43 research outputs found
κ΅μ¬μΈμ μ‘°μ¬μ 물리μμ λΆμμ λ°νμΌλ‘
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μ¬λ²λν κ³Όνκ΅μ‘κ³Ό(물리μ 곡), 2019. 2. μ‘μ§μ
.Wisdom has, for long time, been regarded as an ultimate virtue of human, and sometimes suggested as the primary goal of education. In science education, however, wisdom has been rarely addressed as an important topic. The reason could be found in both wisdom's characters which are somewhat vague and abstract, and in the fact that it usually has hardly been thought to be related to science. However, given the recent rapid development of science-technology and its consequential social change, it is worth considering wisdom as a new goal of science education. Facing the era in which technology replaces human abilities and science permeates everyday life, following fundamental questions arise: through science education, what should be taught and what can be learned?
Upon such questions, this research suggested wisdom as a new goal of science education and conducted theoretical and empirical studies. The purposes of this research are to grasp the meaning of wisdom which has not been clearly understood and to find out the possibility of applying it to science education.
This research consists of Study 1 and Study 2 along with literature review and theoretical discussion. In literature review, existing philosophical and psychological studies on wisdom are outlined, analyzed and interpreted from educational point of view. By doing so, the issues and central values of wisdom discussed in previous studies were identified. In theoretical discussion, 3 main topics in science education, namely, scientific knowledge education, key competency education, and scientific literacy education, were examined from the perspective of wisdom and their implications were presented respectively. Theoretical discussion noted that previous discourse on wisdom has significant implications for science education and the wisdom needs to be redefined in the perspective of science education.
In Study 1 and Study 2, the meaning of wisdom and its applicability to school science were empirically explored. In Study 1, science teachers' perceptions on wisdom and on school science were surveyed. Results are as follows. First, 'a sense to recognize an important problem', 'rich and diverse experiences', and 'critical doubt about what I know' are perceived as the 3 most important elements of wisdom by every group of respondents. In particular, 'a sense to recognize an important problem' is perceived more important by in-service science teachers than by other subject teachers. In addition, in-service science teachers emphasized 'intuitive sympathy for others', 'consideration of society', and 'connectedness to nature' more than pre-service science teachers did. Second, each respondent specified a wise person among their closely-related people. Based on personal experiences, respondents precisely mentioned their behavior, advise, and judgment as the reasons for their answers. Moreover, consistency and positive influence on others were found as important factors that judged a wise person. Third, the relationship between school education and wisdom development was positively recognized by 81.0% of the respondents. Respondents who gave positive answers thought that both curricular knowledge and interactive aspects of school life can help to develop students wisdom. On the other hand, respondents who gave negative answers noted school environments that excessvely emphasize university entrance and the ambiguity of the meaning of wisdom as reasons for their answers. Finally, 4 intersections between science and wisdom were identified as follows: wisdom required for understandings and applications of scientific concepts, wisdom inherent to the meaning of scientific concepts, wisdom within the making of scientific concepts, and lastly, wisdom developed through scientific activities and competencies.
The goal of Study 2, thus, was to redefine wisdom and to explore which kind of wisdom were taught in science classroom. Data were collected through observing physics classrooms of 3 different high schools in addition to teacher and student interview. Wisdom, in this research, was defined as follows. Wisdom is a human-inherent attribute aiming a better state in both intelligent and affective domains. It can be presented as wise human activity in various forms such as individual action, activity of community, and their intangible product that usually involves following virtue: usefulness, morality, continuity, efficiency, and consideration of both myself and others. Such kinds of wise human activities have positive influence on others, and are themselves perceived as being wise or wisdom. Data were analyzed according to this definition of wisdom, identifying 6 items of wisdom taught in physics classrooms, which are: rational suspicion and open-minded attitude, effort to find the best way in the given situation, speculative thinking with modifying the conditions, the way of communication in the language of science, understanding of the relationship between science and society, and awareness of the relationship between science and ones own life. These 6 items can be categorized 3 different kind of wisdom related to science. The first 2 items are included in the wisdom as an attitude for scientific inquiry, the next 2 items are included in the wisdom as a method for scientific problem solving, finally, the last 2 items belong to the wisdom as reflective thinking about science and human.
The wisdoms as results of Study 2 can be interpreted as the wisdom required in both development and application of scientific knowledge, which suggests that science educators and teachers should pay attention, more than now, to pre-knowledge science and post-knowledge science as well as scientific knowledge itself. In addition, the result of Study 2 can also be interpreted as 'wisdom of science' and 'wisdom about science'. Based on the findings from Study 2, these kinds of new discourses about wisdom are expected to continue in science education.
In conclusion, this research provided suggestions for science education for wisdom. First, it is necessary to review and modify the existing topics of science education and practice of school science. Second, science classroom need to change into a class where students can find and learn wisdom, in addition to knowledge, in science. Third, the opportunity to share opinions upon the meaning of wisdom and to discuss on its necessity for science education should be provided to practitioners of science education.μ§νλ μμ£Ό μ€λμ λΆν° μΈκ°μ΄ μ§ν₯ν΄μΌ ν μ΅κ³ μ λλͺ©μΌλ‘ μ¬κ²¨μ Έ μκ³ λλ‘ κ΅μ‘μ κΆκ·Ήμ λͺ©νλ‘ μ μλκΈ°λ νμλ€. νμ§λ§ κ³Όνκ΅μ‘μμλ μ§νκ° μ€μν μ£Όμ λ‘ λ€λ£¨μ΄μ§ μ μ΄ κ±°μ μμλ€. κ·Έ μ΄μ λ μ§νλΌλ κ°λ
μ΄ μΌλΆ λͺ¨νΈνκ³ μΆμμ μΈ μ±κ²©μ κ°κ³ μμΌλ©°, νΉν κ³Όνκ³Όλ ν° μ°κ΄μ±μ΄ μλ κ²μΌλ‘ μΈμλμ΄ μκΈ° λλ¬Έμ΄λ€. κ·Έλ¬λ μ΅κ·Ό κΈκ²©ν λ°μ νλ κ³ΌνκΈ°μ κ³Ό κ·Έμ λ°λ₯Έ μ¬ν μ λ°μ λ³νλ€μ κ³Όνκ΅μ‘μ λͺ©νλ‘μ μ§νμ κ°λ₯μ±μ μ κΈ°νκ³ μλ€. μΈκ°μ λ₯λ ₯μ λμ νκ² λ κΈ°μ κ³Ό μΆμ κ³³κ³³μ μ€λ©°λ€κ³ μλ κ³Όνμ λ§μ£Όν μ§κΈ, μ°λ¦¬λ κ³Όνμ λ°°μ°λ νμ΅μλ€μκ² λ¬΄μμ κ°λ₯΄μ³μΌ νκ³ , λ 무μμ κΈΈλ¬μ€ μ μμ κ²μΈκ°?
μμ κ°μ λ¬Έμ μμμΌλ‘λΆν°, λ³Έ μ°κ΅¬λ κ³Όνκ΅μ‘μ μλ‘μ΄ λͺ©νλ‘μ μ§νλ₯Ό μ μνκ³ μ΄μ λν μ΄λ‘ μ λ
Όμμ κ²½νμ νμμ μλνμλ€. μ΄λ₯Ό ν΅ν΄ κ·Έλμ λͺ
ννκ² μ΄ν΄λμ§ λͺ»νλ μ§νμ μλ―Έλ₯Ό νμ
νκ³ κ³Όνκ΅μ‘μμμ μ μ© κ°λ₯μ±μ λͺ¨μν΄λ³΄κ³ μ νμλ€.
μ νμ°κ΅¬ λΆμκ³Ό μ΄λ‘ μ λ
Όμμμλ μ§νμ λν κΈ°μ‘΄μ μ°κ΅¬λ€μ λΆμνμ¬ μ§κΈμ κ³Όνκ΅μ‘ μ£Όμ λ€μ μ΄λ€ μμ¬μ μ μ€ μ μλμ§λ₯Ό λ
Όμνμλ€. μ νμ°κ΅¬ λΆμμμλ μ§νμ λν μ°κ΅¬κ° μ£Όλ‘ μ΄λ£¨μ΄μ§ μ² νκ³Ό μ¬λ¦¬ν λΆμΌμμμ κ΄λ ¨ μ°κ΅¬λ₯Ό κ°κ΄νκ³ , μ¬κΈ°μ κ΅μ‘ν λΆμΌμ κ΄λ ¨ μ°κ΅¬λ₯Ό λνμ¬ κ΅μ‘μ κ΄μ μμ μ¬ν΄μνμλ€. μ΄ κ³Όμ μμ μ§νμ κ΄ν μμ λ€ λ° ν΅μ¬μ κ°μΉλ€μ λμΆνμ¬ μ΄λ‘ μ λ
Όμμ μ°κ΅¬1μ μ€λ¬Έμ§ μ μ, μ°κ΅¬2μ μ§ν μλ―Έ κ·μ μ μ¬μ©νμλ€. μ΄λ‘ μ λ
Όμμμλ κ³Όνμ§μ κ΅μ‘, ν΅μ¬μλ κ΅μ‘, κ·Έλ¦¬κ³ κ³Όνμμ κ΅μ‘μ λν΄ μ§νμ κ΄μ μμ μ§λ¨νκ³ κ°κ°μ λν μμ¬μ μ λμΆνμλ€. μ΄λ‘μ¨ μ§νμ λν κΈ°μ‘΄μ λ
Όμλ€λ κ³Όνκ΅μ‘μ μ ν¨ν ν¨μλ₯Ό μ€ μ μμμ 보μ΄κ³ , λμμ κ³Όνκ΅μ‘ λ΄μμ μ§νμ μλ―Έκ° κ΅¬μ²΄μ μΌλ‘ μ μλ νμκ° μλ€λ κ²μ μ μνμλ€.
μ°κ΅¬1κ³Ό μ°κ΅¬2μμλ κ³Όνκ΅μ‘ νμ₯μ μ°κ΅¬ λμμΌλ‘ νμ¬ μ§νμ μλ―Έλ₯Ό νμνκ³ κ³Όνμμ
μμ μ μ© κ°λ₯μ±μ λͺ¨μνμλ€. μ°κ΅¬1μμλ μ§νμ νκ΅κ΅μ‘μ λν κ³Όνκ΅μ¬λ€μ μ λ°μ μΈμμ μ‘°μ¬νμλ€. μ°κ΅¬ κ²°κ³Ό, μ°λ Ήκ³Ό λ΄λΉ κ³Όλͺ©μ 무κ΄νκ² λͺ κ°μ§ μ€μνκ² μ¬κ²¨μ§λ μ§νμ μμλ€μ λμΆν μ μμλ€. μ€μν λ¬Έμ λ₯Ό μμ보λ κ°κ°κ³Ό νλΆνκ³ λ€μν κ²½ν, κ·Έλ¦¬κ³ μμ λν μμ¬μ΄ κ·Έκ²μ΄λ€. μ΄μ€ μ€μν λ¬Έμ λ₯Ό μμ보λ κ°κ°μ νμ§ κ³Όνκ΅μ¬λ€μ΄ λ€λ₯Έ κ³Όλͺ© κ΅μ¬λ€μ λΉν΄ λ μ€μν μμλ‘ μΈμνκ³ μμλ€. λν, νμ§ κ³Όνκ΅μ¬λ€μ μλΉ κ³Όνκ΅μ¬λ€μ λΉν΄ νμΈμ λν μ§κ΄μ 곡κ°, μ¬νμ λν κ³ λ €, κ·Έλ¦¬κ³ μμ°μ μ λκ°μ λ μ€μνκ² μκ°νμλ€. μ£Όλ³μ μ§νλ‘μ΄ μ¬λμ λν μΈμμ 묻λ λ¬Ένμ λν΄μλ μλ΅μμ κ°κΉμ°λ©΄μλ λ€μν κ΄κ³μ μλ μ¬λλ€μ΄ μΈκΈλμλ€. κ·Όκ±°λ‘λ ν΄λΉ μΈλ¬Όμ ꡬ체μ μΈ νλ, μ‘°μΈ, μλ λ± λ€μν μΈ‘λ©΄λ€μ΄ μ μλμμΌλ©°, νΉν νμμμ λλ¬λλ μ§μμ±κ³Ό κΈμ μ μν₯λ ₯μ΄ μ§νλ‘μ΄ μ¬λμ νλ¨νλ λ° ν° μν₯μ μ€λ€λ κ²μ μ μ μμλ€. νκ΅κ΅μ‘κ³Ό μ§ν λ°λ¬μ κ΄κ³μ λν μΈμμ 묻λ λ¬Ένμ λν΄μλ μ 체 μλ΅μλ€μ 81.0%κ° νκ΅κ΅μ‘μ ν΅ν΄ μ§νκ° κΈΈλ¬μ§ μ μλ€κ³ κΈμ μ μΌλ‘ μΈμνμλ€. κΈμ μ μΌλ‘ μΈμν μλ΅μλ€μ κ΅κ³Ό μ§μκ΅μ‘κ³Ό 곡λ체 μνμ΄λΌλ μΈ‘λ©΄μ΄ μ§νλ₯Ό κΈ°λ₯΄λ λ° λμμ΄ λλ€κ³ λ³Έ λ°λ©΄, λΆμ μ μΈ μΈμμ κ°μ§ μλ΅μλ€μ μ
μ μμ£Όμ κ΅μ‘ νκ²½κ³Ό μ§νμ λΆλͺ
νν μλ―Έλ₯Ό λΆμ μ μΈμμ κ·Όκ±°λ‘ λ€μλ€. λ§μ§λ§μΌλ‘, κ³Όνκ΅κ³Όμ μ§νμ λ€ κ°μ§ μ°κ²°μ μ λμΆν μ μμλ€. κ³Όνκ°λ
μ μ΄ν΄μ μ μ©μ νμν μ§ν, κ³Όν κ°λ
μ μλ―Έμ ν¬ν¨λ μΌλ°μ μ§ν, κ³Όν κ°λ
μ΄ λ§λ€μ΄μ§ κ³Όμ μ μ§ν, κ³Όν κ΄λ ¨ νλκ³Ό μλμΌλ‘ κΈΈλ¬μ§λ μ§νκ° κ·Έκ²μ΄λ€.
μ΄μ, μ°κ΅¬2μμλ μ νμ°κ΅¬ λΆμ λ° μ°κ΅¬1μμ λμΆλ κ²°κ³Όλ₯Ό λ°μνμ¬ μ§νμ μλ―Έλ₯Ό κ·μ νκ³ , κ³Όνμμ
μμ μ΄λ€ μ§νκ° κ°λ₯΄μ³μ§κ³ μλμ§λ₯Ό ꡬ체μ μΌλ‘ νμνκ³ μ νμλ€. μ°κ΅¬ μλ£λ μΈ κ° κ³ λ±νκ΅μ 물리 μμ
μ μΌμ κΈ°κ° κ΄μ°°νκ³ κ΅μ¬ λ©΄λ΄κ³Ό νμ μμ§λ¨ λ©΄λ΄μ μννμ¬ μμ§λμλ€.
μλ£ λΆμμ μν΄, μ°κ΅¬2μμλ μ§νλ₯Ό λ€μκ³Ό κ°μ΄ μ μνμλ€. μ¦, μ§νλ μ§μ±(ζΊζ§)κ³Ό μ μ(ζ
ζ)μ μΈ‘λ©΄μμ λμμμ΄ λ λμ μνλ₯Ό μ§ν₯νλ μΈκ° κ³ μ μ μμ±μ΄λ€. μ§νλ μ§νλ‘μ΄ νμλ‘ λ°νλ μ μμΌλ©°, μ΄ λ μ§νλ‘μ΄ νμλ μΈκ°μ κ°λ³μ νλμ΄λ 곡λ체μ νλ λ° κ·Έ κ²°κ³Όλ‘ μ겨λ 무νμ μ°λ¬Όλ€μ ν΅νμ΄ μΌμ»«λλ€. μ§νλ‘μ΄ νμλ λ³΄ν΅ μ μ©μ±, λλμ±, μ§μμ±, ν¨μ¨μ±, κ·Έλ¦¬κ³ νμμ λ° κ·Έ μ£Όλ³μ λν κ³ λ €λ₯Ό μλ°νλ©°, νμΈμκ² κ·κ°μ΄ λκ³ κΈμ μ μν₯μ λΌμΉ¨μΌλ‘μ¨ λΉλ‘μ μ§ν, λλ μ§νλ‘λ€κ³ μΈμλ μ μλ€.
μ§νμ λν μμ μ μμ λ°λΌ, μμ§λ μλ£λ₯Ό λΆμνμ¬ κ³Όνμμ
μμ κ°λ₯΄μ³μ§λ μ§ν 6κ°μ§λ₯Ό λμΆνμλ€. μ΄ μ€, ν©λ¦¬μ μμ¬κ³Ό κ°λ°©μ νλ κ·Έλ¦¬κ³ μ΅μ μ λμμ μ°Ύλ λ
Έλ ₯μ κ³Όνμ νꡬμ νμν νλλ‘μμ μ§νμ ν΄λΉνλ€. κ·Έλ¦¬κ³ μ‘°κ±΄μ λ³νμμΌλ³΄λ μ¬κ³ λ°©μκ³Ό κ³Όνμ μΈμ΄λ₯Ό μ¬μ©νλ μν΅λ°©μμ λ¬Έμ ν΄κ²°μ μ μ©ν λ°©λ²μΌλ‘μμ μ§νμ μνλ€. λ§μ§λ§μΌλ‘, κ³Όνκ³Ό μ¬νμ κ΄κ³μ λν μ΄ν΄μ κ³Όνκ³Ό λμ κ΄κ³μ λν μΈμμ κ³Όνκ³Ό μΈκ°μ κ΄κ³μ λν κ³ μ°°λ‘μμ μ§νλ‘ λ³Ό μ μλ€. ννΈ, μ°κ΅¬2μ κ²°κ³Όλ κ³Όνμ§μμ νμ±κ³Όμ λ° μ μ©κ³Όμ μ νμν μ§νλ‘ ν΄μλ μ μλ€. μ΄λ κ³Όνκ΅μ‘μμ κ³Όνμ§μλΏ μλλΌ κ³Όνμ§μμ μ (ε)κ³Ό ν(εΎ)μ λν κ΄μ¬μ΄ λμ± μ»€μ ΈμΌ ν¨μ μμ¬νλ€. λν, μ°κ΅¬2μ κ²°κ³Όλ κ³ΌνμΌλ‘λΆν° μ°ΎμλΈ μ§νμ κ³Όνμ λνλ νλλ‘μμ μ§νλ‘ ν΄μλ μλ μλ€. λ°λΌμ ν₯ν κ³Όνμ μ§ν λ° κ³Όνμ λν μ§νλΌλ μλ‘μ΄ λ΄λ‘ μ΄ μ΄μ΄μ§ κ²μ κΈ°λν΄ λ³Ό μ μκ² λ€.
λ³Έ μ°κ΅¬μ κ²°κ³Όλ₯Ό ν΅ν΄, μ§νλ₯Ό μν κ³Όνκ΅μ‘μ κ°λ₯μ±μ λν λͺ κ°μ§ μμ¬μ μ μ μνμλ€. 첫째, νμ΅μμ μ§νλ₯Ό κΈΈλ¬μ€ μ μλ κ³Όνκ΅μ‘μ΄ λκΈ° μν΄μλ κΈ°μ‘΄μ κ³Όνκ΅μ‘ μ£Όμ λ€ λ° νμ₯μ κ³Όνμμ
μ λν΄ μ§νμ κ΄μ μμ μ¬κ²ν νκ³ λ³νμ λ°©μμ λͺ¨μν νμκ° μλ€. λμ§Έ, μ§νλ₯Ό λ°°μΈ μ μλ κ³Όνμμ
μ΄ λκΈ° μν΄μλ κ³Όνμ μ€μ²μ μΈ‘λ©΄μ λ©΄λ°ν λ€μ¬λ€λ³΄λ©΄μ μ€μ€λ‘ μ§νλ₯Ό μ°Ύμλ΄λ λ°©μμ μμ
μ΄ κ³ λ €λμ΄μΌ νλ€. μ
μ§Έ, μ§νμ μλ―Έμ μ§ν κ΅μ‘μ νμμ± λ° κ΅¬μ²΄μ μ€μ² λ°©μμ λν΄ κ³Όνκ΅μ‘ μ λ¬Έκ°λ€κ³Ό κ³Όνκ΅μ¬λ€μ΄ ν¨κ» 곡κ°νκ³ λ
Όμνλ κΈ°νκ° μ 곡λμ΄μΌ νλ€.μ°¨ λ‘
μ΄ λ‘ β
°
μ°¨ λ‘ β
±
ν μ°¨λ‘ β
΄
κ·Έλ¦Ό μ°¨λ‘ β
΅
1. μ λ‘ 1
1.1. μ°κ΅¬μ λκΈ°μ λͺ©μ 1
1.2. μ°κ΅¬ λ¬Έμ 4
1.3. μ°κ΅¬ κ³Όμ μ κ°μ 5
1.4. μ©μ΄μ μ μ 7
1.5. μ°κ΅¬μ νκ³ 8
2. μ νμ°κ΅¬ λΆμ λ° μ΄λ‘ μ λ
Όμ 10
2.1. μ νμ°κ΅¬ λΆμ: λ€μν κ΄μ μμ 보λ μ§ν 10
2.1.1. μ² νμ κ΄μ μμμ μ§ν: μ§νμ μλ―Έλ μ΄λ»κ² λ³ν΄μλκ°? 12
2.1.2. μ¬λ¦¬νμ κ΄μ μμμ μ§ν: μ§νλ μ΄λ€ μνλ₯Ό μ΄λ₯΄λ κ°λ
μΈκ°? 18
2.1.3. κ΅μ‘μ κ΄μ μμμ μ§ν: μ§νλ₯Ό κ°λ₯΄μΉ μ μλκ°? 24
2.1.4. μ νμ°κ΅¬ λΆμμ μμ½ 31
2.2. μ΄λ‘ μ λ
Όμ: μ§νμ κ΄μ μμ 보λ κ³Όνκ΅μ‘ μ£Όμ λ€ 35
2.2.1. μ§νμ κ΄μ μμ 보λ κ³Όνμ§μ κ΅μ‘ 36
2.2.2. μ§νμ κ΄μ μμ 보λ ν΅μ¬μλ κ΅μ‘ 41
2.2.3. μ§νμ κ΄μ μμ 보λ κ³Όνμμ κ΅μ‘ 46
2.2.4. μ΄λ‘ μ λ
Όμμ μμ½ 51
3. μ°κ΅¬1: μ§ν λ° μ§νμ κ³Όνκ΅κ³Όμ κ΄κ³μ λν κ³Όνκ΅μ¬λ€μ μΈμ 54
3.1. μ°κ΅¬μ νμμ± λ° λͺ©μ 54
3.2. μ°κ΅¬ λ°©λ² 55
3.2.1. μ€λ¬Έμ§ κ°λ° 55
3.2.2. μ°κ΅¬ μ°Έμ¬μ 64
3.2.3. λΆμ λ°©λ² 66
3.3. μ°κ΅¬ κ²°κ³Ό 68
3.3.1. μ§νμ κ°λ
μ μμλ€μ λν μ€μλ μΈμ 68
3.3.2. μ£Όλ³μ μ§νλ‘μ΄ μ¬λμ λν μΈμ 74
3.3.3. νκ΅κ΅μ‘κ³Ό μ§ν λ°λ¬μ κ΄κ³μ λν μΈμ 79
3.3.4. κ³Όνκ΅κ³Όμ μ§νμ μ°κ²°μ μ λν μΈμ 85
3.4. μμ½ λ° κ²°λ‘ 92
4. μ°κ΅¬2: κ³Όνμμ
μμ κ°λ₯΄μ³μ§λ μ§ν νμ 96
4.1. μ°κ΅¬μ νμμ± λ° λͺ©μ 96
4.2. μ°κ΅¬ λ°©λ² 97
4.2.1. μ°κ΅¬ μ°Έμ¬μ 98
4.2.2. μλ£ μμ§ 102
4.2.3. λΆμ λ°©λ² 104
4.3. μ°κ΅¬ κ²°κ³Ό λ° λ
Όμ 113
4.3.1. κ³Όνμ νꡬμ νμν νλ 114
4.3.2. λ¬Έμ ν΄κ²°μ μ μ©ν λ°©λ² 125
4.3.3. κ³Όνκ³Ό μΈκ°μ κ΄κ³μ λν κ³ μ°° 137
4.4. μμ½ λ° κ²°λ‘ 149
5. κ²°λ‘ λ° μ μΈ 154
5.1. μμ½ 154
5.2. κ²°λ‘ λ° μμ¬μ 156
5.3. νμ μ°κ΅¬ κ³Όμ 159
5.4. μ μΈ: μ§ν μ§ν₯μ κ³Όνκ΅μ‘μ ν₯νμ¬ 161
μ°Έκ³ λ¬Έν 164
[λΆλ‘1] μ°κ΅¬1μ IRB μ¬μ λ©΄μ ν΅λ³΄μ 184
[λΆλ‘2] μ°κ΅¬1μ μ°κ΅¬μ°Έμ¬μ λͺ¨μ§ 문건 181
[λΆλ‘3] μ°κ΅¬1μ μ°κ΅¬μ°Έμ¬μμ© λμμ-κ³Όνκ΅μ¬ 182
[λΆλ‘4] μ°κ΅¬1μ μ°κ΅¬μ°Έμ¬μμ© λμμ-μλΉ κ³Όνκ΅μ¬ 184
[λΆλ‘5] μ°κ΅¬1μ μ°κ΅¬μ°Έμ¬μμ© λμμ-ν κ΅κ³Ό κ΅μ¬ 186
[λΆλ‘6] μ°κ΅¬1μ μΈμμ‘°μ¬ μ€λ¬Έμ§ μλ΅ (μΌλΆ) 188
[λΆλ‘7] μ°κ΅¬2μ IRB μ¬μ μΉμΈ ν΅λ³΄μ 192
[λΆλ‘8] μ°κ΅¬2μ μ°κ΅¬μ°Έμ¬μ λͺ¨μ§ 문건-κ΅μ¬ 193
[λΆλ‘9] μ°κ΅¬2μ μ°κ΅¬μ°Έμ¬μ λͺ¨μ§ 문건-νμ 194
[λΆλ‘10] μ°κ΅¬2μ μ°κ΅¬μ°Έμ¬μμ© λμμ-κ΅μ¬ 195
[λΆλ‘11] μ°κ΅¬2μ μ°κ΅¬μ°Έμ¬μμ© λμμ-νμ 199
[λΆλ‘12] μ°κ΅¬2μ μ°κ΅¬μ°Έμ¬μμ© μ€λͺ
μ-νλΆλͺ¨ 203
[λΆλ‘13] μ°κ΅¬2μ μμ
μ μ¬λ³Έ (μΌλΆ) 206
[λΆλ‘14] μ°κ΅¬2μ κ΅μ¬ λ©΄λ΄ μ μ¬λ³Έ (μΌλΆ) 208
[λΆλ‘15] μ°κ΅¬2μ νμ λ©΄λ΄ μ μ¬λ³Έ (μΌλΆ) 210
Abstract 216
ν μ°¨ λ‘
[ν 2-1] μ νμ°κ΅¬μμ μ μλ κ³Όνκ΅κ³Ό ν΅μ¬μλμ μμ 42
[ν 2-2] NAEP(1965)μ NSTA(1982)μ κ³ΌνμμμΈμ λν μ μ 48
[ν 3-1] μ€λ¬Έμ§ κ°λ° - μ§ν μ νμ°κ΅¬ λ¬Έν μ 리(μΌλΆ) 56
[ν 3-2] μ€λ¬Έμ§ κ°λ° - μ§νμ μμ λ° μμ λμΆ(1μ°¨) 57
[ν 3-3] μ€λ¬Έμ§ κ°λ° - μ§νμ μμ λ° μμ λμΆ(2μ°¨) 59
[ν 3-4] μ€λ¬Έμ§ κ°λ° - μ§νμ μμ λ° μμ λμΆ(μ΅μ’
) 61
[ν 3-5] μ€λ¬Έμ§ κ°λ° β μ νν λ¬Έν 62
[ν 3-6] μ€λ¬Έμ§ κ°λ° β κ°λ°©ν λ¬Έν 63
[ν 3-7] μ°κ΅¬1μ κ²°κ³Ό β μ νν λ¬Ένμ νκ· μ μ 68
[ν 3-8] μ°κ΅¬1μ κ²°κ³Ό β μ νν λ¬Ένμ μμ 70
[ν 3-9] μ°κ΅¬1μ κ²°κ³Ό - tκ²μ κ²°κ³Ό(1) 72
[ν 3-10] μ°κ΅¬1μ κ²°κ³Ό - tκ²μ κ²°κ³Ό(2) 73
[ν 3-11] μ°κ΅¬1μ κ²°κ³Ό β μ§νμ μμλ€μ λν μ€μλ μΈμ 74
[ν 3-12] μ°κ΅¬1μ κ²°κ³Ό - μ£Όλ³μ μ§νλ‘μ΄ μ¬λμ λν μΈμ 75
[ν 3-13] μ°κ΅¬1μ κ²°κ³Ό β νκ΅κ΅μ‘κ³Ό μ§ν λ°λ¬μ κ΄κ³μ λν μΈμ 80
[ν 3-14] μ°κ΅¬1μ κ²°κ³Ό β κ³Όνκ΅κ³Όμ μ§νμ μ°κ²°μ μ λν μΈμ 85
[ν 4-1] μ°κ΅¬ μ°Έμ¬μ κΈ°λ³Έ μ 보 - κ΅μ¬ 99
[ν 4-2] μ°κ΅¬ μ°Έμ¬μ κΈ°λ³Έ μ 보 - νμ 102
[ν 4-3] κ΄μ°°ν 물리μμ
μ μ°¨μλ³ μ£Όμ 103
[ν 4-4] μ°κ΅¬2μ 1μ°¨ λΆμ κ²°κ³Ό 111
[ν 4-5] μ°κ΅¬2μ 2μ°¨ λΆμ κ²°κ³Ό 113
[ν 4-6] μ°κ΅¬2μ κ²°κ³Ό - κ³Όνμμ
μμ κ°λ₯΄μ³μ§λ μ§ν 150
κ·Έ λ¦Ό μ°¨ λ‘
[κ·Έλ¦Ό 1-1] μ°κ΅¬ κ³Όμ μ κ°μ 6
[κ·Έλ¦Ό 2-1] μ νμ°κ΅¬ λΆμμ μμ½ 34
[κ·Έλ¦Ό 2-2] μ΄λ‘ μ λ
Όμμ μμ½ 53
[κ·Έλ¦Ό 3-1] μ°κ΅¬1μ μ°κ΅¬μ°Έμ¬μ κ΅¬μ± 64
[κ·Έλ¦Ό 3-2] μλΉ κ³Όνκ΅μ¬ μ§λ¨μ μ 곡과λͺ© λ° κ΅μ¬κ²½λ ₯ 65
[κ·Έλ¦Ό 3-3] νμ§ κ³Όνκ΅μ¬ μ§λ¨μ μ 곡과λͺ© λ° κ΅μ¬κ²½λ ₯ 65
[κ·Έλ¦Ό 3-4] ν κ΅κ³Ό κ΅μ¬ μ§λ¨μ μ 곡과λͺ© λ° κ΅μ¬κ²½λ ₯ 66
[κ·Έλ¦Ό 3-5] μ°κ΅¬1μ μμ½ 95
[κ·Έλ¦Ό 4-1] μ°κ΅¬2μ μ μ°¨ 98
[κ·Έλ¦Ό 4-2] μ°κ΅¬2μμ μ μν μ§ν 109
[κ·Έλ¦Ό 4-3] μ°κ΅¬2μ μμ½ 153
[κ·Έλ¦Ό 5-1] μ°κ΅¬ μ 체μ μμ½ λ° κ΅¬μ± 158Docto
'The Unseen Universe' between Science and Religion
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : νλκ³Όμ κ³Όνμ¬λ°κ³Όνμ² ν μ 곡, 2013. 2. νμ±μ±.λ³Έ μ°κ΅¬λ 19μΈκΈ° νλ° μκ΅μ λ κ³Όνμ μ€νμ΄νΈ(Balfour Stewart)μ ν
μ΄νΈ(Peter Guthrie Tait)μ 곡λ μ μ γ보μ΄μ§ μλ μ°μ£Ό(The Unseen Universe: Physical Speculation on a Future State)γ(1875)λ₯Ό μ μμ λ
μμ κ΄κ³μ μ£Όλͺ©νμ¬ μ¬μ‘°λͺ
νλ κ²μ λͺ©νλ‘ νλ€. νλ§(P.M.Heimann)μ΄ κ·Έμ μ ν μ°κ΅¬μμ γ보μ΄μ§ μλ μ°μ£Όγκ° 1874λ
ν΄λ€(John Tyndall)μ 벨νμ€νΈ μ°μ€μ λν λ°λ°μ λͺ©μ μΌλ‘ μ μ λμλ€κ³ μ£Όμ₯ν μ΄ν μ΄ μ±
μ λν νκ°λ λΉ
ν 리μ μλ μκ΅μ κ³Όνκ³Ό μ’
κ΅κ° λ립μ΄λΌλ ꡬλ μμμ μ£Όλ‘ μ΄λ£¨μ΄μ Έ μλ€. ν΄λ€μ 벨νμ€νΈ μ°μ€μ λΉμ μκ΅μ νλ¬Έμ νν μΈ μ λ¬Όλ‘ μ μ¬κ³ μ λ°©λ²λ‘ μ 곡νν¨κ³Ό λμμ μ’
κ΅μ κ°μμΌλ‘λΆν° κ³Όνμ λ
립μ±μ μ£Όμ₯ν¨μΌλ‘μ¨ λμ€λ€μκ² ν° μν₯μ μ£Όμλ€. 벨νμ€νΈ μ°μ€μ΄ μμλ μ΄λ¬ν΄μ λ°κ°λμλ€λ μ κ³Ό ν¨κ» μ λ¬Όλ‘ μ μ¬κ³ μ λ°λνλ λ΄μ©μ ν¬ν¨νκ³ μμκΈ° λλ¬Έμ γ보μ΄μ§ μλ μ°μ£Όγκ° ν΄λ€μ μ°μ€μ λ°λ°ν λͺ©μ μΌλ‘ μ μ λμλ€λ νλ§μ μ£Όμ₯μ λ§€μ° μ€λλ ₯ μκ² λ°μλ€μ¬μ‘λ€.
νμ§λ§ γ보μ΄μ§ μλ μ°μ£Όγκ° λ΄κ³ μλ λ΄μ©μ΄λ μ μλ€μ΄ λ³Έλ¬Έμμ μ€μ ν΄λ μμ λ
μμΈ΅μ μ£Όλͺ©ν΄ λ³Έλ€λ©΄ μ΄ μ±
μ λ¨μν β벨νμ€νΈ μ°μ€μ λν λ°λ°βμΌλ‘ 보거λ λλ λ°κ° λΉμ μ λλ€μ 리뷰μ²λΌ βκ³ΌνμΌλ‘ μ’
κ΅λ₯Ό λ·λ°μΉ¨νλ €λ μλβλ‘ λ³΄λ λ±μ νκ°κ° κ³Όνκ³Ό μ’
κ΅μ λ΄λ‘ μμμ νΈν₯μ μΌλ‘ μ΄λ£¨μ΄μ‘λ€λ λΉνμ νΌνκΈ° μ΄λ ΅λ€. κ³Όνκ³Ό μ’
κ΅ μ¬μ΄μ λμ¬μλ γ보μ΄μ§ μλ μ°μ£Όγλ₯Ό μ μμ λ
μ μ¬μ΄λ‘ κ°μ Έλ€ λκ³ λ³Έλ€λ©΄ μ΄ μ±
μ μλ‘μ΄ μλ―Έλ₯Ό μ°ΎμλΌ μ μμ§ μμκΉ. λ³Έ μ°κ΅¬λ μ΄λ° μκ°μΌλ‘λΆν° μΆλ°νμ¬ κ³Όνκ³Ό μ’
κ΅μ λ립μ΄λΌλ μ ννλ νλ μμμ λ²μ΄λ μ΄ μ±
μ ν΅ν΄ μ μμ λ
μλ€μ΄ μ΄λ€ κ΄κ³λ₯Ό λ§Ίκ³ μλμ§ νμ
νκ³ μ νμλ€.
19μΈκΈ° νλ°μ μκ΅μ μλ‘μ΄ κ³Όν μ§μλ€μ΄ λ°κ²¬λκ³ κ·Έλ‘ μΈν΄ κ³Όνμλ€μ μμμ΄ λμμ§λ μκΈ°μλ€. κ·Έ μ€μμλ νΉν 물리ν λΆμΌλ μ¬λ¬ νμλ€μ νλ°ν μ μ νλμ΄λ κ΅μ‘μ λ
Έλ ₯μ ν΅ν΄ κΈ°λ
κ΅μ μ¬νΒ·λ¬Ένμ μ§λ°°λ ₯μ μννκΈ°μ μ΄λ₯΄λ λ€. κ³Όνμλ€μ μ λ¬Έν κ³Όμ μ€μλ μμ€μ μΌλ‘ μΌλ° λμ€λ€μ λμμΌλ‘ νλ λ€μν νλλ€μ΄ ν¬ν¨λμ΄ μμκ³ λ°λΌμ κ³Όνμλ€μ΄ λμ€λ€μκ² λ€κ°κ°κΈ° μν μν΅μ λ°©λ²μΌλ‘ κ³Όν λμ€μλ₯Ό λ°κ°νλ κ²μ μμ°μ€λ¬μ΄ μΌμ΄μλ€.
γ보μ΄μ§ μλ μ°μ£Όγλ λ§μ°¬κ°μ§λ‘ μΌλ° λμ€λ€μ λ
μλ‘ νλ κ³Όν λμ€μμ ν΄λΉνλ€. κΈ°λ
κ΅ κ³Όνμλ€μ΄ μ΄ μ±
λ΅κ² μ΄ μ±
μ κ³Όνκ³Ό μ’
κ΅λ₯Ό λͺ¨λ ν¬μ©νλ λ΄μ©μ λ΄κ³ μλ€. μλ‘μ΄ κ³Όν μ§μλ€λ μ κ·Ή μκ°νλ©° μμ²λ
κ° λ―Ώμ΄μ Έ μ¨ μ’
κ΅μ κΈ°λ‘λ€λ λΉμ°ν μ§λ¦¬λ‘ λ°μλ€μΈλ€. λ³Έλ¬Έμ ν΅ν΄ μ μλ€μ κ³Όνκ³Ό μ’
κ΅κ° μ립 ν μ μλ€κ³ λμμμ΄ μ΄μΌκΈ°νκ³ μ΄κ²μ κ³Όνκ³Ό μ’
κ΅μ λ³ννλ κ΄κ³ μμμ λ΄μ νΌλμ κ²ͺκ³ μλ λΉμ λμ€λ€μκ² ν΄κ²°μ λ©μμ§κ° λ μ μμλ€. λν λμ€λ€μ νΌλμ μΌκΈ°ν μ λ¬Όλ‘ μ μ¬κ³ μ λν΄ μ λνκ² λΉννλ©΄μ κ·Έκ²μ΄ μ’
κ΅μ λν΄ μκ°μλΆ ν μ μλ€λ μ£Όμ₯μ νΌμΉλ€.
μ μλ€μ γ보μ΄μ§ μλ μ°μ£Όγλ₯Ό μ΄λ€ λ
μλ€μ μν΄ μ΄ κ²μΈμ§ λ³Έλ¬Έμμ λ°νλμλ€. κ·Ήλ¨μ μΈ κΈ°λ
κ΅μΈλ€κ³Ό μ λ¬Όλ‘ μ κ³Όνμλ€μκ² βμ΄ μ±
μ λν¬λ€μ μν΄ μ΄ κ²μ΄ μλβλΌκ³ λ°νλ©° μ’
κ΅μ κ΅λ¦¬μ μλ°λλ κ³Όν μ§μ λλ¬Έμ μΈμ§λΆμ‘°νλ₯Ό κ²ͺλ μ¬λλ€μ μν΄ μ μ νμλ€κ³ λ§νλ€. βμ μ§ν μ°κ΅¬μλ€(honest inquirers)βμ΄μΌλ§λ‘ μ μλ€μ΄ μ§λͺ©ν μ£Ό λ
μμΈ΅μ΄μμΌλ©° λ°κ° ν κ·Έλ€λ§μ΄ μ±
μ μ£Όμ₯μ λν΄ κΈμ μ μΈ λ°μμ 보μλ€κ³ 2νμμ λ€μ μΈκΈνκ³ μλ€. μ΄λ κ² ν¨μΌλ‘μ¨ μ μλ€μ βμ΄μ±μ μΌλ‘ 곡μ νκ² νꡬνλ μ¬λμ΄λΌλ©΄ κ³Όνκ³Ό μ’
κ΅κ° μ립ν μ μλ€λ κ²°λ‘ μ λλ¬νλ€βλ μκ°μ μμ°μ€μ λλ¬λ΄κ³ μλ€.
γ보μ΄μ§ μλ μ°μ£Όγλ μ’
κ΅μ μ λ
μ νΌλμ κ²ͺκ³ μλ μλΉμμ λ
μλ€μ μν΄ μ μλ€μ΄ μ μν ν΄κ²°μ±
μ΄μ μ μλ€ μμ μ μ λ
μ ν©λ¦¬ννκΈ° μν μμμ±
μ΄κΈ°λ νλ€. λν λ³Έλ¬Έμμ λ
μμΈ΅μ μ±κ²©μ βμ΄μ±μ μ΄κ³ 곡μ ν νꡬμλ€βλ‘ μ€μ νκ³ λ°κ° ν μ±
μ λν νκ°λ₯Ό μ μλ€ μ€μ€λ‘ μ 리ν¨μΌλ‘μ¨ μ±
μ λ
Όμ§λ₯Ό λμ± κ°ννλ κ²°κ³Όλ₯Ό μ»μ΄λλ€. κ²°λ‘ μ μΌλ‘γ보μ΄μ§ μλ μ°μ£Όγλ 19μΈκΈ° νλ° μκ΅μ μ’
κ΅μ κ³Όν μ¬μ΄μμ κ³ λνλ λμ€λ€μ μΈμ§λΆμ‘°ν ν΄μμ λν μ΄λ§κ³Ό κ·Έμ κ΄ν λ κ³Όνμμ λ
Έλ ₯μ μΏλ³Ό μ μλ μμ¬μ λμ€μλ‘μμ νκ°λ₯Ό λ§λΆμΌ μ μμ κ²μ΄λ€.1. 머리λ§
1.1.λ°λ° λλ μ’
μ, γ보μ΄μ§ μλ μ°μ£Όγλ₯Ό λ°λΌλ³΄λ κΈ°μ‘΄μ μκ°λ€
2. γ보μ΄μ§ μλ μ°μ£Όγμ νμ
2.1. νκΈ° λΉ
ν 리μ μλμ μκ΅ μ¬ν
2.2. λ
μ€ν κΈ°λ
κ΅ κ³Όνμμλ μ€νμ΄νΈμ ν
μ΄νΈμ μμ
3. γ보μ΄μ§ μλ μ°μ£Όγ μ½κΈ°: λμ€λ€μ μν κ³Όν κ΅μμ
3.1. <1μ₯> κ³ λλΆν° κ·ΌλκΉμ§ μ’
κ΅μ μμ¬
3.2. <2~5μ₯> κ³Όν λ°μ μ μμ¬μ μ§μλ€
3.3. <6~7μ₯> 보μ΄λ μ°μ£Όμμ 보μ΄μ§ μλ μ°μ£Όλ‘μ λμ½
4. γ보μ΄μ§ μλ μ°μ£Όγμ μμ: λ°λ°κ³Ό μ’
μμ΄ μλ ν΄μμ μκ°μΌλ‘
4.1. μμμ μλ―Έμ κ·Έ λ©μ»€λμ¦ 4.2. μ°μμ± μ리λ₯Ό λ°νμΌλ‘ μΆλ‘ ν 보μ΄μ§ μλ μ°μ£Ό
4.3. λμ€λ€μ λ΄μ κ°λ± ν΄μλ₯Ό μν κ°λ
μ λμ
5. λ§Ίλλ§
μ°Έκ³ λ¬Έν
AbstractMaste
The Concept of `Wisdom` and Its Perception According to a Survey of Science Teachers
OAIID:RECH_ACHV_DSTSH_NO:T201715443RECH_ACHV_FG:RR00200001ADJUST_YN:EMP_ID:A074907CITE_RATE:0DEPT_NM:물리κ΅μ‘κ³ΌEMAIL:[email protected]_YN:NCONFIRM: