과학을 잘 하는 모습에 대한 고등학생의 인식

초록

The image of science is one of the recurrent topics in science education research. In particular, we believe that students' images of Doing-Science-Well could be used for identifying not only students' perceived goals of science learning, but also practical guidelines of effective science teaching. In this study, the students' images of Doing-Science-Well were investigated with the following two research questions: (i) what are student's images of Doing-Science-Well?; (ii) in what contexts do students perceive that someone is doing science well? Thirty seven students in a high school in Seoul, Korea were asked to write their personal experiences by which they realized that someone was doing science well. The main results of the study are the following: Firstly, the images of Doing-Science-Well could be categorized into ‘Einstein type’, ‘Socrates type’, ‘MacGyver type’ and six more types. Secondly, with regard to contexts, students tended to realize that somebody is doing science well in terms of two kinds of contexts: 4 physical contexts and 6 psychological contexts. The findings led us to develop a frame of judging Doing-Science-Well, which combines the types and two kinds of contexts. The frame illustrates the multiplicity of the images of Doing-Science-Well.

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