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협력적 성찰과 과학 논변수업 실행에서 드러난 교사의 논변특이적 PCK 탐색

Exploring a Teacher’s Argumentation-Specific Pedagogical Content Knowledge Identified through Collaborative Reflection and Teaching Practice for Science Argumentation

이신영|김희백|김선아
한국과학교육학회 (The Korean Association for Science Education)|2015.12|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제35권 제6호|pp. 1019-1030|DOI http://dx.doi.org/10.14697/jkase.2015.35.6.1019

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키워드

교사논변활동수업실행논변특이적 PCK
주제분류교육학

초록

이 연구는 논변활동을 지도하는 교사의 수업실행 변화와 이 과정에서 드러나는 논변특이적 PCK의 요소를 확인하고 이것이 수업 실행에미친 영향에 대해 탐색하였다. 연구에 참여한 교사는 과학교육 박사학위 소지자로 연구 당시 교육경력이 19년이었으며 연구에 참여하기이전에 논변수업을 지도해 본 경험은 없었다. 논변활동 수업은 중학교1학년 광합성 단원에 대한 9차시로 구성되었고 수업 이후 주 1회 약30여분 총 5회에 걸쳐 연구자와 교사 간 협력적 성찰이 이루어졌다. 모든 수업과 협력적 성찰은 녹화, 녹음되었으며, 교사의 사전사후 논변검사지, 수업전사본, 관찰일지, 협력적 성찰 전사본이 분석 자료로 활용되었다. 교사의 발화를 분석한 결과 교사의 수업 실행은 1~3차시에해당하는 초반부에는 학생들에게 말하기, 논변 정의하기, 정당화하기등을 촉진하는 발화가 주로 나타났으나 4차시 이후부터는 교사가 학생들의 상호작용을 강조하며 상대방 이야기를 들어주기, 대안주장하기, 논변과정 반성해보기 등을 촉진시키는 발화도 함께 나타났다. 본 연구에서는 협력적 성찰과 논변 수업 실행으로부터 교사의 논변특이적PCK 발달이 나타났으며, 논변특이적 PCK는 학생에 대한 이해, 논변의 본성에 대한 이해, 논변 과제전략에 대한 이해로 분석되었다. 이러한 참여 교사의 논변 특이적 PCK에 대한 이해는 협력적 성찰과 수업실행이 반복되면서 향상되었음을 확인할 수 있었다. 참여교사는 논변수업에서 학생이 갖는 어려움에 대한 이해가 깊어졌으며, 논변에 대한이해를 개인적 측면으로부터 사회적 측면을 포함한 것으로 발달시켰다. 또한 논변과제를 자발적으로 변환시킴으로써 과제전략에 대한 깊은 이해를 드러냈다.

Abstract

This study examined the development of a teacher’s teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers’ journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students’ challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

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