과학과 관련된 사회적·윤리적 문제에 대한 예비 과학교사들의 의사결정유형
Decision-Making Patterns of Pre-service Science Teachers on Socioscientific Issues
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과학기술은 자연현상을 이해하고 그 규칙성을 찾아내는 순수 과학적 성격(truth-seeking)에서 점차 경제·사회·정치 등 사회의 여러 영역과 접목되면서 여러 가지 윤리적·도덕적 문제를 낳고 있다. 이러한 문제들을 과학과 관련된 사회적·윤리적 문제(socioscientific issues, 이하 SSI)라고한다. 현재 과학교육은 SSI를 도입함으로써 학생들에게 과학－기술－사회의 주요 논쟁들에 참여하고 현명하게 대처할 수 있는 능력, 즉 ‘과학적 소양’(scientific literacy)을 길러주어야 함을 강조해오고 있다. 이러한 목표를 달성하기 위해서는 과학교사의 역할이 매우 중요하며, 따라서 본 연구에서는 효과적인 SSI 도입 방안을 마련하기 위한 첫 단계로 중등현장에서 과학을 가르칠 사범대학에 재학 중인 3·4학년 예비교사들을 대상으로 이들의 SSI에 대한 인식과 의사결정의 유형을 분석해 보았다. 예비교사들은 총 8주에 걸쳐 8개의 과학과 관련된 윤리·사회적 문제(SSI)에 대해 30-40분 정도 토의시간을 가진 후 각 주제에 대해 저널을 작성하였고, 본 연구자는 각 주제별 응답의 경향성을 파악하여 4개 유형으로 분류하였다. 참여자들은 SSI 주제가 지닌 성격에 따라 다른 의사결정 유형을 보였다. 맞춤아기나 대리모와 같이 현실성이 적다고 판단되는 주제들에 대해서는 감정기반의 사고를 하는 경향을 보였으며, 안락사와 유전자조작식품과 같이 사회의 주체로서 당면할 수 있는 문제들에 대해서는 장단점을 고려하여 논리적으로 근거를 제시하는 사고유형을 보였다.원자력 발전과 배아복제와 같이 부작용은 있으나 현실적 이득을 고려해야 하는 주제에 대해서는 찬반의 의사결정 보다는 보완책을 제시하는 방향으로 의사를 결정하였으며, 과학기술로 인한 삶의 변화 및 인터넷 사용과 같이 우리 삶에 깊숙이 파고들어있는 과학기술의 만연함에 관한 주제에 대해서는 대립된 감정 사이에 갈등을 경험한다는 것을 볼 수 있었다. 이는 예비 교사들이 주제를 자신이 당면한 현실적 문제로 받아들일수록 근거를 명확히 제시하여 의사를 결정하는 경향을 보인다고도 할 수 있다. 또한 본 연구는 참여자들에게 SSI에 대한 계속적인 의사결정 기회를 제공하는 것이 과학교사들의 과학에 대한 관점을 확대·확립하고, 보다 합리적인 의사결정을 하는데 도움을 줄 수 있다는 가능성을 보여주었다.
Abstract
As science has become integrated with economic, commercial, military, political or other social activities, it often brings up various moral, ethical, social problems related to its development. These are generally named socioscientific issues(SSI). Current science education aims to educate students as future citizens who are scientifically literate, and the inclusion of SSI into science curricula has been generally regarded as an essential element to achieve this aim. However, a onsiderable amount of research has reported that only a small percentage of science teachers address SSI in the science classroom. And most science teachers still feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. The author attempted to figure out the reasons by investigating the current state of science teachers in terms of their perception and understanding of SSI and nature of science. As an initial step, the author asked 21 pre-service science teachers to write weekly journals regarding 8 kinds of SSI after participating in class discussions, and identified some decision-making patterns from their responses. The results indicated that the pre-service science teachers showed different decision-making patterns depending on the issues, such as emotive informal reasoning, rationalistic informal reasoning, evidence-based compromising, and emotion-based compromising. Their decision-making patterns also represented their view of science, and the teachers tended to have somewhat ambiguous, but positive expectation or fear toward the advancement of science and technology. In addition, this study showed the possibility that the teachers could expand their view of science and enhance their decision-making skills by continuously experiencing SSI decision-making process.
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