초등학교 과학 수업에서 드러나는 학생의 행위주체성 : 교수학습 맥락을 중심으로
Students' Agency Expressed in an Elementary School Science Class
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본 연구의 목적은 초등학교 과학 수업에서 드러나는 행위주체성을 탐색하고, 행위주체성의 표현을 매개하는 교수학습 맥락을 분석하는 것이었다. 이를 위해 곰팡이, 바이러스, 세균, 집먼지 진드기가 일으키는 질병과 대처방안을 주제로 하는 수업을 개발하여 서울 소재 G초등학교 5학년 2개 학급을 대상으로 수업을 진행하였다. 총 4차시의 수업 중 1~2차시에서 학생들은 경험적 지식 자본을 적극 활용하여 주제에 대한 소집단 논의를 벌였다. 3~4차시에서 학생들은 주제에 대해 알리는 UCC, 피켓, 포스터, 신문 등의 홍보물을 제작하고 직접 홍보하였다. 데이터는 참여 관찰한 내용을 녹화, 녹음한 전사본, 학생 개인 인터뷰, 학생이 만들어낸 산출물 등을 포함하는 다양한 자원들로부터 생성되었고, Strauss and Corbin(1990)의 근거 이론에 기반을 둔 지속적 비교분석법을 통해 질적으로 분석되었다. 데이터 분석 결과 학생들은 (1) 질병 예방에 대한 확고한 목적을 세우고, (2) 일상의 지식 자본을 적극적으로 유입하거나 새로운 자원에 접근하여 활용하며, (3) 목적을 달성하기 위한 홍보활동을 계획하고 실행하고, (4) 과학 지식을 활용해 일상의 위생 환경을 개선시키는 행위주체성을 드러냈다. 행위주체성의 표현을 매개한 교수학습 맥락은 학생의 삶과 직결된 주제를 제시하여 확고한 목적을 설립한 것과, 학생이 가진 지식 자본에 인지적 권위를 부여한 것, 수업을 설계하는 권위를 교사와 공유한 것으로 분석되었다. 본 연구의 결과는 학생들이 행위주체성을 드러내고 개발하도록 돕는 교수학습 맥락을 깊이 들여다봄으로써, 학생들이 행위주체로서의 입지를 확보할 수 있는 학습의 장에 대한 실질적인 이해를 제공함에 그 의의가 있다.
Abstract
This study aims to explore how students expressed their agency in the science classroom and the features of teaching and learning contexts that stimulate such agency. We developed several biology lessons for two fifth-grade classes in an elementary school located in Seoul. The lesson topics covered on diseases - caused by mold, viruses, germs, and dust mites - and its prevention. During lessons one and two, the students actively discussed the topics based on their funds of knowledge, grounded in their experiences outside of school. In lessons three and four, students made video clips, slogans, posters, and newspapers and then campaigned to inform the public. Data from participant observations, individual interviews, and students’ artifacts were qualitatively analyzed based on grounded theory. According to the results, students expressed agency in four ways: 1) They created an objective for their disease topic; 2) they purposefully selected and utilized available resources; 3) they planned and launched a campaign to educate others around them; and 4) they used their scientific knowledge to carefully take preventative measures in their everyday lives. The most salient feature of the teaching and learning context that stimulated students’ agency was the lesson contents which were directly connected to their lives. Furthermore, as the teacher shared her authority with the students, encouraging them to utilize their funds of knowledge and available resources, the students could enhance their authority to realize their objective. Based on these findings, this paper discusses the educational implications for promoting students’ agency by taking a closer look at teaching and learning contexts that could position students as autonomous agents.
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