초록

본 연구는 학생의 대안 개념을 과학적 개념으로 변화시키기 위한 인지적 수업모형 개발을 목적으로 하고 있다. 이를 위해 먼저 기존 개념변화 수업모형의 특징을 분석한 다음, 과학 이론에 대한 Lakatos의 발견법을 중심으로 Posner 등(1982)이 제안한 개념변화 4가지 조건(불만족, 이해가능함, 그럴듯함, 유용함)과 Nisbet과 Shucksmith(1986)가 제안한 학습전략(중심전략, 거시전략, 미시전략)이 결합된 인지적 수업모형을 개발하였다. 본 수업모형은 학생의 대안 개념을 파악하는 예비 단계를 포함하여 모두 5단계로 구성되었다. 특징으로는 학생이 가지고 있는 대안 개념의 지위를 낮추고 교사에 의해 소개되는 과학적 개념의 지위를 높이기 위한 일련의 절차를 연속적인 흐름으로 제시하였다는 점, 학생들의 수업 결과를 활용한 피드백 과정을 제시하였다는 점 등이 있다. 마지막에 연구자는 본 수업모형에 대한 예비교사들의 인식, 제한점 등을 논의하였다.

키워드

인지적 수업모형, Lakatos의 발견법, 개념변화 조건, 학습전략

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