학생들의 과학긍정경험에 영향을 주는 과학교육 선도학교 특성에 대한 질적 탐구
Qualitative Inquiry of Features of Science Education Leading Schools on Students’ Positive Experiences about Science
2
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the influences of science leading schools on primary and middle school students’ positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student’s PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students’ interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers’ continuous professional development, etc.
Abstract
The purpose of this study is to investigate the influences of science leading schools on primary and middle school students’ positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student’s PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students’ interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers’ continuous professional development, etc.
참고문헌 (32)
- 강훈식, "과학선도학교 사업이 학생의 과학긍정경험에 미치는 영향및 관련 교육과정 요소에 대한 교사의 인식", 한국과학교육학회지, 39(2), pp.279~293 (2019), 한국과학교육학회[DOI]
- OECD 국제학업성취도 평가 연구 : PISA 2015 결과 심층 분석 보고서, "구자옥", 한국교육과정평가원, ~, pp.한국교육과정평가원 연구보고 RRE 2017-9 (2017)
- 곽영순, "TIMSS 2015 상위국 8학년 과학성취에 미치는 교육맥락변인의 영향력 분석", 과학교육연구지, 42(1), pp.66~79 (2018), 과학교육연구소[DOI]
- 곽영순, "핵심역량과 융합교육에 초점을 둔 과학과 교육과정 개선방향 연구", 한국과학교육학회지, 34(3), pp.321~330 (2014), 한국과학교육학회[DOI]
- 김현경, "2015 개정 과학과 교육과정의 학교 현장 적용에 대한 고등학교 교사들의 인식", 학습자중심교과교육연구, 18(10), pp.565~588 (2018), 학습자중심교과교육학회[DOI]
- 김혜숙, "PISA 2012 수학 교과의 정의적 성취에 영향을 미치는 학교 특성 분석", 교육평가연구, 27(5), pp.1311~1335 (2014), 한국교육평가학회
- 김희경, "과학 긍정경험 구성 변인 간의 구조방정식 모형에 관한 연구", 한국과학교육학회지, 37(3), pp.507~521 (2017), 한국과학교육학회[DOI]
- 문주영, "과학중심 STEAM 프로그램이 과학긍정 경험에 미치는 효과: 초등학교 과학 “지구와 달” 단원을 중심으로", 과학교육연구지, 42(2), pp.214~229 (2018), 과학교육연구소[DOI]
- 박현정, "과학 수업에서의 탐구 활동 및 교사 피드백에 대한 학생 인식 유형: 학생-학교수준 영향요인 및 정의적 특성 분석", 교육평가연구, 31(3), pp.557~582 (2018), 한국교육평가학회[DOI]
- 배주현, "학생이 지각한 수업환경, 수업 및 평가실제와 정의적 성취와의 관계: PISA 2015 과학 자료", 교육과정평가연구, 21(3), pp.131~154 (2018), 한국교육과정평가원[DOI]
- 초․중․고 과학실 실태분석 및 교구 확보 지원 연구 : 최종보고서, "손정우", 한국과학창의재단, ~ (2017)
- 신영준, "과학관련 정의적 영역 검사도구에 대한 조사 연구", 생물교육, 45(1), pp.41~54 (2017), 한국생물교육학회[DOI]
- 학생참여형 과학수업 효과성 분석을 통한 학생의 정의적 태도 향상 방안 연구, "신영준", 한국과학창의재단, ~, pp.한국과학창의재단 보고서 BD19020011 (2018)
- 신영준, "과학긍정경험 지표 검사를 위한 도구 개발 연구", 한국과학교육학회지, 37(2), pp.335~346 (2017), 한국과학교육학회[DOI]
- 심재호, "2007년 개정 과학과 교육과정의 주요 내용의 실행에 관한 과학 교사의 인식", 한국과학교육학회지, 30(1), pp.140~156 (2010), 한국과학교육학회
- 양현경, "중학생의 학생 참여형 과학 수업에 대한태도가 수업만족도를 매개하여 학업성취도에 미치는영향", 석사, pp.2018
- 이기영, "교사 지식의 관점에서 학생들이 인식하는 과학 교사 효과성 요인 분석", 한국과학교육학회지, 34(7), pp.625~634 (2014), 한국과학교육학회[DOI]
- 이여빈, "게이미피케이션 요소를 적용한 ‘사이언스 레벨 업’ 과학 수업이 과학긍정경험에 미치는 효과", 생물교육, 47(1), pp.97~106 (2019), 한국생물교육학회[DOI]
- 이현숙, "다층 구조방정식모형을 활용한 교육 맥락변인과 학업성취도의 관계 분석", 교육평가연구, 26(2), pp.477~506 (2013), 한국교육평가학회
- 정영희, "과학중점고등학교 담당교사들의 반성적 실천경험에 관한 질적 사례연구", 교원교육, 31(2), pp.315~351 (2015), 교육연구원[DOI]
- 주철안, "학교조직 특성이 학생의 학업성취와 정의적 성장에 미치는 효과분석: 학교조직 진단 영역 중심으로", 아시아교육연구, 13(2), pp.57~80 (2012), 교육연구소[DOI]
- 하민수, "과학교사들의 2009 개정 교육과정 융합형 ‘과학’ 수용에 관한 인과 모델 연구", 한국과학교육학회지, 34(3), pp.235~246 (2014), 한국과학교육학회[DOI]
- Barnett, J., "Pedagogical context knowledge : Toward a fuller understanding of what good science teachers know", Science Education, 85(4), pp.426~453 (2001)
- Buaraphan, K., "Pathway of pedagogical content knowledge development in the preservice physics teachers in the physics methods course", Proceeding of the National Association for Research in Science Teaching (NARST) Conference (2006)
- Carmi, M., "Pedagogical content knowledge and concerns of chemistry teachers implementing a case-based computerized laboratory", Proceeding of the National Association for Research in Science Teaching (NARST) Conference (2006)
- "2015", ~
- MOE, "General plans for science education", Ministry of Education Press Release (2016.2.), ~ (2016)
- MOE, "Result announcement of PISA 2015", Ministry of Education Press Release (2016. 12. 6.), ~ (2016)
- MOE, "Result announcement of TIMSS 2015", Ministry of Education Press Release (2016. 11. 29.), ~ (2016)
- National Research Council, "A framework for K-12science education: Practices, crosscutting concepts, and core ideas" (2011), The National Academies Press
- Stroupe, D., "Ambitious teachers’ design and use of classrooms as a place of science", Science Education, 101(3), pp.458~485 (2017)
- Zembylas, M., "Beyond teacher cognition and teacher beliefs : The value of the ethnography of emotions in teaching", International Journal of Qualitative Studies in Education, 18(4), pp.465~487 (2005)