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과학 모델링 활동에 나타난 교사의 담화 분석 -지구과학 교사 연수 사례-

A Discourse Analysis of Science Teachers’ Scientific Modeling Activities: A Case from Earth Science Teacher Training

심현진|엄흥진
한국과학교육학회 (The Korean Association for Science Education)|2024.08|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제4호|pp. 301-311|DOI http://dx.doi.org/10.14697/jkase.2024.44.4.301

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키워드

teacher training교사연수담화discourse언어 표현linguistic expressionin-service teachersmall groupscientific modeling소집단현직 교사과학 모델링
주제분류교육학

초록

과학 모델링을 활용한 현직 교사 대상의 소집단 연수 프로그램을개발하고, 참여한 교사들의 활동 중 담화를 유형별로 분석하였다. 연수 프로그램은 소집단이 ‘은하와 우주’ 내용을 소재로 협동하여 산출물을 제작하는 과제 해결 방식을 따르고 있으며, 추후 교실 수업에실제 적용이 가능하도록 구상하였다. 3명의 현직 과학 교사를 참여자로 선정하여 이들의 담화를 녹음, 전사하였고, 개별 진술과 상호작용단위로 유형 분류를 수행하였다. 교사들의 언어 표현에는 교직 사회의 고유한 특성이 반영되었으며, 저마다의 선호하는 언어 표현 유형이 존재하는 반면 특정 언어 표현 유형의 비중은 공통적으로 낮게나타났다. 모델링 소재와 과제 제시 방식, 사용된 모델의 유형에 따른담화 특성 차이가 존재하는지 살펴보았을 때, 설계, 제작, 평가 단계에해당하는 상호작용의 비율 차이는 주로 모델링 소재의 친숙도에 영향을 받는 것으로 파악되었다. 과제 제시(해결) 방식 또한 상호작용 유형에 영향을 주는 반면, 모델의 유형은 상호작용의 유형별 분포에별 영향이 없었다. 이를 고려하면, 현직 교사를 대상으로 한 모델링연수를 실시할 때는 충분한 상호작용이 이루어질 수 있도록 체크리스트를 제공하고, 공동 작업을 통해 답변할 수 있는 적절한 문제를 제시할 필요가 있다.

Abstract

We developed a small-group training program for in-service teachers focused on scientific modeling. We collected the discourses of the teachers who participated in the activity and analyzed them by type. The training program employed a collaborative approach in which a small group completed tasks and produced outputs based on the theme of ‘galaxies and the Universe’ to enable practical application in classes. Three in-service science teachers participated in the training program. Their discourses were recorded, transcribed, and classified into types based on individual turns and interaction units. The language expressions of the teachers reflected the unique characteristics of the teaching profession, with each participant having preferred language expression types, albeit with a generally low prevalence of specific language expression types across the participants. Differences in discourse characteristics related to the modeling theme, task presentation method, and model types, revealed that variations in the proportion of interaction unit types during the modeling design, build, and evaluation stages were primarily influenced by the teachers’ familiarity with the modeling theme. While the task presentation method also influenced interaction types, model types had little impact on the distribution of interaction types. Considering these findings, training programs on modeling for in-service teachers should include a checklist to encourage sufficient interaction between participants as well as propose proper questions that can be effectively addressed through collaboration.

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