교육과정 변화에 따른 우리나라 초등학교 4학년 학생들의 TIMSS 과학 내용영역별 성취 특성 분석

곽영순,Kwak, Youngsun 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.4

The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

고교학점제와 2022 개정 교육과정에 대비한 과학과 융합선택과목 재구조화 방안 탐색

곽영순,Kwak, Youngsun 대한지구과학교육학회 2021 대한지구과학교육학회지 Vol.14 No.2

The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.

TIMSS 2015 중학교 2학년 지구과학 영역에 대한 우리나라 학생들의 성취 특성 및 교육과정 연계성 탐색

곽영순 ( Youngsun Kwakyoungsun Kwak ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.1

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students` percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for `solid earth` area, which includes earth`s structure and physical features, as well as earth`s processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For `atmosphere and ocean` areas, which include earth`s processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of `universe`, students showed high percentage of scores for the earth`s rotation and revolution, the moon`s gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students` science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

핵심역량과 융합교육에 초점을 둔 과학과 교육과정 개선방향 연구

곽영순 ( Youngsun Kwak ),손정우 ( Jeong Woo Son ),김미영 ( Mi Young Kim ),구자옥 ( Ja Ok Ku ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion ‘science’ as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

우리나라 중학교 2학년 학생들의 과학에 대한 정의적 태도 특성 탐색

곽영순 ( Youngsun Kwak ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.1

The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students` attitude toward science and science achievement, trends in students` attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students` attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students` confidence with science and interest in learning science have decreased, whereas students` valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students` attitude toward science.

2015 개정 교육과정의 `통합과학` 도입에 따른 중등 과학과 현직교사 역량 제고 방안

곽영순 ( Youngsun Kwak ),이재봉 ( Jaebong Lee ),이양락 ( Yangrak Lee ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.2

Teacher reeducation is required to be comfortable with the `Integrated science` subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher`s certificates, and developed ways to improve in-service science teachers` competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised `Integrated science` curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers` competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers` certification and required teacher competencies for teaching `Integrated science`, we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised `Integrated science` (Type A), in-service training courses for `Integrated science` (Type B), and in-service teacher training certificate program for `Integrated science` (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve `Integrated science` teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in `Integrated science` teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for `Integrated science` teaching and ways to improve `Integrated science` teacher training.

과학 교사 학습공동체 특성에 대한 질적 탐구 -학교안과 학교밖 공동체 사례-

곽영순 ( Youngsun Kwak ),이기영 ( Ki-young Lee ),정은영 ( Eunyoung Jeong ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.4

This study explores the characteristics of within-school and across-school science teacher professional learning communities (hereafter, PLC) qualitatively. In-depth focus group interviews were conducted with science teachers belonging to seven PLCs within the science core school and three PLCs across schools. Interview questions include identity and motivation, major activities, and outcomes of PLC, as well as shortcomings and support plans for PLC. The results include both within-school and across-school science teacher PLCs formed for professional development related to science teaching and learning. Both science PLCs participated in the study showed the characteristics of a ‘practice community’ that developed a cooperative relationship through reciprocal participation, focusing on shared issues among members. Regarding issues, within-school PLCs focused on microscopic problems such as curriculum reconstruction of subject-matter, while across-school PLCs focused on macro problems such as teacher professional development. Regarding activities and roles as PLC, within-school and across-school science PLCs shared such features as collaborative professional development, and interpersonal education such as mentoring for novice teachers. In terms of PLC’s influence and outcomes, science teacher PLCs has a positive effect not only on the teachers themselves, but also on the students and the teacher culture in the school. In addition, science teacher PLCs need improvement of the physical conditions for community operation, and software support such as protocol provision for PLC operation and joint research or re-education with universities. In particular, joint research between universities and science teacher PLCs shows the future orientation of the PLC as an ‘inquiry community’. Based on the results, the necessity of active support for science PLC, the necessity of developing a cooperative system between science teacher PLC and universities, and ways to spread the PLC of science core schools to that of general schools were proposed.

교사 교육에서 접근한 중등 과학 수업 실태 분석 연구

곽영순(Kwak Youngsun) 한국열린교육학회 2006 열린교육연구 Vol.14 No.1

  본 연구에서는 중등 과학 교사들을 대상으로 교사들의 수업 관련 실태를 파악하기 위해 미국에서 과학 교육의 현황을 파악하기 위해 정기적으로 실시하고 있는 ‘과학 교육에 대한 국가 수준의 조사’에 쓰이고 있는 질문지를 우리나라 실정에 맞도록 번안하여 활용하였다. 413명의 중등 과학 교사들의 응답 결과를 토대로 (1)교사들의 배경 변인 및 교사로서의 준비 수준에 대한 인식, (2) 수업 목표 및 활동, (3)수업에 영향을 미치는 요인 등을 조사하였다. 연구 결과, 우리나라 중등 과학 교사들은 약 40%가 석사 또는 박사 학위를 가지고 있는 것으로 나타났다. 대부분의 중등 과학 교사들은 과학 전공 영역을 가르치기 위한 준비도를 비교적 높게 자평한 반면에, 기술이나 공학 활용에 대한 준비도는 상대적으로 낮게 평가하였다. 지난 3년간 중등 과학 교사들이 가장 필요로 했던 연수는 과학(학습)에 대한 학생의 흥미와 관심을 높일 수 있는 교수 학습 방법 익히기였다. 수업 측면에서는 우리나라는 물론 미국의 중등 과학 교사들의 경우에도 전반적으로 과학의 본성과 관련된 목표보다는 과학 내용과 관련된 목표를 더 강조하는 경향이 나타났다. 과학 수업의 가장 심각한 장애 요인은 교사의 수업 준비 시간 부족, 교사의 전문성 개발을 위한 시간 부족 등 시간 부족인 것으로 나타났다. 진단된 실태를 바탕으로 중등학교 현장의 과학교육의 질을 높일 수 있는 개선안을 교사 교육과 교사 재교육의 측면에서 제안하였다.   The purpose of this study is to explore the possible improvement and support plans for a better science education and science teacher (re)education based on the diagnosis of the current science teaching status in the secondary school. For this purpose, teacher preparation, teacher perceptions of their preparation, teachers" perceived needs for professional development, science teaching practices, and problems affecting science instruction were investigated through a survey with 413 secondary science teachers. According to the result, about 40 percent of the science teachers have earned a degree beyond the Bachelor"s. Most of the teachers reported that they were adequately qualified to teach their own content area but they did not feel well prepared to use technology in their teaching. The teachers reported that they perceived a substantial need for professional development in learning how to raise students" interest and enjoyment in science over the last 3 years. Regarding science instruction, not only Korean but also American teachers tend to emphasize more frequently science content objectives than nature of science objectives, and commonly use traditional teaching practices(e.g., students listening and taking notes during a lecture, doing textbook or worksheet questions, reviewing homework). The teachers reported that time constraints(lack of time to plan lessons and participate in professional development, etc.) were the most serious problems in science instruction. Some implications of this study for teacher (re)education and suggestions for how to improve science teaching practices are also discussed.

우리나라 중학생들의 TIMSS 2015 화학 영역 성취 특성 분석

곽영순 ( Youngsun Kwak ) 한국과학교육학회 2018 한국과학교육학회지 Vol.38 No.5

The goal of this study is to investigate the features of Korean eighth graders’ achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders’ achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students’ percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in ‘applying’ domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students’ better science competencies and real-world application of science knowledge.

중등 과학과 교사임용시험의 교과교육학 시험 개선 방안 탐색

곽영순 ( Youngsun Kwak ) 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.1

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.