학교과학실험에 대한 초등교사들의 인식론적 이해의 탐색
Exploring Elementary Teachers' Epistemological Understandings of School Science Lab Practices
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초록
본 연구는 과학 및 과학 교수학습, 특히 학교과학실험에 대한 초등 교사들의 인식론적 이해를 탐색하는 것이다. 초등 교사 5명이 연구에 참여하였다. 연구 과정은 5회의 세미나로 진행되었고, 그 과정에서 참여 교사들은 블랙박스 활동과 과학, 학교과학, 과학실험, 과학교수학습을 주제로 한 토론에 참여하였다. 자료 수집을 위해 참여 교사들의 활동과 토론은 모두 비디오 녹화되고 전사되었다. 연구 결과로서, 개방형 토론 과정에서 떠오른 참여 교사들의 인식론적 논제를 중심으로, 참여 교사들의 네 가지 인식론적 이해를 제시하였다. 네 가지 인식론적 이해는 ‘과학자 활동과 학교과학실험은 목적과 과정이 다르다’, ‘과학적 탐구는 실험실 안에서, 초등학교 탐구는 실험실 밖 활동에서 볼 수 있다’, ‘초등학교 과학실험의 목표는 실험 경험을 통해 학생들의 동기유발, 호기심, 민감성을 발달시키는 것이다’, ‘초등학교 과학실험에는 과학 지식과 탐구의 연결이 없고 조작이 있을 뿐이다. 학생들은 실험에 대해 아무것도 모르고, 교사는 실험에 대해 다 알고, 학생은 교사가 다 알고 있다는 것을 안다’였다. 연구 결과를 토대로, 학교과학실험에 관련된 연구 및 교수학습에 관한 논의와 시사점을 제시하였다.
Abstract
The purpose of this study was to explore elementary teachers' epistemological understandings of science and science teaching and learning, especially focusing on school science laboratory. Five elementary teachers were participated in this study. They had a black-box activity and group discussions on various topics of science, school science, science laboratory, science teaching and learning in the venue of four seminars. Their activities and discussions were videotaped and transcribed. Several epistemological issues were emerged in their activity and open-ended discussions. Results involved four epistemological understandings of the teachers: Scientists' work is different from school lab. activities; While scientific inquiry is inside of laboratory, elementary inquiry is in out of lab work; Elementary school science lab should take a role of develop students' motivation, curiosity, and sensitivities related to science; There is not connection between scientific knowledge and inquiry in elementary school science lab. There is only mindless operating as knowledge as a purpose of the experiments, which is perceived not by students, but by teachers. Students believe that the knowledge is possessed by teachers. Based on the results, discussion and implications about science education and science teacher education were presented.
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