과학교육에서 발명교육에 관한 과학교육자의 인식 조사
Perception of Science Educators about Invention Education in Science Education
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초록
본 연구에서는 과학교육 전문가와 과학교사를 비롯한 과학교육자 들의 발명교육에 대한 인식을 조사하였다. 과학교육자들의 발명교육에 대한 인식 조사 도구는 과학교육에서 발명교육의 필요성, 과학교 육과 발명교육의 관련성, 과학교사들을 위한 발명교육 연수 요구도 등으로 구성하였다. 연구 대상은 과학교육 전문가 52명과 과학교사 67명으로 총 119명이었다. 설문 조사 결과 과학교육자들은 과학교육 에서 발명교육을 포함하는 것에 대해서 상당히 긍정적으로 인식하고 있었으며, 과학교육과 발명교육은 매우 관련성이 높게 인식하는 것으로 나타났다. 발명교육에 대한 현재 이해 수준이 평균을 약간 상회하여 그리 높지 않았으며, 과학교육에서 발명기법의 활용을 위해 과학 교사들을 위한 발명교육 연수가 필요하다는 인식을 갖는 것으로 나타 났다. 대부분 과학교육자들은 발명교육이 과학과 교육과정에 직접적 으로 포함되기 보다는 비교과 활동에서 우선 시행하는 것을 선행할 필요가 있다는 의견을 제시하였다. 또한 실생활 연계, 공학적 설계및 창의적 사고 등의 측면에서 발명기법이나 발명 교육전략을을 활용 한다면 과학교육에도 도움이 되리라 생각된다.
Abstract
The purpose of this study is to examine the perception of science educators (science research experts and science teachers) about invention education in science education. The instrument in surveying their perception consisted of the necessity of invention education in science education, the connection between invention and science education, and the demand for in-service invention education for science teachers. Subjects were 119 science educators (67 science teachers and 52 science research experts). They perceived positively about including invention educational content in school science education. They perceived that invention education was highly related to science education. Even though science educators have almost average level of understanding invention education, they demand in-service invention education for science teachers. Most of them referred informal courses to formal ones for school science education. Considering real life, engineering design, creative thinking in science education, invention method, and educational strategies can be effective for science education.
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