과학 영재수업에 적용된 개방형 탐구에 대한 일고찰: KEDI 탐구학습 모형을 중심으로
Open Inquiry Applied to Gifted Science Classes: A Focus on the KEDI Inquiry Learning Model
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본 연구의 목적은 개방형 탐구의 목적을 가지고 개발된 KEDI 탐구학습 모형을 과 학 영재수업에 적용하고 이의 실행에 영향을 미치는 요인과 제한점들을 교사와 학생지각을 중심으로 분석하여, 향후 본질적인 과학 영재교육의 정착을 위한 시사점을 도출하는 것이다. 연구를 위하여, 물리 영역의 KEDI 탐구학습 모형을 지역교육청 산하 3개 영재학급에 적용한 후, 모형 실시 중에 기록된 일지와 실시 후의 면담자료를 중심으로 교사와 학생이 지각하는 실행요인을 분석하였다. 분석 결과, 모형의 성공적인 실행을 위해서는 안내하고 점검하는 교사와 자율적으로 탐구하는 학습자의 통합적인 기능과 유기적인 연계성이 필요한 것으로 나타났다. 좀더 구체적으로, 교사 관점에서는 모형을 정교화하고 흥미와 탐구의 초점을 개발하는 교사의 역할과 개방적 탐구를 위한 전제조건으로서의 학생의 기본 지식과 기능, 자기주도적인 탐구태도가 중요한 것으로 나타났다. 학생 관점에서는 적당한 양의 개념과 사례를 제시하고 문제발견을 안내하며 문제해결 과정을 점검하는 교사의 역할과 과학적 논의 활동을 통하여 능동적으로 지식을 구성하는 학생의 역할이 중요한 것으로 나타났다. 이와 같은 결과를 기반으로, 향후 과학 영재수업에서 KEDI 탐구학습 모형을 좀더 실행 가능하도록 만들기 위한 제언이 제시되었다.
Abstract
The purpose of the study was to apply the KEDI inquiry learning model emphasizing open inquiry to gifted science classes, to analyze the factors affecting its implementation, based on the teacher and student perception, and to draw implications for improving the future science gifted education. To these ends, we applied the KEDI inquiry learning model to three gifted science classes and analyzed the factors that teachers and students perceived as influencing the model implementation, employing an unstructured interview method. It was found that the integrated functioning of teachers as a facilitator in association with students as a self-directed investigator was crucial for the successful implementation of the KEDI inquiry learning model. More specifically, from the perspective of the teachers, teachers’ roles as an elaborator of the model and a developer of student interests and inquiry focus were emphasized. Students’ basic knowledge and skills and self-directed investigative attitudes were also emphasized as important for the successful implementation of the model. From the perspective of the students, the teacher’s provision of the appropriate amount of scientific concepts and examples, guidance of problem finding, and monitoring of problem solving were mentioned as important for the model implementation. Students also emphasized that they need to be provided with opportunities to actively interact with peers through argumentative activities in the class. Based on the results, implications for making the KEDI inquiry learning model more practicable in science education were discussed.
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