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이 책에는 과학교육의 이론적 배경, 각 이론적 배경이 과학교육의 여러 측면에 던져주는 시사점에 관하여 기술하고, 그 시사점에 따라 과학교육 이론을 실제에 적용하는 방법이 예시되어 있다. 이 책은 기존의 『과학교육론』의 내용과 『과학 교재연구 및 지도법』의 내용을 통합한 것이다. 과학교육학 이론을 적용하는 방법의 예시에는 대부분 2015 개정 과학과 교육과정의 내용이 반영되어 있다. 이 책의 내용은 구체적으로 다음과 같이 여덟 장으로 조직하였다.
제1장 과학철학: 과학교육에 영향을 미친 전통적 과학철학과 현대의 과학철학
제2장 과학의 본성: 과학의 본성, 과학지식, 과학적 방법, 과학사회, 과학윤리의 특성
제3장 학습심리학과 과학교육: 급진적 구성주의, 그에 이론적 배경을 둔 학습이론
제4장 과학 교육과정: 과학 교육과정의 의미와 목적, 과학교육 사상과 그에 따른 교육과정의 변천, 과학 교육과정 개발 모형
제5장 과학 교수ㆍ학습 모형: 구성주의에 따른 순환학습 모형, 개념변화 모형, 생성학습 모형, POE 모형, 발견학습 모형
제6장 과학 교수ㆍ학습 전략: 구성주의에 따른 과학 교수ㆍ학습 방법
제7장 과학 교수ㆍ학습의 계획과 평가: 과학 교수ㆍ학습 계획, 과학교육 평가
제8장 과학교사 교육과 재교육: 과학교사의 전문성, 과학교사 양성 및 연수

머리말 / 3

제1장 과학철학 ···············································································13
1. 철학의 대상 및 영역과 과학교육학의 관계 ······································15
1) 철학의 대상과 영역 ······························································15
2) 진술의 진리 판단 ································································19
3) 철학이 과학교육에 미친 영향 ···················································21
2. 전통적 과학철학과 과학적 방법 ···················································22
1) 경험주의와 귀납적 방법 ·························································24
2) 이성주의와 연역적 방법 ·························································28
3) 실증주의와 조작주의 및 환원주의 ··············································30
4) 반증주의와 가설-연역적 방법 및 귀추법 ·······································36
5) 과학적 방법에 따른 과학 교수ㆍ학습 ···········································42
3. 현대 과학철학과 구성주의 ·························································46
1) 쿤의 패러다임과 과학혁명 ·······················································46
2) 라카토스의 연구프로그램과 과학의 분화 ·······································50
3) 라우든의 연구전통과 과학의 발달 ··············································53
4) 사회적 구성주의와 지식사회학 및 과학사회학 ·································56
5) 구성주의에 따른 과학 교수ㆍ학습 ··············································58
4. 과학철학과 과학지식의 발달 모형 ················································62
1) 누가적 모형 ·······································································62
2) 진화적 모형 ·······································································63
3) 격변적 모형 ·······································································64
4) 점진적 모형 ·······································································65

제2장 과학의 본성 ···········································································67
1. 과학의 구성과 발달 ·································································69
1) 과학의 정의와 목적 ······························································69
2) 과학의 발달 ·······································································84
3) 과학의 분류와 자연과학 ·························································93
2. 과학지식 ··············································································96
1) 과학지식의 의미와 출처 ·························································96
2) 과학지식의 종류 ·································································101
3) 과학지식의 구성요소 ····························································104
4) 과학지식의 교수ㆍ학습 ·························································112
3. 과학적 탐구와 과학공학 실행 ····················································119
1) 과학적 사고와 사고실험 ························································120
2) 과학적 탐구 과정과 활동 ·······················································129
3) 과학공학 실행 ···································································165
4. 과학 사회와 과학 윤리 ····························································175
1) 과학-기술-사회(STS) ····························································175
2) 사회과학 쟁점(SSI) ······························································186
3) 과학의 윤리 ·····································································190

제3장 학습심리학과 과학교육 ···························································199
1. 급진적 구성주의와 교수ㆍ학습 ···················································201
1) 급진적 구성주의의 대두 배경 ··················································201
2) 급진적 구성주의의 특성과 종류 ···············································202
3) 급진적 구성주의가 과학교육에 미친 영향과 비판 ····························204
2. 피아제의 지능발달 이론과 교수ㆍ학습 ··········································206
1) 지능발달 이론의 개념과 한계 ··················································207
2) 지능발달 단계 ···································································211
3) 지능발달에 영향을 미치는 요인 ···············································215
4) 지능발달 이론의 적용 ··························································216
3. 오수벨의 유의미수용학습 이론과 교수ㆍ학습 ···································219
1) 학습 형태의 종류 ·······························································219
2) 유의미수용학습의 종류 ·························································220
3) 유의미학습의 조건 ······························································221
4) 동화설과 명제학습의 종류 ······················································223
5) 유의미학습 이론의 적용 ························································225
4. 사회문화적 이론과 교수ㆍ학습 ···················································231
1) 사회문화적 이론의 대두와 특성 ···············································231
2) 근접발달영역 ····································································233
3) 사회문화적 이론과 과학교육 ···················································233
5. 브루너의 수업 이론과 교수ㆍ학습 ···············································235
1) 학습의욕 ·········································································235
2) 지식의 구조 ·····································································236
3) 계열 ··············································································238
4) 수업 이론의 특성과 과학교육 적용 ············································239
6. 대체적 개념틀 이론과 교수ㆍ학습 ···············································241
1) 대체적 개념틀 이론의 대두 ····················································242
2) 대체적 개념틀의 기원과 분석 방법 ············································244
3) 분야별 중요한 대체적 개념 ····················································246

제4장 과학 교육과정 ·······································································259
1. 과학교육의 의미와 목적 ···························································261
1) 과학교육의 의미 ·································································261
2) 과학교육의 필요성과 정당화 ···················································262
3) 과학교육의 이념ㆍ목적ㆍ목표의 특성과 진술 ·································265
2. 과학 교육과정의 의미와 특성 ····················································280
1) 과학 교육과정의 의미 ··························································281
2) 과학 교육과정의 유형 ··························································283
3) 과학 교육과정의 운영 형식 ····················································287
3. 과학교육 사상과 과학 교육과정 ··················································291
1) 과학교육 사상 ···································································291
2) 과학 교육과정의 변천 ··························································296
3) 2015 개정 과학과 교육과정 ···················································300
4. 과학 교육과정의 개발 ·····························································307
1) 교육과정 설계 방법 ·····························································307
2) 교육과정 개발 모형 ·····························································309
3) 과학 교육과정 내용의 선정과 조직 ············································312

제5장 과학 교수ㆍ학습 모형 ····························································323
1. 순환학습 모형 ······································································325
1) 순환학습 모형의 특징 및 이론적 배경 ········································325
2) 순환학습 모형의 절차와 방법 ··················································331
3) 순환학습 모형의 적용과 예시 ··················································335
2. 개념변화 과학 교수ㆍ학습 모형 ··················································341
1) 개념변화 모형의 이론적 배경 및 특징 ········································341
2) 드라이버의 대체적 개념틀 교환 모형 ·········································352
3. 생성학습 모형 ······································································356
1) 생성학습 모형의 특징 ··························································356
2) 생성학습 모형의 절차와 방법 ··················································357
3) 생성학습 모형의 적용 ··························································359
4. POE 모형 ··········································································361
1) POE 모형의 특징 ·······························································361
2) POE 모형의 방법과 절차 ······················································361
3) POE 모형의 적용 ·······························································363
5. 발견학습 모형 ······································································366
1) 발견학습 모형의 특징과 이론적 배경 ·········································366
2) 발견학습 모형의 절차와 방법 ··················································367
3) 발견학습 모형의 적용 ··························································369

제6장 과학 교수ㆍ학습 전략 ····························································373
1. 강의 ·················································································375
1) 강의의 특성과 한계 ·····························································375
2) 강의의 형식 ·····································································376
3) 강의의 과정과 전략 ·····························································377
2. 질문 ·················································································378
1) 질문의 기능과 필요성 ··························································379
2) 질문의 종류 ·····································································380
3) 질문 교수ㆍ학습 ·································································382
3. 토론 ·················································································383
1) 토론의 의미와 기능 ·····························································384
2) 토론 교수ㆍ학습의 종류 ························································385
3) 토론 교수ㆍ학습의 목적과 절차 ················································386
4. 비유 ·················································································387
1) 비유의 의미와 필요성 ··························································387
2) 비유 교수ㆍ학습 모형 ··························································388
3) 비유 교수ㆍ학습 예시 ··························································389
5. 개념도 ···············································································392
1) 개념도의 의미와 특징 ··························································393
2) 개념도의 작성과 평가 ··························································394
6. 인식론적 V ·········································································397
1) V도의 의미와 특징 ·····························································397
2) V도 작성 ········································································398
3) V도 평가 ········································································400
7. 협동학습 ············································································402
1) 협동학습의 의미와 기능 ························································403
2) 협동학습의 이론적 배경 ························································404
3) 협동학습의 종류와 방법 ························································404
8. 시범실험 ············································································410
1) 시범실험의 의미와 필요성 ······················································410
2) 시범실험의 기능과 특성 ························································412
3) 시범실험의 방법 ·································································413
9. 실험실 실험 ········································································414
1) 실험실 실험의 의미와 특성 ····················································414
2) 실험실 실험의 목적과 역할 ····················································415
3) 실험실 실험 기술 ·······························································417
4) 실험실 실험의 종류 ·····························································417
10. 현장실습 ···········································································420
1) 현장실습의 목적과 필요성 ······················································420
2) 현장실습의 계획과 장소 ························································421
3) 현장실습의 안전 ·································································423
11. 역할놀이 ···········································································424
1) 역할놀이의 가치와 목적 ························································424
2) 역할놀이의 형식과 전략 ························································425
3) 역할놀이의 교수ㆍ학습 단계와 주제 ···········································425
12. 개별화 교수ㆍ학습 ·······························································426
1) 개인차와 개별화 교수ㆍ학습 ···················································427
2) 영재 교육 ········································································428
3) 장애자 교육 ·····································································429
4) 성차와 과학교육 ·································································430

제7장 과학 교수ㆍ학습의 계획과 평가 ··············································431
1. 과학 교수ㆍ학습 계획 ·····························································433
1) 과학 교과 계획 ··································································433
2) 과학 단원 계획 ··································································436
3) 과학 교수ㆍ학습 과정안 ························································441
2. 과학 교수ㆍ학습 평가 ·····························································450
1) 과학교육 평가와 교수ㆍ학습ㆍ수업의 관계 ····································451
2) 과학교육 평가 틀과 영역 ·······················································452
3) 수행평가 ·········································································462
3. 컴퓨터를 이용한 과학 교수ㆍ학습 평가 ·········································485
1) 컴퓨터를 이용한 과학교육 평가의 이론적 배경 ······························486
2) 컴퓨터를 활용한 선택형 평가 ··················································487
3) 컴퓨터를 활용한 서술형 평가 ··················································488
4) 컴퓨터를 이용한 과학교육 평가의 효과와 제한점 ····························490

제8장 과학교사 교육과 재교육 ·························································493
1. 교직과 과학교사의 전문성 ························································495
1) 교직의 의미와 교직관 ··························································495
2) 과학교사의 역할ㆍ자질ㆍ상의 의미와 관계 ····································496
3) 과학교사 전문성-PCK 모형 ····················································498
2. 과학교사 양성ㆍ자격ㆍ신규채용 ··················································499
1) 과학교사의 양성 ·································································499
2) 과학교사의 자격 ·································································500
3) 과학교사의 신규채용 ····························································502
3. 과학교사 현직교육 ·································································503
1) 현직교육의 필요성과 목적 ······················································503
2) 과학교사 연수의 종류와 기관 ··················································503
3) 과학교사 연수 ···································································505
4) 과학교사 연구 대회 ·····························································506
5) 과학교사 연구 보고서 작성 및 발표 ···········································511

참고문헌 ················································································517
찾아보기 ················································································537