초등학교 교사의 과학 실험실 활용 수업 실태와 인식 분석, 그리고 증진 방안 탐색

Abstract

Science education has been developed to emphasize an inquiry and an experiment rather than theory oriented learning. To support the trend, the laboratory has been installed in a school and modernized continuously. It was investigated and analyzed 163 elementary school teachers’ utilization and perceptions on a laboratory and its enhancement plans. The questionnaire was composed of questions on the real state and following opinions on the state, which was analyzed by calculating responded frequency and ratio. About 80 % of the respondents conducts experimental classes and about 8 % of them utilized a laboratory more than one hour a week. About 58 % regards that the frequency of experimental class is enough and about 40 % does that the frequency of the use of laboratory is enough. The laboratory was frequently used for the experiment on the matter, motion and energy but utilization of the laboratory was considerably declined for the classes on life science, the earth and universe. Many respondents thought that utilization of laboratory is more effective than a normal classroom in the respect of learning environment, student participation rate, motivation, and inquiry ability improvement, but the effect to formation of scientific concept was indistinguishable in both cases. To improve the utilization of laboratory, teachers suggested hiring of science specialized teacher or assistant teacher, budget increase for experimental supplies, replacement of old equipment, preparation of personal protective equipment, alteration of arrangement of experiments in the textbook. Furthermore, it was proposed how to improve utilization of laboratory in the position of education authority, school administrator, and teacher, respectively.