과학수업에서 나타나는 학생들의 행동적 참여 분석을 위한 영상 분석 도구의 개발
Development of an Instrument for Analysing Students’ Behavioral Engagement in School Science Classroom
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학생은 대화뿐만 아니라 비언어적인 행동을 통해서도 수업에 참여한다. 특히 과학교실에서는 다른 교과수업과 다르게 과학기구의 사용, 관찰, 측정 등의 비언어적인 행동들이 나타난다. 그런데 학생의 행동적 참여를 분석하는 기존의 도구들은 과학교과에서 나타나는 이러한 특징적인 활동을 반영하지 못하고 있다. 본 연구는 과학교과의 학습 활동을 고려한 행동적 참여 영상 분석도구를 개발하였다. 분석도구를 개발하기 위하여, 첫째, 문헌연구와 초등학교 과학수업관찰을 바탕으로 수업 중에 나타나는 학생의 행동을 14가지로 범주화하였다 (자유발화, 음독, 경청하기, 묵독, 쓰기, 보기, 손들기, 이동하기, 비참여적움직임, 과제움직임, 관찰하기, 측정하기, 분류하기, 실험도구다루기). 둘째, 이를 바탕으로 ‘과학수업 중 행동적 참여 상태 분석틀’이 개발하였다. 셋째, Microsoft Excel Visual Basic을 이용하여 분석틀에 따라 학생들의 발화여부, 시선, 몸의 움직임 등을 기록하고 분석할 수 있는 분석도구를 개발하였다. 개발된 도구를 이용하면 수업 중 학생의 각 행동이 수행된 시간과 학생의 네 가지 수업참여 상태(즉, 참여적 발화, 참여적 침묵, 비참여적 발화, 비참여적 침묵)를 파악할 수 있다. 개발된 분석도구를 실제 과학시간의 초등학생 두 명을 대상으로 예시적으로 적용해 본 결과, 교사는 수업활동(일반, 시범실험, 실험활동)에 따라 발화의 양을 달리하였으며, 분석대상인 두 학생은 전체 수업시간동안 참여적 침묵 상태에 있는 시간이 가장 길었다(학생A: 63%, 학생B: 72%). 참여적 침묵 상태에 있는 두 학생은 ‘경청하기’를 하는 시간이 가장 길었는데(학생A: 51%, 학생B: 42%), 교사의 발화가 상대적으로 적었던 실험활동 시간에는 오히려 ‘경청하기’를 거의 하지 않은 대신에 ‘관찰하기’를 가장 많이 하였다(학생A: 47%, 학생B: 53%). 개발된 분석도구가 비언어적인 행동을 통하여 과학수업에 참여하고 있는 학생의 행동을 이해하는 데 도움을 줄 수 있을 것이라 기대된다.
Abstract
Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students’ engagement. This study aims to develop a new instrument for analyzing students’ behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% or 72%). Among the participatory silence, ‘listening’ was the most common (51% or 42% of the trial lesson) and ‘observing’ which is a specific behavior to science was the fourth position (17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.
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