유치원 교사의 과학 교수 과정에 나타난 과학적 대화 분석
Analysis of scientific dialogue during science teaching by kindergarten teachers
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본 연구는 유치원 교사의 과학 교수 과정에 나타난 교사와 유아간의 과학적 대화에서 교사의 언어적 상호작용을 분석하였다. 연구 대상은 유아교육을 전공한 학사 이상 학력의 교사로서 교직경력이 3년 이상인 만 5세반을 담당하고 있는 공, 사립유치원 교사 10명이다. 연구대상 교사들은 사전 연구를 통하여 선정된 2가지 공통된 과학 활동을 수행하였다. 활동을 실시하기 전에 수업에 대한 계획안을 미리 작성하도록 하였는데 연구 대상 교사의 대부분이 교사-주도적인 형태의 실험활동으로 계획을 하였다. 따라서 본 연구는 교사-주도적인 형태로 실시된 과학 실험 활동에서 나타난 유치원 교사의 과학적 대화를 분석하였다. 교사와 유아의 과학적 대화에서 교사의 언어적 상호작용유형은 개시 상호작용유형과 반응 상호작용유형으로 나누어 분석하였다. 분석 결과 교사의 상호작용유형은 전반적으로 개시 상호작용이 반응 상호작용보다 높게 나타났다. 개시 상호작용유형에서는 진술형, 생산적질문형, 단순질문형의 순으로 높게 나타났고, 반응 상호작용유형에서는 교사-중심적인 반응이 유아-중심적인 반응보다 높게 나타났다.
Abstract
This research analyzed teacher's verbal interaction in the scientific dialogue between teacher and child during science teaching. This research studied 10 teachers in charge of 5-year-old classes in public or private kindergartens in korea. All teachers had at least a bachelor's degree in early childhood education as well as teaching experience of 3 years or more. The teachers conducted 2 common activities selected through preliminary study. Prior to conducting the activities, teachers were asked to document a lesson plan. Most of the plans developed by the teachers were teacher-led experiment activities. As a result, this research analyzed scientific dialogue demonstrated during teacher-led science experiment activity. The type of interaction in the scientific dialogue between teacher and child was analyzed after separating initiation interaction from responding interaction. The findings of the research reveal that overall, initiation interaction was more frequent than responding interaction. Among initiation interaction, the most frequent type was statements followed by productive questions and simple questions. Among responding interaction, teacher-centered responses were more frequent child-centered responses.
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