탐구기반 과학수업 프로파일의 분석: PISA 2015 한국과 싱가포르 비교
A Latent Profile Analysis of Inquiry-Based Science Teaching and Learning Practices: A Comparative Analysis of PISA 2015 Data of Korea and Singapore
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본 연구에서는 탐구기반 과학수업(inquiry-based science teaching and learning) 프로파일을 도출하고, 각 프로파일에 속 한 학생들의 정의적 성취 양상을 비교하고자 한다. 연구대상으로는 PISA 2015에 참여한 한국(5,127명)과 싱가포르(5,681명) 의 만 15세 학생을 포함하였다. 탐구기반 과학 수업 유형 도출을 위하여 탐구기반 수업(Duschl, 2003; Furtak & Seidel, 2008) 은 상호작용, 핸즈온, 학생연구 및 실생활 적용 등 교수학습 활동의 하위 국면에 기반 하여 정의하였다. 분석 결과, 4개의 탐 구기반 과학 수업 프로파일이 도출되었는데, 구체적으로 과학수업에서 탐구기반 수업의 활성화 정도에 따라 ‘고활성화(full activation)(16%)’, ‘평균형(average)(51%)’, ‘저활성화(limited activation)(22%)’ 유형이 분석되었다. 이와 더불어 탐구기반 수업 의 활성화 정도가 일부 유형에서만 높고 나머지 유형에서는 낮은 ‘차별적(partial)(11%)’ 유형도 추가되었다. 프로파일별 분포 는 국가 간 차이를 보였는데, ‘저활성화’ 및 ‘차별적’ 유형은 한국에서, ‘평균형’ 및 ‘고활성화’ 유형은 싱가포르에서 높게 분 포 되었다. 한편 탐구기반 수업 유형은 학생들의 정의적 성취와 차별적인 관련성을 보였는데, 즉 정의적 성취는 고활성화 집 단에서 가장 높고, 저활성화 집단에서 가장 낮은 경향이 나타났다. 또한 이러한 관련성 양상에 있어서 국가 간 차이도 관찰 되었는데 특히 한국의 차별적 집단이 가장 특징적인 양상을 보였다. 마지막으로 본 연구결과를 토대로 국내 과학수업 개선 을 위한 교육적 시사점을 논의하였다.
Abstract
The main purpose of this study is to identify the patterns of inquiry-based science teaching and learning practices using PISA 2015 data. Also its relationships with students' affective variables such as enjoyment of science, science selfefficacy and science activities were also explored. The participants consisted of a total of 10,808 students (49% females) sampled from two countries (Korea and Singapore). Latent profile analyses were conducted based on five facets of inquiry based science teaching and learning, which resulted in revealing four different patterns. In the fully activated group (16%), students reported that all of inquiry based teaching and learning occurred frequently in their science lessons. The second pattern was labelled as the partially activated group (11%) since only some of the facets of inquiry-based teaching and learning were implemented in science lessons to a very limited degree. In the third pattern (called average group (51%)), students experienced all of the facets on average. The last pattern was labelled as the limited activation group (22%) since it hardly provided students with opportunities to experience inquiry-based teaching and learning in their science lessons. Also it was found that these patterns provided different opportunities for students to develop their affective achievement such as science enjoyment, self-efficacy and activities. The fully activated group had the highest level of affective achievement while the limited activation group had the lowest one. Finally, the results of Korea and Singapore were compared and the implications for both science instruction and assessment in the classroom were discussed.
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