고등학교 과학수업 사례 분석을 통한 학교 과학 탐구의 특징
Characteristics of School Science Inquiry Based on the Case Analyses of High School Science Classes
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초록
본 연구는 학교 과학 탐구의 특징이 어떠한지 탐색하는 것을 목표로 하였다. 연구를 위하여, 연구진은 13개의 과학중점학교에서 운영하는 다양한 유형의 일상적 과학수업을 참관하고 녹화하였다. 연구 자료는 총 15개 수업(18차시)에 해당하는 수업 관찰 및 녹화, 교사 및 학생과 면담, 수업 지도안 및 학생 활동지 등의 문서자료로 수집되었다. 수업 녹화물과 면담 녹음 자료는 즉시 전사하여 분석에 사용되었다. 자료 분석은 3단계로 이루어졌다. 1단계에서는 전체 수업 중에서 교사-학생, 학생들 간의 상호작용이 활발한 수업을 선정했다. 2단계에서는 선정된 수업의 담화를 주제의 흐름에 따라 단편으로 나눈 후 ‘탐구의 인지적 과정’(Chinn & Malhotra, 2002)을 준거로 하여 세부적으로 분석 및 해석했다. 3단계에서는 담화의 연속선상에서 일관되게 나타나는 탐구의 특징을 조명하였다. 연구 결과는 과학적 탐구의 특징으로서, ‘변인조절-실험장치 개선’, ‘실험 계획 과정(변인탐색-절차계획-변인통제-측정계획)’, ‘(관찰)증거-설명 변환 과정’, ‘증거-설명 연결의 추론 과정’이 반영된 4개 수업 사례로 제시되었다. 연구 결과를 토대로 학교 과학 탐구 실제에 대한 교육적 의미가 논의되었다.
Abstract
This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers’ role and educational support were discussed as well as the practical characters or features of school science inquiry.
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