과학 교과에 적용되는 창의·인성 교육에 대한 교사들의 인식

Abstract

Creativity-personality education in the 2009 Revised National Curriculum was noted as a 'key word' for our future society. This study intends to investigate secondary school science teachers' perceptions of creativity-personality education, methods for creativity-personality education, methods for assessment, and their opinions on the progress of creativity-personality education. The participants in this survey were 138 secondary school science teachers. The findings are as follows: First, 78.3 percent of the teachers recognized the importance of creativity-personality education, but only 25.4 percent of them correctly understood the purpose of it. In addition, 48.6 percent of the teachers showed negative opinions with respect to the implementation of creativity-personality education. Second, the teachers preferred the creativity-personality education activities indicated in curriculum. They preferred to do the group activities (57.2%), to teach the science-related issues (52.2%), and to perform the creative experience activities (54.3%). If appropriate methodology were provided, 55.8 percent of the teachers were willing to implement creativity and personality education activities. They thought, however, that professional guidance on creativity, a proper role model for the teacher, and sufficient class hours should be provided to ensure the progress of creativity-personality education. Third, 41.3 percent of the teachers replied that the affect factor should be included in the assessment of creativity-personality education. For the assessment of creativity-personality education to be carried out properly, 31.2 percent of the teachers answered that respect for teachers' autonomy should take precedence. Lastly, proper conditions for teachers to do the curriculum study, expansion of teacher training, systems for the support of teachers, reduction in the number of students per class and lesson hours per teachers, and changes in perception toward creativity-personality education should be provided for the progress of creativity-personality education.