과학교사의 연구역량 향상을 위한 연구초보자의 전문화과정 모방 교사연수 프로그램 개발 및 적용
Building a teacher training program that mimics novice scientists’ expertization for improving science teachers’ research capacity
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
이 연구의 목적은 자유탐구 또는 R&E를 지도하는 과학교사의 연구역량 향상을 위한 교사연수 프로그램을 개발하고 적용하는 것이다. 프로그램 개발 과정은 Dick & Carey Model에 기반하였고, 연구초보자인 과학도가 과학자로서 전문화되어가는 과정을 모방하였다. 교사들이 연구 환경의 맥락을 파악하는 것부터 시행착오와 성공경험이 포함된 과학 탐구 과정을 경험하도록 도움으로써 이들의 연구역량을 향상하고자 하였다. 과학 탐구의 경험이 없고 탐구지도에 대한 효능감이 낮은 교사들이 자유탐구하는 학생들을 안내할 수 있는 수준이 되는 것을 목표로 하였다. 교사들이 길러야 할 네 가지 연구역량으로 연구맥락 파악능력, 연구문제 설정능력, 과학탐구능력 그리고 발표능력을 설정하였다. 교사들이 각 역량의 하위 기능을 개발할 수 있도록 교육전략은 과학탐구 실습과 이에 대한 과학자의 멘토링을 기반으로 하였다. 개발된 45시간의 교사연수 프로그램을 8명의 과학교사에게 시험 적용한 결과, 교사들은 이 프로그램을 통하여 연구역량이 향상되었다고 보고하였다. 또한 이들은 이 프로그램을 통하여 과학 탐구 지도에 대한 자신감을 획득하였다고 응답하였다. 이 프로그램은 향후 현장 교사의 재교육 프로그램으로서 뿐 아니라 예비 과학교사 교육 프로그램으로서도 활용 가능할 것으로 예상된다.
Abstract
The purpose of this study is to develop a teacher training program to improve the research capacity of science teachers handling inquiry-based science classes like the free inquiry and the R&E program. The program development process is based on the Dick & Carey Model and mimics the process of becoming scientists. Teachers try to improve their research capacity by experiencing the scientific inquiry process including trial and error and their own successes from beginning to end. It targets teachers with no or has a few experiences in scientific inquiry and with low efficacy in guiding students. The four research capacities that teachers should earn from this program are the ability to grasp the research context, the ability to set research questions, the ability to do scientific inquiry, and the ability to present inquiry results. The strategy of the training is to provide the teachers with the opportunity to practice authentic science research and be mentored by scientists to help them develop sub-skills of each capacity. The training program takes 45 hours and during this given time, each teacher can conduct a single scientific study from start to finish, that is, from making the research question to the presentation of the results. After the teacher training program, all eight science teachers participated in the pilot test reported that their research capacity was improved. They also responded that they gained confidence in guiding the students in the scientific inquiry. This program is expected to be used not only as a re-education program for in-service teachers but also as a pre-service training program.
참고문헌 (37)
- 교육부, "과학과 교육과정 각론", 교육부 제 2015-74호, ~ (2015)
- 박희제, "대학원생들의 실험실 경험과 과학자 되기 - 암묵지와 과학자사회 규범의 전수 -", 담론201, 13(2), pp.65~91 (2010), 한국사회역사학회[DOI]
- 백인영, "연구 참여 경험을 통한 과학 교사의 전문성 발달 과정 탐색", 한국과학교육학회지, 31(5), pp.663~679 (2011), 한국과학교육학회
- 진순희, "과학 탐구에 대한 초등 교사들의 지도 경험", 초등과학교육, 26(2), pp.181~191 (2007), 한국초등과학교육학회
- 김희경, "2007년 개정 과학과 교육과정의 ‘자유탐구’에 대한 중등과학교사의 인식", 중등교육연구, 58(3), pp.213~235 (2010), 사범대학부속중등교육연구소[DOI]
- 오창호, "과학자와의 파트너십을 활용한 과학고 교사 전문성 신장 프로그램 탐색", 과학교육연구지, 34(2), pp.211~224 (2010), 과학교육연구소[DOI]
- 심재호, "2007년 개정 과학과 교육과정의 주요 내용의 실행에 관한 과학 교사의 인식", 한국과학교육학회지, 30(1), pp.140~156 (2010), 한국과학교육학회
- Anderson RD, "Reforming science teaching : What research says about inquiry", Journal of Science Teacher Education, 13(1), pp.1~12 (2002)
- Austin AE, "Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship", New Directions for Institutional Research, (129), pp.51~65 (2006)
- Bell J, "Doing Your Research Project: A Guide for First-time Researchers" (2014), McGraw-Hill Education
- Bucher R, "Becoming Professional. Vol 46" (1977), Sage
- Coburn A, "An inquiry primer", Science Scope, 3, pp.42~44 (2000)
- Collins HM, "Changing Order: Replication and Induction in Scientific Practice" (1985), Sage
- Crawford B, "Embracing the essence of inquiry : New roles for science teachers", Journal of Research in Science Teaching, 44(4), pp.916~937 (2000)
- Davis KS, ""Change is hard" : What science teachers are telling us about reform and teacher learning of innovative practices", Science Education, 87, pp.3~30 (2003)
- Delamont S, "Doctoring uncertainty: Mastering craft knowledge", Social Studies of Science, 31(1), pp.87~107 (2001)
- Drane D, "The gateway science workshop program : Enhancing student performance and retention in the sciences through peer-facilitated discussion", Journal of Science Education and Technology, 14(3), pp.337~352 (2005)
- Dresner M, "Teacher research experiences, partnerships with scientists, and teacher networks sustaining factors from professional development", Journal of Science Teacher Education, 17(1), pp.1~14 (2017)
- Dick W, "The Dick and Carey model : Will it survive the decade?", Educational Technology Research and Development, 44(3), pp.55~63 (1996)
- Feldman A, "Becoming researchers : The participation of undergraduate and graduate students in scientific research groups", Science Education, 97(2), pp.218~243 (2013)
- Feldman A, "Research education of new scientists : Implications for science teacher education", Journal of Research in Science Teaching :, 46(4), pp.442~459 (2009)
- Hake RR, "Interactive-engagement versus traditional methods : A six-thousand-student survey of mechanics test data for introductory physics courses", American Journal of Physics, 66(1), pp.64~74 (1998)
- Harrison M, "Classroom-based science research at the introductory level : Changes in career choices and attitude", CBE-Life Sciences Education, 10(3), pp.279~286 (2011)
- Hunter AB, "Becoming a scientist : The role of undergraduate research in students’cognitive, personal, and professional development", Science Education, 91(1), pp.36~74 (2007)
- Jeanpierre B, "Characteristics of professional development that effect change in secondary science teachers’ classroom practices", Journal of Research in Science Teaching, 42(6), pp.668~690 (2005)
- Koomen MH, "Science professional development with teachers : Nurturing the scientist within", Electronic Journal of Science Education, 18(6), pp.1~28 (2014)
- Liefner I, "Academic capabilities in developing countries-A conceptual framework with empirical illustrations from Thailand", Research Policy, 37(2), pp.276~293 (2008)
- Pickering C, "The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers", Higher Education Research &Development, 33(3), pp.534~548 (2014)
- Pickering C, "Publishing not perishing: How research students transition from novice to knowledgeable using systematic quantitative literature reviews", Studies in Higher Education, 40(10), pp.1756~1769 (2015)
- Segrott J, "Challenges and strategies in developing nursing research capacity : A review of the literature", International Journal of Nursing Studies, 43(5), pp.637~651 (2006)
- Supovitz JA, "The effects of professional development on science teaching practices and classroom culture", Journal of Research in Science Teaching, 37, pp.963~980 (2000)
- Strauss AL, "Inquiry 101 : Thinking like a scientist" (2012), University of Minnesota Extension
- Thiry H, "What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates", The Journal of Higher Education, 82(4), pp.357~388 (2011)
- Wenger E, "Communities of practice", Communities, 22(5), pp.1~5 (2009)
- Windschitl M, "Framing constructivism in practice as the negotiation of dilemmas : An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers", Review of Educational Research, 72(2), pp.131~175 (2002)
- Windschitl M, "Folk theories of"inquiry : "How preservice teachers reproduce the discourse and practices of an atheoretical scientific method", Journal of Research in Science Teaching, 41(5), pp.481~512 (2004)
- Zacharia Z, "Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics", Journal of Research in Science Teaching, 40(8), pp.792~823 (2003)