과학 수업에 과학사를 도입하자는 주장은 과학 지식과 과학적 방법의 이해, 과학의 본성에 대한 고찰, 과학과 사회와의 상호작용의 이해 등의 필요성에 따라 지속적으로 강조되어 왔다. 통합 과학 교육의 중요성이 강조되고 있는 오늘날, 과학사는 통합 과학 교육의 방안으로도 효과적이다. 이러한 배경 속에서 본 연구에서는 과학사를 과학 교육에 활용한 연구들을 분석하고 이를 토대로 통합 과학 주제로서 과학사를 활용할 수 있는 내용을 선정해 과학사 수업을 개발했다. 본 연구에서는 통합 과학의 주제로서의 과학사 수업의 개발을 위해 '지구의 연령'을 주제로 선정했다. 중 고등학생들을 대상으로 한 시범 적용 결과, 학생들은 수업을 긍정적으로 평가했다.

The purpose of the study is to provide meaningful suggestions according to the theoretical backgrounds and the scholastic characteristics and the present status of earth science education as a field of subject lesson education. Based on the results presented, the following are the conclusions and suggestions of this study. 1. Based on the scholastic characteristics, earth science plays a role as a subject content education, and earth science education functions a leading part as a subject lesson education. Accordingly, this might be an essential field for training earth science teacher with education. 2. It is thought that the educational goals of the department of earthscience education might be trained to be in an earth science educator rather than earth scientist or natural scientist. 3. It is thought that the solid background to the subject contents is essential for becoming earth science teacher. For the reason, the curriculum for training earth science teachers needs to be reformed to what extent like the criterion of the department of natural science. If it is really in a difficult matter, it might be effective for training earth science teacher to take the course work of science content related in the department of natural science under the equal circumstances. 4. It is considered that the curriculum of the department of earth science education might be organized according to the integrated subject lesson education rather than separate subject content education. 5. It is thought that the suggestions presented above will be accepted as the real worth of teacher training school and its pursuing goals are recognized as it is.

This study investigated the effects of variations in the kinetic structure on the science knowledge acquisition and analyzed the kinetic structure of a sience classroom communication. According to the rationale of the kinetic structure theory, a communication with high structure would facilitate greater knowledge acquisition than that with low structure. To testify that hypothesis, a modified non-equivalent pretest-posttest control group design was used. Four classes(8th grade), two classes for each sex, were selected. On the topic of 'Moon and Macs', two tape-recorded lessons differing in the kinetic structure were developed. Each lessons played 14 minutes long. One of them was high structure(B￣₁ = 0.48) and the other was low structure(B￣₁ = 0.19). The results showed that the students with high structure lesson achieved greater than those with low structure lesson(F = 7.03, p $lt; .01). But when the results were analyzed by sex, only boy students' achievement showed a significant difference between low and high structure groups(F = 9.54, p $lt;.01). The results of this study suggest that a high structure communication will facilitate the science learning in the case of boy students. On the other hand, an actual classroom communication on the topic of `Moon and planets' was tape-recorded from a middle school science class(9th grade) and lasted 45 minutes long. It was analyzed by Anderson's and Kim's methods of the kinetic structure analysis. The grand mean fundamental coefficient of the whole communication was 0.20, and the grand mean weighted coefficient was 0.84. This communication showed high mean progression density(D￣s= 0.88 with (NAC)￣=1.14). Thus, in general, this verbal communication had low structure and high progression. Therefore, it can be concluded that this classroom communication will give the students some difficulties in their learning.