과학교실의 수업담화와 사회-과학적 규범의 특징: 초임 과학교사의 사례 연구

Abstract

This study explored the characteristics of socio-scientific norms and classroom discourses between the beginning teachers and their students in the science classrooms. Especially, this study focused on socio-scientific norms, i.e., how scientific knowledge was dealt with, in the discourses of the science classrooms. It included the aspects of scientific knowledge, which were knowledge justification and authority position, and the teacher-students interaction patterns. As the results of this study, three representative case studies were presented. The results included that: 1) socio-scientific norms were significantly considered to understand the teacher-students interactions in science education; 2) teachers' linguistic forms as control of common knowledge affected on specific socio-scientific norms in their classrooms; and 3) teachers' and their students' roles in the classrooms were made in the socio-scitneific norms.