물리교육학의 학문적 성격에 대한 연구

Abstract

The characteristics of physics education (research, international trends, and the role of physics education) are studied through this article. As an introduction, the major differences between the nature of the physics studies and the nature of the physics education studies are clarified: (l) The physics is the study of science knowledge itself. (2) The physics education is to lay emphasis on the reorganization of the physics knowledges not only to meet the needs of the sutdents of various levels but also to facilitate the learning process of the students. A suggestion is offered for models to explain these characteristics of the physics education. One of the models puts the four different areas of the studies of the physics education through a solid sphere: (l) Physics dimension, (2) Psychology dimension, (3) Philosophy dimension and (4) Practice dimension. The studies of physics education is to fulfill these four different dimensions more densely. Resource materials are collected and processed to introduce the area of physics education from a broad perspective: (1) Curricula to award doctoral degrees of science education mainly in the USA education systems. (2) Research topics for the doctoral degrees awarded to the Korean science education scholars (3) Statistics to show the area where the 900 graduates of the physics education departments in the past are currently working: The statstics shows that half of the graduates directly work in the area of secondary school science education.