디지털 시대에서 초등학교 고경력 과학 전담 교사의 교육 경험에 대한 내러티브 연구

Abstract

Understanding the experiences of highly experienced science teachers who may be less familiar with digital devices is crucial in the rapidly changing field of elementary education as it transitions into digital learning environments. This study employed the narrative inquiry method to conduct an in-depth exploration of the educational experiences of a highly experienced elementary school science teacher in a digital learning environment. The participant exerted effort to improve and overcome personal shortcomings in the digital learning environment by spending vacations or weekends at school to learn to use digital devices and noted that various video resources were helpful in this process. The digitalized school environment enhanced convenience in preparing and conducting science classes; paradoxically, however, it also required additional preparation and effort in certain aspects. In particular, differences in digital competency among students made conducting science classes challenging for the participant. The teacher believed that fostering inquiry skills and logical thinking among students in science classes remains important despite the shift to digital learning environments, and that hands-on experimental activities should continue to be emphasized. Furthermore, the participant recognized that effective science classes in digital learning environments should be student-centered, and various forms of support from the home and community are necessary for this mode of learning. Based on these results, the implications for science education were discussed.