과학관 활용 수업을 위한 중등 예비과학교사의 교수 설계에서 나타나는 특징
The Characteristics of Pre-Service Secondary Science Teachers’ Curriculum Design for Teaching in Science Museum
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이 연구에서는 사례연구를 통해 과학관 활용 수업을 위한 중등 예비과학교사의 교수 설계에서 나타나는 특징을 분석하였다. 서울 소재사범대학의 예비과학교사 3명이 연구에 참여하였으며, 국립과천과학관을 활용한 수업을 계획 및 실행하였다. 예비교사들이 제작한 모든교수학습 자료를 수집하였고, 수업을 관찰하면서 수업 장면을 촬영및 녹음하였으며, 교수 실행 전후에 반구조화된 면담을 실시하였다. 예비교사의 과학관 활용 수업을 위한 교수 설계의 특징을 분석하기위해 지속적 비교 방법을 사용하였다. 연구 결과, 예비교사들은 과학관수업을 서로 연계된 방문 전, 중, 후 활동으로 구성하였고, 방문 후활동을 통해 방문 중 학습을 강화시키려 시도하였으며, 과학관 학습을학생 개인의 경험과 연결시키는 측면을 비교적 적절히 고려하는 것으로 나타났다. 그러나 방문 전 활동을 통해 과학관에 대한 낯설음을감소시키거나, 소집단 활동을 통해 학생들이 공동의 산출물을 만들도록 하거나, 다양한 사회적 상호작용을 촉진시키거나, 학생들이 자신의학습을 직접 선택하고 조절하도록 하는 것에 대한 인식과 실행 지식은부족하였다. 이러한 연구 결과를 바탕으로 예비교사의 과학관 학습관련 전문성을 향상시키기 위한 교육 방안을 제안하였다
Abstract
In this case study, we investigated the characteristics of pre-service secondary science teachers’ curriculumdesign for teaching in science museums. Three pre-service secondary science teachers at a college ofeducation in Seoul participated in this study. We have observed and recorded their teaching practicesin science museums, collected all of their teaching materials, and conducted semi-structured interviewsbefore and after teaching. All the data collected were analyzed by using the constant comparative method. The analyses of results revealed that the pre-service teachers structured their teaching in a series ofpre-visit, during-visit, and post-visit as continuous activities. They attempted to reinforce students’ learningexperiences during the visit by providing post-visit activities, and also properly considered the principlethat activity should be personally meaningful or relevant to students. However, they lacked the perceptionsas well as the practical knowledge of reducing student’s novelty of the science museum by providingactivities prior to the visit, encouraging to engage in joint productive activities, promoting diverse socialinteractions, and providing students with choices and controls on their learning. On the bases of theseresults, we made some suggestions in pre-service teacher education for the professional developmentof teaching in science museum.
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