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‘모두를 위한 과학교육’을 실현하기 위한 과학 학습 정체성에 대한 사회문화적 접근 연구 동향 분석

Research trend on the sociocultural approaches to science learning identity for the realization of ‘Science Education for All’

황세영
한국과학교육학회 (The Korean Association for Science Education)|2018.04|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제38권 제2호|pp. 187-202|DOI http://dx.doi.org/10.14697/jkase.2018.38.2.187

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사회문화적 접근learner identity과학 정체성research review연구 동향 고찰학습자 정체성모두를 위한 과학교육science education for allscience learnersociocultural approaches
주제분류교육학

초록

본 연구에서는 과학교육에서 다양한 학습자를 포용한다는 것은 과학 학습 참여와 소외 현상에 작동하는 사회문화적 기제를 분석하는 것이 전제되어야 한다는 문제의식 하에 관련 연구 동향을 고찰하고자 하였다. 이를 위해 과학 학습 정체성에 대한 사회문화적 접근으로 수행된 해외 학술지 논문 85편을 분석하였다. 논문 분석 결과는 먼저 연도별, 국가별 출판 수와 같은 기본적인 현황과 함께 연구 대상으로 삼은 학습자의 사회문화적 배경, 연구 맥락(상황), 연구 방법에 대한 범주별 현황을 제시하였다. 다음으로는 주요 연구 문제와 주제에 대한 이론적 틀과 구체적인 연구 사례를 제시함으로써 해당 연구 주제에 대한 보다 심층적인 분석을 시도하였다. 분석 결과 해당 분야 연구는 과학 학습을 공동체에서 참여함으로써 정체성을 발달해가는 과정 으로 바라본다는 점에서 학습자가 지닌 다양한 사회문화적 정체성을 학습에 긍정적인 자원으로 바라보고자 하며, 이를 억압하는 과학수업의 문화나 사회에서의 담론을 비판함으로써 과학 학습에 있어 정당한 학습자(legitimate learner)의 범위를 확장하는데 기여해 오고 있음을알 수 있었다. 연구들은 특히 과학교육에서 공정성(equity) 이슈를 강조하며, 전통적인 과학수업에서 소외되어 온 다양한 학습자들을 포용하고 행위주체성의 발달을 촉진하고자 하였다. 이러한 분석 결과를 바탕으로 앞으로 우리나라에서 ‘모두를 위한 과학교육’의 실현을 위해서는 과학 학습의 참여와 소외 현상을 둘러싼 다양한 사회문화적 기제에 대한 연구의 필요성을 주장하였고 이와 관련된 연구의 방향을 제안하였다.

Abstract

This study posits that a more equitable science education is possible through analyzing the sociocultural mechanisms that operate in the participation and marginalization in science learning process, and therefore aims to review research trends in this area of science education. To do so, the study analyzed 85 articles that adopted a sociocultural approach to science learning identity in major international journals. The review was organized into 1) overall trends such as the number of articles by year, country, learner’s sociocultural background, research context and research methods, and 2) a more in-depth analysis of the main research problems and conceptual frameworks along with concrete research examples. The study found that the current research works in this area have contributed to broadening the idea of legitimate learners in science education by considering learners’ various sociocultural identities as the positive resource for learning based on the premise that science learning occurs as identity formation through participating communities of practice, and critiquing the culture or discourses that oppress such identity formation. The studies in this area also brought up the equity issue in science education in ways which embrace various learners that had been marginalized in the traditional science class and facilitate their agency. Based on these findings, the study made a case for analyzing various sociocultural mechanisms relating to the participation and marginalization in science learning to realize ‘science education for all Koreans’ and proposed future research direction.

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