과학교육에서의 위험교육에 대한 중등 예비 과학교사의 이해와 교육 요구 분석
Analysis of Secondary Pre-Service Science Teachers’ Understanding and Educational Needs for Risk Education in Science Education
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
본 연구는 중등 예비 과학교사 310명을 대상으로 과학교육에서 과학기술로인해 발생할 수 있는 위험을 다루는 것에 대한 그들의 이해와 교육 요구를 조사하였다. 연구 결과는 다음과 같다. 첫째, 학교 과학교육에서 과학기술로 인해 발생할 수 있는위험에 대해 교육하는 것이 중요하다고 생각하는 예비교사가 중요하지 않다고 생각하는 예비교사보다 많았다. 둘째, 2022 개정 과학과 교육과정이 위험교육에 대한 내용을포함하고 있다는 것을 이해하고 있는지 조사한 결과 알고 있는 예비교사가 모르는예비교사보다 많았으며, 예비교사로서 본인이 과학과 교육과정에 제시된 위험에 대해가르칠 준비가 되어 있다고 인식하는 예비교사가 준비되지 않았다고 응답한 예비교사보다 많았다. 셋째, 위험을 위험지각, 위험평가, 위험관리로 세분화하여 예비교사들이얼마나 이해하고 있는지 조사한 결과 예비교사들은 위험지각과 위험관리보다 위험평가에 대한 이해도가 상대적으로 낮다고 인식하였다. 넷째, 과학기술로 인해 발생하는위험에 대한 교육을 받아 본 경험이 있는지 조사한 결과 대부분의 예비교사가 위험지각, 위험평가, 위험관리에 대한 교육 경험이 없다고 응답하였으며 가장 많이 받은교육은 실험실 안전교육이었다. 다섯째, 예비교사들이 필요로 하는 교육 요구를 조사한 결과 예비교사들은 실천역량, 위험 특성의 영향 평가, 의사결정 역량에 대한 교육을우선적으로 요구하였다.
Abstract
This study surveyed 310 secondary pre-service science teachers to investigate their understanding and educational needs regarding the risks associated with science and technology in science education. The findings are as follows. First, there were more pre-service teachers who thought it was important to educate about risks that may arise from science and technology in school science education than those who thought it was not important. Second, as a result of a survey on whether the 2022 revised science curriculum includes content on risk education, there were more pre-service teachers who knew than pre-service teachers who did not know, and they said they would teach about the risks presented in the science curriculum. There were more pre-service teachers who perceived themselves as prepared than those who responded that they were not prepared. Third, After investigating how well pre-service teachers understand risk perception, risk assessment, and risk management, it was found that the pre-service teachers perceived their understanding of risk assessment to be relatively lower compared to their understanding of risk perception and risk management. Fourth, as a result of a survey on whether they had experience receiving training on risks arising from science and technology, most pre-service teachers responded that they had no training experience in risk perception, risk assessment, and risk management, and the most training they received was laboratory safety training. Fifth, as a result of investigating the training needs of pre-service teachers, they prioritized training on ‘action skills’, ‘influence of risk perception’, and ‘decision-making skills’.
참고문헌 (47)
- "유⋅초⋅중⋅고 발달단계별 ‘학교 안전교육 7대영역 표준안’ 발표" (2015)[URL]
- 2022 개정 교육과정 총론 주요사항의 신구대비표, "교육부", 교육부, ~ (2021)
- "2022", ~
- 김정연, "중등 예비교사의 저학년 및 고학년 집단별인지적, 정의적, 사회적 및 신체적 자아개념 차이 분석", 인문사회 21, 14(2), pp.1873~1888 (2023), 인문사회 21
- 나지연, "4차 산업 혁명 시대에 필요한 초등 과학교육학 과목에 대한 초등 예비교사의 인식", 교과교육학연구, 25(2), pp.108~120 (2021), 교과교육연구소[DOI]
- 박선형, "호주의 교원양성 질 관리 기제의 특징과 정책적 시사점", 비교교육연구, 30(1), pp.101~122 (2020), 한국비교교육학회[DOI]
- 박희제, "위험사회에서 세계시민주의로: 울리히 벡의 (기술)위험 거버넌스 전망과 한국의 사회학", 사회사상과 문화, (30), pp.83~120 (2014), 동양사회사상학회
- 엄미리, "국내 교수설계자 역량개발을 위한 교육요구 분석", 직업능력개발연구, 12(1), pp.1~23 (2009), 한국직업능력연구원[DOI]
- 이광수, "핀란드 교원양성과정의 특징과 시사점", 학습자중심교과교육연구, 12(2), pp.217~236 (2012), 학습자중심교과교육학회[DOI]
- 이현주, "SSI 교육이란 무엇인가: 과학기술관련 사회쟁점에 대한 사회참여와 실천을 위한 교육" (2018), 박영 STORY
- 교원양성 교육과정 개선 방안 연구, "정미경", 한국교육개발원, ~, pp.연구보고 RR 2010-11 (2010)
- 조광래, "위험사회 극복을 위한 「성찰적 근대화」의 재해석", 시큐리티연구, (57), pp.277~302 (2018), 한국보안관리학회[DOI]
- 조대연, "설문조사를 통한 요구분석에서 우선순위결정 방안 탐색", 교육문제연구, (35), pp.165~187 (2009), 교육문제연구소
- 주영기, "위험사회와 위험인식" (2016), 커뮤니케이션북스
- António Almeida, "Perceptions of pre-service teachers on seismic risk and their implications for science education: a comparative study between Spain and Portugal", Journal of Risk Research, 23(6), pp.762~780 (2019), Informa UK Limited[DOI]
- Aven, T., "Foundational issues in risk assessment and risk management", Risk Analysis : An International Journal, 32(10), pp.1647~1656 (2012)
- Bardsley, D. K., "Education for all in a global era? The social justice of Australian secondary school education in a risk society", Journal of Education Policy, 22(5), pp.493~508 (2007)
- Borich, G., "A needs assessment model for conducting follow-up studies", Journal of Teacher Education, 31(1), pp.39~42 (1980)
- Beck, N., "위험사회:새로운 근대(성)를 향하여" (2019), 새물결 출판사
- Bründl, M., "The risk concept and its application in natural hazard risk management in Switzerland", Natural Hazards and Earth System Sciences, 9(3), pp.801~813 (2009)
- Christensen, C., "Risk and school science education", Studies in Science Education, 45(2), pp.205~223 (2009)
- Davis, E. A., "Designing educative curriculum materials to promote teacher learning", Educational Researcher, 34(3), pp.3~14 (2005)
- Demirbağ, M., "Preservice teachers’ risk perceptions and willingness to use educational technologies : A belief system approach", Journal of Education and Future, 14, pp.15~30 (2018)
- Feiman-Nemser, S., "From preparation to practice : Designing a continuum to strengthen and sustain teaching", Teachers College Record, 103(6), pp.1013~1055 (2001)
- "기후변화 2013 과학적 근거" (2013)[URL]
- "지구온난화 1.5°C 특별보고서" (2018)[URL]
- ISO, "Risk management-Guidelines" (2018)
- Mañez, M., "Risk perception. Novel Multi-Sector Partnerships in Disaster Risk Management", Results of the ENHANCE project, 3, pp.51~67 (2016)
- Miles, M. B., "Qualitative data analysis: An expanded sourcebook (2nd ed.)" (1994), Sage Publications
- Developing and managing open organizations: A model and method for maximizing organizational potential, "Mink, O. G.", Somerset Consulting Group, ~ (1991)
- Moe, T. L., "An integrated approach to natural disaster management: Public project management and its critical success factors", Disaster Prevention and Management, 15(3), pp.396~413 (2006)
- Nara, Y., "Construction of the practical model and learning program for risk literacy of everyday life: Based on students’ awareness", Procedia Computer Science, 96, pp.1258~1266 (2016)
- Nikiforidou, Z., "Risk literacy in early childhood education under a lifelong perspective", Procedia-Social and Behavioral Sciences, 46, pp.4830~4833 (2012)
- Nuangchalerm, P., "Influences of teacher preparation program on preservice science teachers’ beliefs", International Education Studies, 3(1), pp.87~91 (2010)
- The future of education and skills: Education 2030, "Organisation for Economic Co-operation and Development (OECD)", OECD, ~ (2018)
- Porter, "Evaluation of the risk education website for secondary-aged students" (2005), HSE BOOKS
- Schenk, L., "Teaching and discussing about risk: Seven elements of potential significance for science education", International Journal of Science Education, 41(9), pp.1271~1286 (2019)
- Risk, Hazard and People’s Vulnerability to Natural Hazards:a Review of Definitions, Concepts and Data, "Schneiderbauer, S.", Joint Research Centre, European Commission, ~ (2004)
- Schwab, K, "클라우스 슈밥의 제4차 산업혁명" (2016), 새로운 현재
- "Teaching practice in risk education for 5-16 year olds" (2004)[URL]
- Shearn, P., "Risk education provision: A survey of schools in England, Scotland and Wales" (2004), Health and Safety Laboratory
- Society for Risk Analysis Glossary, "Society for Risk Analysis(SRA)", ~ (2015)
- "Extreme automation and connectivity: The global, regional, and investment implications of the fourth industrial revolution" (2016)[URL]
- "The global risks report 2017" (2017)[URL]
- The world health report 2002: Reducing risks, promoting healthy life, "World Health Organization", World Health Organization, ~ (2002)
- Yager, R. E., "STS란 무엇인가" (1996), 사이언스북스
- Zint, M., "Improving risk education in grades 6–12: a needs assessment of Michigan, Ohio, and Wisconsin Science Teachers", The Journal of Environmental Education, 32(2), pp.46~54 (2001)