세계관을 바탕으로 통합과학 교육전략 제안 : 기후변화를 중심으로

국문 초록 (Abstract)

본 연구의 목적은 세계관을 바탕으로 한 기후 변화 내용에 대한 통합과학 교육전략을 제안하는데 있다. 어떤 개념이나 현상을 이해한다고 반드시 깨닫는 것이 아니다. 현재까지 대부분의 학교 교육의 정책 방향은 학생들의 결핍 모델에 기초하고 있다. 결핍 모델이란, 학습자는 늘 지식과 경험이 부족하여, 학습 내용을 제대로 이해하지 못한다고 단정하는 생각에 기초하고 있다. 그리고 학생들은 이슈가 되는 내용에 대해 깊이 있게 깨닫지 못하기 때문에 그에 대한 태도나 행동 변화가 어렵다. 예를 들면, 기후 변화의 세계관은 낙관적인 기계적인 세계관과 유기체적이고 엔트로피적 세계관이 공존한다. 이 연구는 기존의 결핍 모형의 관점에서 나아가 앎을 살아있는 충족성과 정합성을 확장하는 과정으로 의미화 하고자 한다. 서로 연결이 되지 않은 지식은 다양성을 갖기 어렵고, 지속가능하지도 않고 유연성도 없다. 따라서 이 연구의 주요 아이디어는 학문 간의 담을 없애는 것이 아니라, 서로 연결이 가능하도록 담을 낮추자는 것에 있다. 학습을 할 때, 어느 한 학문 영역에 대해 깊은 전문성을 가지고 다른 학문 영역으로 들어가지만, 연결을 위해서는 반드시 특정 목적을 가지고 있어야한다. 그러한 통합의 과정에서 문제 해결의 실마리를 의미 있게 찾을 수 있을 뿐만 아니라 동적으로 다른 영역간의 상호 피드백에 의하여 지식의 질과 양이 늘어나는 효과를 가져 올 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to suggest some strategies for integrated science. It also suggests educational strategies through worldview. The directions of most educational policy are based on the deficit model. It is assumed that learners are always lacking in knowledge, and as a result they do not understand properly. However, it is difficult for the public and students to change their attitudes because they do not feel much lacking. For example, the world view of climate change coexists with an optimistic mechanical worldview and an organic and entropy worldview. This study is characterized by the process of expanding awareness of living and fulfillment of knowledge rather than the existing deprivation model. Unconnected knowledge has problems in diversity. It is neither sustainable nor flexible. It is not about eliminating interdisciplinarity but about lowering it. We go into another area with your deep expertise, but we must have a purpose. As a result, not only problem solving but also dynamic feedback of mutual feedback between other domains increases the quality and quantity of knowledge.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론
• Ⅱ. 통합과학의 정의 및 문제점
• 1. 복잡계와 학습 사고
• 2. 시스템 이론
• 3. 다양성(Diversity)
• 4. 탄력성(Resilience)
• Ⅲ. 통합과학을 위해 최근 부각되는 이론
• Ⅳ. 세계관을 바탕으로 한 생태 지위적 접근
• 1. 세계관(Worldview), 형이상학 믿음과 개념
• 2. 가치체계와 방법론
• 3. 행동 양식과 시대정신
• Ⅴ. 통합과학을 위한 중요한 전략
• 1. 논리적 과정으로 과학적 추론: 유비적 추리
• 2. 빅 아이디어
• Ⅵ. 세계관을 바탕으로 한 지구 온난화 이해
• 1. 세계관을 기반으로 한 지구온난화 설명
• 2. 기후변화에서 세계관의 정착과정: 교육을 통한 대응 전략
• Ⅶ. 논의 및 결론
• 1. 논의
• 2. 결론
• 국문요약본
• References

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