과학과 관련된 사회·윤리적 문제(SSI)의 도입을 통한 창의·인성 교육 가능성에 대한 과학교사들의 인식
Perceptions of Science Teachers on Socioscientific Issues as an Instructional Tool for Creativity and Character Education
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본 연구에서는 현재 우리나라에서 강조하고 있는 창의·인성 교육의 한 방안으로 과학과 관련된 사회적·윤리적 문제(SSI)의 도입을 제안하고자 하였다. 이에, 서울 및 경기지역에 위치한 30명의 중고등학교 과학교사들과 개별 면담을 진행하여, 그들의 창의·인성 교육에 대한 인식과 SSI를 통한 창의·인성 교육의 실현 가능성에 대한 의견을 살펴보았다. 연구 결과, 연구 참여 교사들이 생각하는 창의성과 인성의 관계, 그리고 SSI를 통한 창의·인성교육의 실현 가능성에 대한 인식은 크게 4가지 유형(A-D 유형)으로 나뉘었다. A 유형의 교사들은 창의성과 인성의 여러 요소들을 폭넓게 이해하고 있었으며, 두 개념이 서로 정적 상관관계가 있다고 응답하였다. 이들은 SSI를 통한 창의·인성교육의 실현 가능성에 대해서도 매우 긍정적이었다. B 유형의 교사들도 창의성과 인성의 요소들을 폭넓게 이해하고 있었으나, 두 개념이 서로 부적 상관관계에 있다고 보았다. 그러나 SSI의 도입이 창의성과 인성을 동시에 함양할 수 있는 방안이 될 수 있겠다는 긍정적인 반응을 보였다. C 유형의 교사들은 창의성과 인성은 서로 상관이 없다고 응답하였다. 또한 창의성의 경우 여러 하위 요소들을 모두 언급하였지만 인성의 경우는 인간관계덕목에 한정하여 이해하고 있었다. 이들은 SSI의 도입에 대해 긍정적 입장을 취했으나, 그 효과에 있어서도 인성판단력 등 인성 요소 함양은 고려하지 않는 경향을 보였다. D 유형의 교사들도 창의성과 인성이 서로 상관이 없다고 응답하였으며, 창의성과 인성을 모두 좁은 의미로 이해하고 있어 SSI를 통한 창의성 및 인성의 신장에 대해서도 회의적인 태도를 보였다. 결과적으로 본 연구는 대부분의 연구 참여자들이 SSI를 활용한 창의·인성 교육의 가능성에 대해 긍정적인 의견을 보였으며, 이는 그들의 인식하고 있는 창의·인성 개념과 관련됨을 밝혔다. 따라서 SSI 도입을 통한 창의·인성 교육을 효과적으로 실현하기 위해서는 교사들이 창의성과 인성에 대한 개념을 현재 그리고 미래 과학기술 사회에서 요구되는 더 넓은 창의·인성으로 재개념화 할 필요가 있겠다.
Abstract
This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers' perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had a narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.
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