머리말 / 3제1장 과학의 본성 ··················································································91. 자연과학적 태도와 과학 방법론의 역사 ···············································14가. 자연과학적 태도 ······································································15나. 과학 방법론의 역사 ···································································212. 과학(지식)의 구성요소 ···································································23가. 가설 ····················································································23나. 가설 도출 방법 ·······································································25다. 가설에서 법칙으로 ····································································26라. 법칙과 이론 그리고 원리 ····························································283. 과학의 본성(NOS) ········································································30가. 과학소양 교육과 NOS 교육 ·························································30나. 과학교육에서 NOS 개념의 변천 ·····················································334. 과학의 본성 교육 ·········································································48가. 기능적 과학소양 교육 ································································49나. 과학사회학의 STS vs. 교육과정의 STS ·············································50다. STS 교육에서 SSI 교육으로 ·························································53라. 사회ㆍ과학적 쟁점(SSI)을 활용한 NOS 교육 ·······································53마. 총체적 NOS 모델의 필요성 ·························································56제2장 과학탐구와 과학철학의 이해 ··························································591. 과학탐구 ···················································································62가. 귀납적 탐구 ···········································································63나. 연역적 탐구 ···········································································68다. 귀추적 탐구 ···········································································71라. 가설연역적 탐구 ······································································742. 과학철학: 실증주의에서 후기실증주의로 ···············································77가. 과학철학의 변천: 역사주의 과학철학 ················································77나. 전통적 과학관에 대한 도전: 실증주의 그 이후 ·····································873. 과학철학자들 ··············································································93가. 논리실증주의의 소박한 귀납주의 과학철학 ·········································93나. 포퍼의 비판적 합리주의 ······························································96다. 라카토스의 세련된 반증주의 ························································102라. 쿤의 과학혁명의 구조 ·······························································108마. 파이어아벤트의 사회적 구성주의와 과학의 변화 ··································119제3장 과학 교수학습 이론 ····································································1271. 행동주의와 인지주의의 갈림길에서 바라본 학습 ····································129가. 가녜의 학습이론 ·····································································129나. 톨만의 학습이론 ·····································································1342. 인지주의의 관점에서 바라본 학습 ·····················································136가. 인지발달 연구들이 상정하고 있는 학습자 이미지 ·································136나. 피아제의 인지발달 이론 이전의 이론들 ············································138다. 피아제의 학습이론 ···································································142라. 신(新)피아제주의 ·····································································155마. 브루너의 학습이론 ···································································169바. 오수벨의 학습이론 ···································································1803. 사회문화적 구성주의 학습이론 ························································204가. 생각과 말 ············································································206나. 내면화 ················································································209다. 근접발달영역 ·········································································211라. 인지적 도제학습 이론 ·······························································216마. 학습공동체에서의 상황학습: 사회적 학습이론 ·····································224바. 뇌과학과 학습 ········································································2354. 개념 학습이론 ···········································································239가. 개념변화 인식론 ·····································································239나. 개념변화 학습이론 ···································································241다. 학생들의 직관적 개념 ·······························································244라. 직관적 개념을 밝히는 진단평가 ····················································249마. 수정된 개념변화 이론 ·······························································257제4장 과학 교수학습 모형과 방법 ··························································2631. 과학 교수학습 모형 ·····································································266가. 발견학습 모형 ········································································266나. 가설검증 탐구학습 모형 ·····························································269다. 순환학습 모형 ········································································271라. 개념학습 모형 ·······························································································282마. STS 수업모형 ········································································2932. 과학 교수학습 방법 및 전략 ···························································295가. 협력적 모둠 활동(협동학습) ·························································295나. 문제 중심 학습 ······································································305다. 과학글쓰기와 논술 ···································································312라. 질문법 ················································································337마. 비유 ··················································································349바. 모형, 모델 ············································································356제5장 과학 교육평가 ············································································3691. 교육평가의 종류와 수업 ································································371가. 목적에 따른 평가와 수업 ···························································371나. 원점수 해석에 따른 평가와 수업 ···················································3802. 평가 문항의 종류 ·······································································384가. 지필평가 ··············································································384나. 수행평가 ··············································································3923. 평가의 설계 ··············································································397가. 평가 설계 과정 ······································································397나. 출제 계획표 ··········································································401다. 내용 영역 및 평가 목표 ····························································402라. 행동 영역 ············································································404마. 예상 정답률 ··········································································407바. 채점기준 ··············································································4094. 과정중심 평가 ···········································································411가. 2015 개정 과학과 교육과정의 특징 ···············································411나. 수행평가와 과정중심 평가 ··························································419다. 과정중심 평가와 수업 ·······························································423라. 과정중심 평가에서 학생 성장의 기록 ··············································426참고문헌 ··················································································429찾아보기 ··················································································444