영국 런던 과학관과 국립과천과학관에서의 과학 교사 연수 프로그램 현황
The Status of Science Teacher Training Programs in English Science Museum and Gwacheon National Science Museum
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
The purpose of this study is to suggest the direction of revision for the Korean science teacher training programs in Korean Science Museums. This study is based on comparing the status of science teacher training programs in Science Museum at London and Gwacheon National Science Museum. Science Museum in London offers a variety of courses depending on the level and interest of the teacher-in-training: ‘Professional Development’, ‘Initial Teacher Training’, ‘How Science Works Scheme; Mystery Boxes’, ‘Talk Science’, ‘Science Museum STEM Clubs Scheme’, and more. In contrast, Gwacheon National Science Museum offers only a limited number of courses. For improvement,Administration of Gwacheon National Science Museum is trying to develop new display-based science teacher training programs and educational materials. As an example, teacher training program in Gwacheon National Museum should be diversified so that the level and interest of each teacher-in-training can be met. Moreover, development of extra-curricular activities that incorporates STEAM (Science, Technology, Engineering, Arts, Mathematics) and teaching programs that closely follow the curriculum is necessary.
Abstract
The purpose of this study is to suggest the direction of revision for the Korean science teacher training programs in Korean Science Museums. This study is based on comparing the status of science teacher training programs in Science Museum at London and Gwacheon National Science Museum. Science Museum in London offers a variety of courses depending on the level and interest of the teacher-in-training: ‘Professional Development’, ‘Initial Teacher Training’, ‘How Science Works Scheme; Mystery Boxes’, ‘Talk Science’, ‘Science Museum STEM Clubs Scheme’, and more. In contrast, Gwacheon National Science Museum offers only a limited number of courses. For improvement,Administration of Gwacheon National Science Museum is trying to develop new display-based science teacher training programs and educational materials. As an example, teacher training program in Gwacheon National Museum should be diversified so that the level and interest of each teacher-in-training can be met. Moreover, development of extra-curricular activities that incorporates STEAM (Science, Technology, Engineering, Arts, Mathematics) and teaching programs that closely follow the curriculum is necessary.
참고문헌 (31)
- 강호감, "초등과학교육론" (2007), 교육과학사
- 곽영순, "좋은 수업을 하는현장 교사들이 제안한 과학 교사교육 개선방안", 한국지구과학회지, 24(3), pp.117~127 (2003), 한국지구과학회
- 교육과학기술부, "2009 개정 과학과 교육과정", 교육과학기술부 고시 제 2011-361호, ~ (2011)
- 국립과천과학관, "과학관 전시물을 이용한 과학학습지도(‘12년 겨울방학) 교사연수 대상자 공모", 국립과천과학관 공고 제 2011-51호, ~ (2011)
- 김이슬, "교육프로그램 참가자 만족도 조사로 본 국립과천과학관의 비형식 과학교육프로그램 운영 방향 연구", 과학교육연구지, 34(2), pp.279~290 (2010), 과학교육연구소
- 김해미, "과학 예비 교사의 수업 행동 특성에 대한 연구: 학습 목표 제시, 교과 내용 전달 및 수업 전개 방식", 생물교육, 37(3), pp.363~375 (2009), 한국생물교육학회
- 나윤선, "핀란드 교사연수의 특성과 시사점", 초등교육연구, 23(1), pp.329~349 (2010), 한국초등교육학회
- 신영준, "제4세대 과학관을 꿈꾸며", 서울경제신문, ~ (2008)
- 신영준, "초등학교 교사들의 융합인재교육(STEAM)에 대한 인식 연구", 초등과학교육, 30(4), pp.514~523 (2011), 한국초등과학교육학회
- 심규철, "영국의 과학 교사 양성 프로그램 분석 연구 : 영국 로햄튼 대학교를 중심으로", 생물교육, 38(3), pp.492~506 (2010), 한국생물교육학회
- 심재호, "과학교사 전문성과 실험 연수에 대한 중등 과학 교사의 인식", 생물교육, 34(1), pp.27~37 (2006), 한국생물교육학회
- 여성희, "중등과학교사 교원연수 실태 및 인식 조사 연구", 생물교육, 31(4), pp.339~346 (2003), 한국생물교육학회
- 윤소현, "자연사박물관에서 활용 가능한 생물다양성 교육 프로그램의 개발과 적용", 박사, pp.2008
- 임재근, "초등 교사의 전문성 발달 과정 연구", 초등과학교육, 27(2), pp.93~101 (2008), 한국초등과학교육학회
- 장현숙, "과학관 수업 분석을 통해 알아본 예비 과학 교사의 비형식 교육에 대한 인식", 초등과학교육, 27(3), pp.211~220 (2008), 한국초등과학교육학회
- 정재훈, "과학 실험 연수에 대한 초등 교사들의 기대와 실태 분석", 초등과학교육, 29(3), pp.316~325 (2010), 한국초등과학교육학회
- 차정호, "중등 과학 교사의 교육 요구 분석", 한국과학교육학회지, 22(3), pp.517~524 (2002), 한국과학교육학회
- 자유탐구학습 2차적용 학년별 콘텐츠 개발 및 운영방안 연구, "최돈희", 교육과학기술부, ~, pp.정책연구 2010-13 (2010)
- Bales, B. L., "Teacher education reform in the United States and the theoretical constructs of stakeholder mediation", International Journal of Education Policy and Leadership, 2(6) (2007)
- Department for Education, "The Importance of Teaching", Presented to Parliament by the Secretary of State for Education by Command of Her Majesty. TSO, London, ~ (2010)
- Hein, G., "Learning in the Museum" (1998), Routledge
- Lydon, S., "Can a single, short continuing professional development workshop cause change in the classroom", Professional Development in Education, 35(1), pp.63~82 (2009)
- Melber, L. M., "Science education in U.S. natural history museum; A historical perspective", Science and Education, 11(1), pp.45~54 (2002)
- Odom, A. L., "Teacher practices and middle school science achievements", International Journal of Science Education, 29(11), pp.1329~1346 (2007)
- Does professional developmentchange teaching practice? Results from a threeyearstudy, "Porter, A. C.", American Institutes for Research in the BehavioralSciences, ~, pp.Report No. Doc-2001-01 (2000)
- Reiss, M., "S-T-E-M working together for schools and colleges", pp.1~8 (2007), The Royal Society
- Roux, C. L., "Enhancing environmental education teaching skills through in-service education and training", Journal of Education for Teaching, 31(1), pp.3~14 (2005)
- Myeong-Kyeong Shin, "Science Educational Interpretation of Exhibit Characteristics", 한국지구과학회지, 25(3), pp.152~159 (2004), 한국지구과학회
- Swaffield, S., "The international state of professional development", Professional Development in Education, 35(4), pp.505~509 (2009)
- Training and Development Agency for Schools, "Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training" (2007), TDA publications
- Woolnough, B. E., "Effective Science Teaching" (1994), Open University Press