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강의 및 연수 경험에 따른 과학 교사들의 고등학교 융합형 과학 과목에 대한 인식 조사

A Study of the Perception of Science Teachers about Convergence 'Science' for High School Students by Experiences of Teaching and Professional Development

심규철|송신철
한국생물교육학회 (The Korean Society of Biology Education)|2015.06|생물교육 (BIOLOGY EDUCATION)|제43권 제2호|pp. 158-169|DOI 10.15717/bioedu.2015.43.2.158

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참고문헌

키워드

perceptionhigh schoolteaching experiencescience teachersconvergence 'science'in-service training experience
주제분류교육학

초록

The purpose of this study was to survey the perception of high school science teachers about convergence 'science', and compare their perceptions by the experiences of teaching and in-service training. The instrument to survey their perceptions consisted of 4 domains such as needs and management of convergence 'science', characteristics of convergence 'science, effects of convergence 'science', and needs of in-service program for convergence 'science'. Data were collected from 136 science teachers(60 females and 76 males), who were in 25 high schools. The experiences of teaching and in-service training positively effected on that they understood the purpose of convergence 'science'. Nevertheless, they had difficulty to teach convergence ‘science’, and negatively perceived about it. They perceived that high school convergence 'science' was related to various scientific areas, but high school students should be taught separately from each area. They negatively perceived about that regarding areas such as advanced technology, engineering, mathematics, kinesiology, and art should be included in high school convergence 'science'. They responded that the adequate teacher training program for effective teaching convergence 'science' was necessary. Totally, high science teachers who had teaching experiences had more positive perception about convergence 'science' than those who had in-service training.

Abstract

The purpose of this study was to survey the perception of high school science teachers about convergence 'science', and compare their perceptions by the experiences of teaching and in-service training. The instrument to survey their perceptions consisted of 4 domains such as needs and management of convergence 'science', characteristics of convergence 'science, effects of convergence 'science', and needs of in-service program for convergence 'science'. Data were collected from 136 science teachers(60 females and 76 males), who were in 25 high schools. The experiences of teaching and in-service training positively effected on that they understood the purpose of convergence 'science'. Nevertheless, they had difficulty to teach convergence ‘science’, and negatively perceived about it. They perceived that high school convergence 'science' was related to various scientific areas, but high school students should be taught separately from each area. They negatively perceived about that regarding areas such as advanced technology, engineering, mathematics, kinesiology, and art should be included in high school convergence 'science'. They responded that the adequate teacher training program for effective teaching convergence 'science' was necessary. Totally, high science teachers who had teaching experiences had more positive perception about convergence 'science' than those who had in-service training.

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