6초등교사의 과학수업에 대한 기대도와 실행도에 관한 학생의 인식

저자 : 성승민 ( Sung Seung Min ) , 여상인 ( Yeo Sang-ihn )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 246-255 (10 pages)

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(기관인증 필요)

초록보기

The purpose of this study was to analyze the perceptions of the students about expectation and performance on the elementary teachers` science teaching. For this study, questionnaires were made based on the advanced article, and conducted to 279 elementary school students. The collected data were analyzed by the t-test, ANOVA, and Scheffe. The results of this study were as follows: The perceptions of the students on the elementary teachers performance can not reach to those of their expectation. There was statistically significant difference in the some of the sub-domains of expectation and performance according to personal backgrounds (gender, grade, and interest toward science class). Based on the result of this study, implications to improve teachers` professionalism about science teaching were suggested.

7초등 과학·수학 교과서의 의사소통 표현 방식에 따른 유형 비교 분석 - 6학년 1학기를 중심으로 -

저자 : 장미경 ( Jang Mikyung ) , 신영준 ( Shin Youngjoon )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 256-272 (17 pages)

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The purpose of this research is to study and learn more features how this type of distribution for communication in 6th grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn`t consider it as a revised.

82009개정 3∼4학년군 과학교육과정과 연계한 체험학습 장소 및 과제형 체험학습 프로그램 개발

저자 : 권혁재 ( Kwon Hyoekjae ) , 강헌태 ( Kang Hountae ) , 권난주 ( Kwon Nanjoo )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 273-285 (13 pages)

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The purpose of this study is to develop a program that enables students to participate in various experiential learning places in order to provide various experiences to students for solve the problem of prejudice to specific places such as science museum, zoo and botanical garden. For this purpose, the surveys were conducted about experiential places and awareness of experiential learning. 88 elementary school teachers participated in the survey. As a result, they were positive about the use of experiential learning in elementary science instruction, but there were responses that a lot of preparations for the progress and efforts were needed. Therefore, if instructional materials and teaching materials for experiential learning are given, it is confirmed that the intention of using is increased. And the results were analyzed and the experiential sites were categorized into 12 types. We could present basic data that can diversify not only the science museum but also science related experiential places. We developed a learning program related to `The Liquid and Gas` unit of the third grade, And `Life unit of Plant` unit of the third 4th grade. Through this study, we intend to help science experiential learning to be activated and student - centered experiential learning to be realized.

94차 산업혁명에 따른 미래사회와 교육환경의 변화, 그리고 초·중등 과학교육의 과제

저자 : 조헌국 ( Jho Hunkoog )

발행기관 : 한국초등과학교육학회 간행물 : 초등과학교육 36권 3호 발행 연도 : 2017 페이지 : pp. 286-301 (16 pages)

다운로드

(기관인증 필요)

초록보기

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

1
주제별 간행물
간행물명 수록권호

KCI등재

초등과학교육
8권 0호(1989) ~ 37권 2호 (2018)

KCI등재

과학교육연구지
1권 0호(1977) ~ 42권 1호 (2018)

KCI등재

한국과학교육학회지
1권 0호(1978) ~ 38권 2호 (2018)

과학교육연구논총
1권 0호(1982) ~ 33권 1호 (2017)

KCI등재

교사교육연구
47권 1호(2008) ~ 57권 1호 (2018)

KCI등재

생물교육(구 생물교육학회지)
1권 0호(1968) ~ 46권 1호 (2018)

청람과학교육연구논총
1권 1호(1991) ~ 23권 2호 (2017)

KCI등재

한국과학교육학회지
1권 0호(1978) ~ 38권 2호 (2018)

KCI등재

초등과학교육
8권 0호(1989) ~ 37권 2호 (2018)

KCI등재

교사교육연구
47권 1호(2008) ~ 57권 1호 (2018)

KCI등재

과학교육연구지
1권 0호(1977) ~ 42권 1호 (2018)

KCI등재

한국과학교육학회지
1권 0호(1978) ~ 38권 2호 (2018)

KCI등재

생물교육(구 생물교육학회지)
1권 0호(1968) ~ 46권 1호 (2018)

KCI등재

초등과학교육
8권 0호(1989) ~ 37권 2호 (2018)

KCI등재

한국과학교육학회지
1권 0호(1978) ~ 38권 2호 (2018)

KCI등재

교사교육연구
47권 1호(2008) ~ 57권 1호 (2018)

KCI등재

생물교육(구 생물교육학회지)
1권 0호(1968) ~ 46권 1호 (2018)

KCI등재

과학교육연구지
1권 0호(1977) ~ 42권 1호 (2018)

KCI등재

초등과학교육
8권 0호(1989) ~ 37권 2호 (2018)

KCI등재

한국과학교육학회지
1권 0호(1978) ~ 38권 2호 (2018)
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발행기관 최신논문
자료제공: 네이버학술정보

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