지적설계모형을 기초로 한 초등 5학년 작은 생물 단원의 교육과정 재구성
- 주제(키워드) 지적설계모형 , 과학 , 초등학교 , 5학년
- 발행기관 한동대학교 교육대학원
- 지도교수 서병선
- 발행년도 2013
- 학위수여년월 2014. 2
- 학위명 석사
- 학과 및 전공 교육대학원 생물교육전공
- 원문페이지 113
- 실제URI http://www.dcollection.net/handler/handong/000001743441
- 본문언어 한국어
- 저작권 한동대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
현행 과학교육의 목적은 과학의 기본개념을 이행하고 과학적 사고력과 창의 적 문제 해결력을 길러 일상생활의 문제를 창의적이고 과학적으로 해결하는 과학적 소양을 기르는데 있다. 그러나 과학교육 자체가 과학의 기본개념을 진 화론이라는 편중된 관점 위에서 구성되어 학생들이 올바른 과학적 사고력 신 장을 할 수 없도록 할 뿐만 아니라 객관적이고 합리적으로 과학을 하지 못하 게 막고 있다. 따라서 현행 교육과정에서 진화론적 기술내용을 밝혀내고 이를 비판하여 균형 있는 대안을 제시한 단원 재구성이 필요하다. 이에 본 연구에서는 초등 과학 단원의 구성의 이론적 배경으로 작용한 진화 론의 내용을 찾아 비판하고 이에 대한 대안으로 지적설계론에 입각하여 단원 을 재구성하였다. 이를 위해 교육의 기초로서 세계관을 이해하고 세계관이 과 학교육 내에도 영향을 미치고 있음을 고찰하였다. 더불어 과학의 대표적인 두 세계관인 진화론과 창조론의 비교 및 공교육 적용에의 비판을 통해 지적설계 론이 그 대안이 될 수 있음을 연구 결과를 통해 드러내었으며, 과학교과 및 단원 주제를 기독교 세계관을 근거로 두고 있는 지적설계론으로 조망해 봄으 로써 단원 재구성 기초를 마련하고자 하였다. 위의 내용을 바탕으로 먼저 단원재구성에 관한 여러 학자들의 이론을 비교, 분석하여 지적설계론에 입각한 단원 재구성 모델을 개발하였다. 재구성 모델 은 1단계 재구성을 위한 교육과정 분석, 2단계 기독교 세계관적 분별 및 자 료 수집, 3단계 기독교 세계관적 단원재구성의 3단계로 이루어진다. 1단계에서는 국가수준 교육과정 및 교사용 지도서, 교과서를 주제를 중심으 로 살펴보고, 2단계에서는 1단계에 살펴본 내용을 진화론과 지적설계의 측면 에서 비판 및 대안제시를 통해 재구성의 기틀을 마련한다. 3단계에서는 재구 성의 실제로 1, 2단계에서 이루어진 선행 연구를 실질적인 단원 계획에 반영 하는 단계이다. 개발된 단원재구성의 모델은 5학년 작은 생물의 세계 단원에 적용하였다. 작은 생물은 눈에 보이는 큰 생물보다 하등한, 진화가 덜 된 생물이라는 학생 들의 오개념을 바로 잡고, 오히려 작은 생물이 각 환경과 지구 생태계에게 가 장 적합하게 설계된 피조물임을 인식하게하기 위해 차시를 구성하고 학습 자 료를 제시하였다. 이상과 같이 본 연구에서는 지적설계론은 바탕으로 하는 초등과학 단원 재 구성을 모델 개발 및 이를 현장에 적용한 재구성 단원을 제시하였다. 그러나 본 연구에서는 개발된 단원재구성의 모델은 한 학년, 학 단원에만 적용하였고 이를 현장에 적용하여 그 효과에 대한 분석이 함께 이루어지지 않아 그 효용 성은 검증되지 않았다. 따라서 다양한 단원과 학년에 본 모델을 적용하고 현 장에서 수업한 후 그 효용성이 검증되어야 할 것이다. 더불어 현행 교육과정 을 세계관의 관점에서 분석하고 이를 지적설계론으로 대체할 교재의 개발과 재구성 연구가 더 활발히 이루어 져서 기독교적인 수업을 구상하고 실천하려 고 하는 현장의 교사들에게 도움을 줄 수 있어야 한다.
more목차
Ⅰ. 서론 ···························································································································· 1
1. 연구의 필요성 ·················································································································· 1
2. 연구의 목적 ······················································································································ 2
Ⅱ. 이론적 배경 ·············································································································· 3
1. 세계관과 과학 ·················································································································· 3
2. 세계관으로 진화론과 창조론 ························································································ 4
3. 미생물에 대한 지적설계론적 특성 ············································································ 12
4. 기독교적 교육과정 재구성 ·························································································· 14
Ⅲ. 연구내용 및 결과 ································································································ 26
1. 지적설계론에 근거한 재구성 모델 개발 ·································································· 26
가. 재구성을 위한 교육과정 분석 ················································································ 27
나. 기독교 세계관적 분별 및 자료 수집 ···································································· 28
다. 기독교 세계관적 단원 재구성 ················································································ 29
라. 단원 재구성 시 유의사항 ························································································ 36
2. '작은 생물의 세계‘ 단원의 재구성 ············································································ 38
가. 재구성을 위한 교육과정 분석 ················································································ 38
나. 기독교 세계관적 분별 및 자료 수집 ···································································· 42
다. 기독교 세계관적 단원 재구성 ················································································ 46
Ⅳ. 결론 및 제언 ········································································································ 101
1. 결론 ································································································································ 101
2. 제언 ································································································································ 101
참고문헌 ··································································································································· 103
1. 논 문 ······························································································································ 103
2. 저 서 ······························································································································ 103
3. 인터넷 자료 출처 ········································································································ 105
4. 수업 자료 동영상 출처 ······························································································ 105