과학 교사 PCK 재개념화 또는 프렌즈 미국 동부(2024~2025)
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과학 교사 PCK 재개념화
도서명 : 과학 교사 PCK 재개념화
저자/출판사 : Anne Hume , Rebecca Cooper , , 교육과학사
쪽수 : 456쪽
출판일 : 2024-02-25
ISBN : 9788925418667
정가 : 25000
역자 서문 / 3
저자 서문 / 6
제1부 과학교육에서 PCK의 개선된 합의 모델(RCM) 소개
제1장 합의 모델을 향하여: 과학 교사 PCK에 관한 실증적 연구 문헌 고찰 ············21
1. 도입 ··················································································23
2. 문헌 고찰 ············································································24
3. 연구 방법 ············································································32
4. 연구 결과 ············································································41
5. 결론 ··················································································73
부록 ······················································································77
제2장 과학 교육에서 PCK의 개선된 합의 모델(RCM) ···································101
1. 서론 ·················································································103
2. RCM 모델 개발 과정 ······························································105
3. 개선된 합의 모델(RCM)의 개요 ···················································108
4. 개선된 합의 모델(RCM)의 구성 요소 ·············································109
제3장 실천자(교사)와 연구자의 RCM 적용을 보여주는 비네트 ··························123
예비 교사 교육에 RCM이 제시하는 가능성 ········································125
1. 맥락 ·················································································125
2. 모델과의 연관성 ····································································127
3. 성찰 ·················································································128
RCM 모델의 적용 사례: 생물학 교육 방법론 과정 ································129
1. 맥락 ·················································································129
2. 모델과의 연관성 ····································································130
3. 성찰 ·················································································133
전문적 학습 경험 구축을 위한 RCM의 활용 ·······································134
1. 맥락 ·················································································134
2. 모델과의 연관성 ····································································135
3. 성찰 ·················································································139
RCM 렌즈를 통한 PCK 검사 도구 고찰 ···········································140
1. 맥락 ·················································································140
2. 모델과의 연관성 ····································································143
3. 성찰 ·················································································145
과학 전문적 학습에 대한 연구에서 RCM의 적용 및 시사점 ······················146
1. 맥락 ·················································································146
2. 모델과의 연관성 ····································································146
3. 성찰 ·················································································148
제2부 기존 연구의 재해석
제4장 과학 PCK 연구의 진전을 위한 기존 PCK 모델과 RCM의 조화 ················157
1. 도입 ·················································································159
2. PCK를 파악하기 위한 학습 맥락 강조 ···········································159
3. 교사의 PCK와 실행된 PCK 간 연결의 명시적 시각화 ··························162
4. pPCK와 cPCK의 구별 ·····························································165
5. PCK 발달로의 초점 전환 ··························································167
6. 결론 ·················································································169
제5장 주제 수준에서 과학 교사 PCK 개발을 위한 경로 드러내기 ······················173
1. 도입 ·················································································175
2. 주제-특수적 수준에서 과학의 PCK 설명하기 ····································177
3. 연구 방법 ···········································································181
4. 결과 ·················································································184
5. 논의 및 결론 ·······································································196
제6장 과학 교사의 전문적 역량 개발 ······················································201
1. 도입 ·················································································203
2. 과학 교사의 전문적 역량과 개발 ·················································204
3. 물리 수업을 위한 cPCK 개발에서 CK와 PK의 역할 ····························207
4. 물리 교사의 pPCK와 ePCK 개발에서 cPCK의 역할 ····························210
5. 논의 및 결론 ·······································································217
제7장 학습 연구를 통한 과학 교사 PCK 개발 ············································225
1. 도입 ·················································································227
2. 과학 교사 교육에서의 PCK 연구 ·················································227
3. 교사 학습을 지원하는 학습 연구 ·················································228
4. 과학 교수를 위한 PCK와 학습 연구 ··············································229
5. 학습 연구 과제 설계하기 ··························································231
6. 학습 연구 계획하기 ································································232
7. 학습 연구 과제를 위한 cPCK 정의하기 ··········································232
8. 학습 연구와 cPCK의 연관성 ······················································233
9. 교사의 ePCK 사례 ·································································235
10. ePCK 분석 ········································································236
11. 논의 ················································································244
12. 교사 교육을 위한 과제 설계 ·····················································244
13. ePCK의 관찰 ······································································245
14. PCK 발달 경로 매핑 ·····························································246
15. 결론 ················································································247
부록 1: 학습 연구 과제 지침 ·························································248
제8장 과학 교수에서 ePCK의 복잡성과 교수적 추론을 포착하는 PCK 맵 접근법 ····253
1. 도입 ·················································································255
2. PCK 맵 접근법의 토대가 되는 이론적 틀 ·······································255
3. PCK 맵 접근법의 단계별 절차 ····················································257
4. PCK 맵 접근법을 적용한 두 가지 연구 사례 ····································261
5. RCM의 맥락에서 맵 접근법이 PCK 연구 발전에 기여한 것 ···················265
제3부 과학 교사 PCK 연구의 새로운 접근법
제9장 실질적 자료원을 활용한 예비 과학 교사의 PCK 개발과 개인적 요인의 영향 규명·· 275
1. 도입 ·················································································277
2. 네덜란드 과학 교사 교육 프로그램에서 예비 교사가 겪는 어려움 ·············278
3. 이 장에서는... ······································································280
4. 이론적 배경 ·········································································281
5. 저자의 연구 ·········································································287
6. 교사 교육 프로그램 과제 ··························································288
7. 연구 방법 ···········································································293
8. 자료 수집 ···········································································293
9. 자료 분석 ···········································································293
10. 연구 결과 ··········································································295
11. 결론 ················································································298
제10장 협력적 CoRe 설계를 통한 과학 교사의 pPCK 및 ePCK 발달 ·················305
1. 도입 ·················································································307
2. 맥락 ·················································································307
3. 연구 설계 및 문헌 연구 ···························································309
4. 자료 수집 ···········································································314
5. 자료 분석 ···········································································318
6. 연구 결과 ···········································································320
7. 논의 및 결론 ·······································································330
8. 제한점 ···············································································334
부록 1: ePCK 분석을 위한 루브릭 ··················································336
부록 2: 토니 워킹그룹의 CoRe 기여 ················································338
제11장 과학 교사의 PCK 측정을 위한 그랜드 루브릭 ·····································343
1. 도입 ·················································································345
2. 연구 문제 ···········································································346
3. 연구 방법 ···········································································347
4. 결과 및 논의 ·······································································349
5. 결론 ·················································································366
제12장 수업 실천에서 과학 교사 PCK의 복잡성 톺아보기: ePCK와 pPCK의 관점으로 ··371
1. 도입 ·················································································373
2. pPCK의 본성 ·······································································374
3. ePCK의 본성 ·······································································375
4. pPCK와 ePCK 사이의 관계 ·······················································376
5. 과학 교사들의 행위 중 PCK의 복잡성을 나타내는 경험적 사례 ···············382
6. 교수적 추론: 계획-수행-성찰의 미시적 및 거시적 사이클에서 ePCK와 pPCK의 변환 ··383
7. 계획-수행-성찰의 미시적 사이클에서 ePCK 근사하기 ··························384
8. 결론 ·················································································389
제4부 PCK 연구의 미래
제13장 과학 교육에서 PCK 연구의 미래 전망, 그리고 그 너머 ··························397
1. 도입 ·················································································399
2. 앞 장에서 제시한 연구에 대한 시사점 요약 ·····································400
3. 미래 PCK 연구를 위한 프레임워크 ···············································401
4. 결론 ·················································································410
제14장 커뮤니티(공동체)로서 PCK 연구 발전시키기 ·······································415
1. 도입 ·················································································417
2. PCK 연구 커뮤니티: 1986-2010 ·················································418
3. 제1차 PCK 정상회의: 2012년 10월 미국 콜로라도 스프링스 ··················420
4. 간주곡 1: 초보 연구자의 PCK 여정 ··············································421
5. 제1차 PCK 정상회의를 마치고 ····················································423
6. 제2차 PCK 정상회의: 2016년 12월 네덜란드 라이덴 ···························425
7. 간주곡 2: 선배 연구자의 PCK 여정 ··············································426
8. 제2차 PCK 정상회의를 마치고 ····················································428
9. 영향 및 다음 단계 ·································································429
후기 외부 관점에서의 고려사항 ····························································437
찾아보기 ················································································454
프렌즈 미국 동부(2024~2025)
도서명 : 프렌즈 미국 동부(2024~2025)
저자/출판사 : 이주은 , 한세라, 중앙북스
쪽수 : 512쪽
출판일 : 2024-07-22
ISBN : 9788927813217
정가 : 23000
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미국 동부 여행 준비 & 실전
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국가 기본 정보 | 여행 준비 | 출국, 귀국하기 | 교통 | 숙박 | 식사 | 쇼핑 | 생활 및 응급
지역별 여행 정보
City Guide
뉴욕 New York
Special 20세기 현대 미술의 중심, 뉴욕 현대미술관
Special 맨해튼이 한눈에 보이는 전망대
Special 브로드웨이와 뮤지컬
Special 서구 문명의 교과서, 메트로폴리탄 박물관
Special 뉴요커들의 휴식처 센트럴 파크
Special 자연의 역사를 한눈에, 자연사 박물관
Special 뉴욕의 푸드코트
Special 미국 최고의 커피 in 뉴욕
Special 맨해튼의 루프탑 바 Top 3
보스턴 Boston
Special 교육의 도시 케임브리지
Special 아이비리그 대학 탐방
Special 프로빈스타운과 플리머스
필라델피아 Philadelphia
볼티모어 Baltimore
워싱턴 DC Washington D.C.
Special 세계를 움직이는 미연방 기관들
Special 위대한 희생의 발자취를 따라서
Special 히스토릭 트라이앵글 : 윌리엄스버그 | 제임스타운 | 요크타운
워싱턴 DC 근교 : 알렉산드리아 | 리치먼드
나이아가라 폴스 Niagara Falls
Special 꼭 맛봐야 할 아이스와인
시카고 Chicago
Special 시카고 여행의 필수 코스, 건축 크루즈
Special 시카고 워킹 투어
Special 시카고의 루프탑 바 & 레스토랑
애틀랜타 Atlanta
올랜도 Orlando
Special 디즈니 월드 예약 팁
Special 해리포터 팬들이 열광하는 유니버설 올랜도
Special 케네디 스페이스 센터
올랜도 근교 : 세인트 어거스틴
마이애미 Miami
마이애미 근교 : 포트 로더데일 | 팜비치 | 에버글레이즈 국립공원 | 키 웨스트
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