과학 연극 수업이 과학 본성에 대한 초등학생의 인식에 미치는 영향

나지연,장병기,Na Ji Yeon,Jang Byung-Ghi 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.5

The importance of teaching the nature of science (NOS) has been always emphasized in science education. However, the NOS is hardly taught in elementary science class. We are lacking in the strategies and materials for teaching NOS. So we designed the science drama teaching, and investigated the effects on pupils' perceptions about NOS. The subjects of this study were 185 third graders from a elementary school. The treatment group was provided with science drama lessons and the control group was provided with traditional lecture-type lessons. Their perceptions about NOS were investigated before/after the science lessons and after 3 months following them, and both of two groups were compared. The pretest results revealed that the pupils of both groups were found to have similar views on NOS. Dey had traditional views of the most items except for social construction of theories, mathematical knowledge and decision-making. After science lessons, they tended to change their views toward modem views, but the pupils of the treatment group showed more modem views than those of the control group on the observation, model, social construction of theories, predictions. After 3 months, the pupils of the control group tended to come back to their traditional views, but those of the treatment group showed tendencies that their changed views were kept up on the observation, scientific model, scientific knowledge, scientific methods, decision-making, social construction of theories, mathematical knowledge. Therefore this study suggests that science drama teaching could be one of the effective ways for teaching NOS.

연구논문 : 초등 과학과 교육과정과 교사용지도서 목표 간의 비교 분석 - 2009 개정 교육과정 3~4학년을 중심으로 -

나지연 ( Jiyeon Na ),윤혜경 ( Hyegyoung Yoon ),김미정 ( Mijung Kim ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom’s Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and ‘detailed’ and ‘additional’ were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

대학수업을 위한 문제중심학습(PBL) 설계모형 개발

나지연(Na, Jiyoun),정현미(Chung, Hyunmi) 한국열린교육학회 2012 열린교육연구 Vol.20 No.3

본 연구의 목적은 대학에서 교수자들이 자신의 교수상황과 조건에 적합한 PBL 수업을 설계할 수 있도록 돕는 PBL설계모형을 개발하는 것이다. 이를 위해 문헌분석과 PBL 유경험 교수자 인터뷰를 통해 PBL 설계의 구성요소를 도출하고, 대학 교수상황을 고려한 PBL설계의 상황적 지침을 도출하여 1차 PBL설계모형을 구안하였다. 그 후 구안된 모형에 대한 전문가 검토를 실시하고 대학 교수자를 대상으로 모형의 사용성 평가를 실시하여 1차 모형을 개선하여 최종 PBL설계모형을 개발하였다. PBL설계모형은 분석단계활동과 설계단계활동으로 이루어진다. 분석단계활동에서는 요구분석, PBL 수업 적합성 판단, 내용분석, 학습자분석, 환경분석, PBL운영환경 결정, PBL 수업형태 결정 7가지 활동을 수행한다. 설계단계활동에서는 문제상황설계, 학습자원설계, 문제해결과정촉진설계, 운영전략설계, 평가설계, PBL운영환경설계를 한 후, 수업설계 결과물에 대한 형성평가를 실시하고, 수정 및 보안하여 최종 PBL 수업설계안을 완성한다. PBL설계모형은 일반적인 설계 지침과 상황적 지침, PBL 수업형태별 상황적 지침을 제시하여 교수자에게 보다 구체적이고 실제적인 안내를 제공하도록 하였다. 개발된 PBL설계모형은 수업에 관한 제반 요소를 고려하여 PBL 수업을 설계하고, 대학의 다양한 교수상황에 적합한 PBL 수업을 설계할 수 있도록 상황적 지침을 제공하고 있다는 점에서 의의를 가진다. The purpose of this study was to develop a PBL instructional design model that can be used by faculties in higher education who want to apply PBL to their courses. The specific development steps for the targeted model were as followings: 1) developing the 1st draft model based on the related literature review and on the results of interview to college faculties with PBL experience, 2) validating 1st draft model based on the PBL experts' review of the 1st draft, and identifying further improvement of the draft model based on the results of usability test with several college instructors, 3) finalizing the model based on results of previous development steps and other considerations. PBL instructional design model for higher education was finalized, based on results of previous development steps and other considerations. The final model consists of two stages, analysis and design. The analysis stage includes: 1) identifying PBL course requirements through needs analysis, 2) deciding the adequacy of PBL as the instructional design strategy to the course, 3) content analysis, 4) learner analysis, 5) context analysis 6) deciding an appropriate PBL implementation environment, 7) deciding appropriate PBL type. The design stage includes 1) conducting problem situation design, considering the type of PBL and the nature of the discipline of the course, 2) designing to facilitate problem solving process 3) learning resources design, 4) implementation strategy design, 5) evaluation design, 6) designing a PBL implementation environment, 7) formative evaluation, 8) revising and deciding a final PBL. The PBL design model developed in this study has several interesting features. First, the model enables us to design a PBL course in higher education after considering various factors which are needed in designing PBL. Second, the model provides faculties in higher education with situational principles/guidelines for PBL design that are appropriate for a variety of instructional situation. Third, the PBL design model is based on instructors' needs about PBL courses as well as literature review on designing PBL.

협력적 수업설계 과정에서 예비 초등교사들이 인식하는 4C 역량 탐색

나지연(Na, Jiyeon),윤회정(Yoon, Heojeong) 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.5

4차 산업혁명 시대에 필요한 핵심역량으로 4C 역량(창의성, 비판적 사고, 의사소통, 협력)에 관한 관심이 높다. 미래핵심역량 함양에 대한 교육을 책임질 예비교사들이 인식하는 4C 역량을 탐색하기 위하여 1개 교육대학의 초등과학교육 2 교과를 수강하는 예비 초등교사 139명을 대상으로 연구를 수행하였다. 예비교사들이 협력적으로 수업을 설계하고 시연하는 활동을 수행한 후, Park et al.(2020)이 개발한 교사역량 측정도구에 응답하도록 하였다. 또한, 설문 응답 내용을 심층적으로 이해하기 위하여 자발적 참여 의사를 밝힌 4명의 예비 초등교사들을 대상으로 반구조화된 면담을 실시하였다. 설문 자료는 SPSS 14.0을 이용한 다변량 분산분석과 독립표본 t-검정, 면담 자료는 반복적 비교 분석법을 사용하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 예비 초등교사들은 4C 역량 중, 협력에 대해서는 긍정적으로 인식하고 있었으나 창의성에 대해서는 부족하다고 생각하고 있었다. 둘째, 예비 초등교사들은 비판적 사고에서 요구되는 건전한 회의성이 부족하다고 인식하고 있었다. 셋째, 심화전공에 따른 4C 역량에 대한 인식은 통계적으로 유의미한 차이가 있었으며(p < .05), 특히 비판적 사고에서 집단 간 유의미한 차이가 있었다(p < .05). 넷째, 고등학교 계열에 따라 창의성과 비판적 사고에서 통계적으로 유의미한 차이가 있었다(p < .01). 마지막으로 성별에 따라 협력 요인에서 통계적으로 유의미한 차이가 나타났다(p < .05). 연구 결과를 바탕으로 예비 초등교사 교육에서 요구되는 시사점을 논의하였다. Interests are running high in the 4C competencies (creativity, critical thinking, communication, and collaboration) as a core competency required in the era of the 4th industrial revolution. The study was conducted with 139 pre-service elementary school teachers taking the elementary science education 2 course at a local college of education. It aims to explore 4C competencies recognized by pre-service teachers who will take charge of cultivating future core competencies. Pre-service teachers were asked to respond to the measurement scale of teacher competence developed by Park et al. (2020) after they performed cooperative design and demonstration of lesson. Adding to that, the researchers conducted a semi-structured interview with four elementary school teachers who voluntarily participated to get a deeper understanding of the contents of the questionnaire responses. Questionnaire data were analyzed using MANOVA and independent sample t-test, and interview data were analyzed using constant comparison method. The results are as follows: First, pre-service elementary school teachers perceived collaboration positively, but thought that creativity was insufficient. Second, pre-service elementary school teachers recognized that the sound skepticism required for critical thinking was not enough. Third, there was a statistically significant difference in the perception of 4C competency depending on the intensive major (p < .05), especially showing significant difference between groups (p < .05). Fourth, there was a statistically significant difference in creativity and critical thinking by the types of high schools (p < .01). Lastly, there was a statistically significant gender difference in collaborative factor (p <.05). Based on these results, discussions were made on implications on the field of pre-service teacher education.

과학수업에서 학생의 일상경험 도입에 대한 초등교사의 인식과 실행 및 배경요인

나지연 ( Ji Yeon Na ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.7

교사의 인식과 실행, 그 배경요인을 밝히는 데 그 목적이 있다. 이를 위해 전공, 교직경력, 성별, 성장지역, 연령 등 각각의 특성이 다른 네 명의 초등교사를 대상으로 반 구조화된 심층면담을 실시하였다. 그 결과는 다음과 같다. 교사들은 주로 동기유발을 하기 위해 수업의 도입부에 일상경험을 상기하도록 학생들에게 발문하였다. 교사들은 과학수업에 일상경험을 도입하는 것에 우호적이었고 더 높은 수준의 도입이 필요하다고 생각했지만, 실제 과학수업에서는 일상경험을 소극적으로 도입하거나 외면하기도 하였다. 이러한 현상에 영향을 미친요인들은 ‘과학수업에 대한 기억’, ‘자녀교육 경험’, ‘유년기의 성장환경’, ‘개인의 학습양식’, ‘불충분한 지식·열정’, ‘일상생활의 과학 교육적 의미’, ‘교사의 의무에 대한 인식’, ‘평가결과의 중요성’, ‘실험의 어려움’, ‘일상경험 도입 시 학생의 반응’, ‘교과용 도서의 체계’, ‘교수학습 시간 부족’, ‘국민공통기본 교육 구현’, ‘담당 학생의 특성’, ‘타 교육주체의 요구’, ‘일상경험 도입의 효과’가 있었다. 또한 교사들은 직무관련 외적 요인의 영향에 의해 자신의 인식과 다른 실행을 하고 있으며, 일상경험의 적극적인 도입을 위하여 교과용 도서 등의 도움을 필요로 하였다. The purpose of this study is to identify elementary school teachers’ perceptions, practices, and background factors related to introducing students’ everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students’ everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students’ everyday experience during science lessons and thought that science teaching needs to actively use more of students’ everyday experience, while in actual practice they disregarded or only passively introduced students’ everyday experience. The various background factors found to affect teachers’ practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher’s duties; importance of students’ achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher’s guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parentsor students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students’ everyday experience in their teaching, teachers need support from textbooks and teachers’ guidebooks.

미래 과학교육에 대한 예비 초등 교사들의 인식

나지연 ( Na Jiyeon ),장병기 ( Jang Byung-ghi ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.1

The purpose of this study was to investigate the perspectives of pre-service elementary teachers on science education of future by using Draw-A-Science-Teacher-Test Checklist and open-ended questionnaire. The subjects of this study were 136 pre-service elementary teachers. The results of the research are as follows. The pre-service teachers thought that the physical environment reflecting the latest science and technology for science education will be developed in the future. However, few respondents indicated that student-centered equipment or a free and creative classroom environment would be provided. Second, they predicted that there would be changes in teacher`s activities due to the introduction of advanced facilities and equipment, but most of the other teachers` activities were thought to be similar to those of current teachers. Third, the pre-service elementary teachers thought that a variety of new technologies would be used in science education and science teachers would mainly teach high-technology, IT technology, science knowledge, and newly discovered science concepts. In addition, we found that pre-service elementary teachers` images were more `teacher-centered` than `student-centered`. These results show that pre-service elementary teachers are expected to utilize the latest science and technology actively in science education in 2030 and that it will lead to changes in the physical environment, teachers` activities, education contents, and teaching and learning methods. In addition, they viewed acquisition of science concept as an important goal of science education in the future and had different points of view from the current science education curriculum and scholars` emphasis on educational research for the future.

교육실습에 참여한 예비 초등교사들이 테크놀로지 활용 과학수업 실행에서 느끼는 어려움과 요구

나지연 ( Ji Yeon Na ),장병기 ( Byung Ghi Jang ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.1

The purpose of this study is to identify pre-service elementary school teachers` difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants` guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

테크놀로지 도입에 대한 과학교육학 연구동향의 분석 및 과학교사의 테크놀로지 활용 교수내용지식(TPCK)을 위한 시사점

나지연 ( Ji Yeon Na ),송진웅 ( Jin Woong Song ) 부산대학교 과학교육연구소 2014 교사교육연구 Vol.53 No.3

본 연구는 테크놀로지 도입에 대해 연구한 과학교육연구의 동향을 파악하고 이를 바탕으로 과학교사의 테크놀로지 활용 교수내용지식에 대한 시사점을 제공하는 데 그 목적이 있다. 이에 1978년부터 2014년까지 과학교육학 분야 대표 국내 학술지 2곳에 게재된 논문 중에서 테크놀로지를 도입한 논문 68편을 대상으로 사용된 테크놀로지의 현황과 특징을 조사하였다. 또한 테크놀로지 활용 교육에서 요구되는 교사의 지식에 대하여 논의하였다. 본 연구의 결과는 다음과 같다. 첫째, 과학교육연구에서 주로 연구된 테크놀로지는 CAI, Web, MBL, VR, 멀티미디어 등이 있으며, 정보통신기술이 발전함에 따라 CAI에서 Web, MBL, 모바일 순으로 테크놀로지 등장 비율이 이동하였다. 둘째, 대상 논문 중 대부분이 테크놀로지를 활용한 교육방법을 개발하고 그 교육적 효과를 조사하는 연구였다. 셋째, 초창기 연구들은 교육방법 개발 과정과 개발결과물에 초점을 둔 반면, 1990년대 중반부터는 개발한 교육방법의 효과를 검증하는 논문이 다수를 차지하였고, 2000년대부터는 개발한 교육방법 투입 전략에 대한 논문들이 등장하였다. 넷째, 과학수업에 테크놀로지를 도입하는 것에 대한 교사의 인식이나 교사에게 요구되는 능력과 같이 교사를 대상으로 하는 연구는 부족하였다. 따라서 이 연구에서는 테크놀로지 활용 교육에서 과학교사에 초점을 둔 논의가 필요함을 제안하였으며 과학교사의 테크놀로지 활용 교수내용지식에 대해 살펴보았다. 마지막으로 이러한 논의에 기초하여 과학교사의 교수경험을 바탕으로 테크놀로지 활용 교수내용지식의 성장을 나타내는 TPCK성장(TPCKgwth) 모형을 제안하고 그 시사점에 대해 논의하였다. This study reviewed trends in science education research on the introduction of instructional technologies for teaching science and discussed its implications towards science teachers` technological pedagogical content knowledge (TPCK). This study first analyzed 68 papers from two representative journals of science education research in Korea published between 1978 to 2014 based on the types and features of the technologies. Secondly, based on these findings this paper discussed the issue of teachers` technological pedagogical content knowledge (TPCK), required for effective teaching of science. The results of this study can be summarized as follows: (1) While earlier studies mostly investigated CAI, the more recent studies have focused on Web, MBL and mobile devices. (2) The vast majority of the papers were on the development and educational effects of these technologies. (3) In earlier studies the focus had been mainly given to the developmental process of and the products of new instructional methods using the technologies, however from the mid 1990s on, the focus had shifted to the different effects of these technologies and from the 2000s the focus had shifted again to implementation strategies of new technologies. (4) There have been few studies on science teachers` perceptions or abilities of introducing technology into their lessons. With these results, this study stresses the importance of the teacher when introducing and using technology in the classroom and discusses science teachers` technological pedagogical content knowledge (TPCK). Finally, based on the discussion, a new model, called TPCK growth (TPCKgwth), and its implications for the change and the growth of science teachers` TPCK are provided.

스마트 테크놀로지 활용 과학 수업 계획 시 발생하는 초등 예비교사의 질문과 수업과정안 분석

나지연 ( Na Jiyeon ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.2

본 연구는 초등 예비교사들이 스마트 테크놀로지 활용 과학 수업을 계획할 때 발생하는 질문의 유형과 작성한 수업과정안의 특징을 살펴보았다. 이를 위해 96명의 예비교사들이 작성한 수업과정안과 질문을 수집하였다. 그 결과는 다음과 같다. 첫째, 예비교사들은 시뮬레이션 앱, 정보제공 앱, clicker 평가앱, 천문관측 앱을 활용하였으며, 수업의 도입 단계에서는 시뮬레이션 앱과 clicker 평가 앱을, 전개 단계에서는 시뮬레이션 앱을, 정리 단계에서는 clicker 평가 앱을 가장 많이 활용하였다. 둘째, 스마트 테크놀로지를 사용하는 주체는 학생인 경우가 교사에 비해 높게 나타났으며, 수업의 전개 단계에서 그 특징이 더 두드러졌다. 셋째, 수업과정안에서 활용한 스마트 테크놀로지의 콘텐츠 유형은 체험형이 가장 높게 나타났으며, 도구형, 자원형 순으로 나타났다. 이에 비해 상호작용지원형이나 학습기회확장형은 상대적으로 적게 나타났다. 넷째, 예비 교사들이 작성한 과정안에는 학생들이 직접 실험이나 체험하는 기회를 제공하는 대신 체험형 스마트 테크놀로지를 활용하여 가상 체험으로 대체하는 경우가 다수 나타났다. 다섯째, 예비 초등 교사들은 스마트 테크놀로지를 활용한 과학 수업을 계획하면서 다양한 질문을 제기하였으며, 총 7개 범주 25개의 질문 유형이 나타났다. The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.

증강현실을 활용한 국내·외 과학교육 연구 동향 분석 - 초등과학교육 연구를 위한 시사점을 중심으로 -

나지연 ( Na Jiyeon ),윤회정 ( Yoon Heojeong ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.1

In order to investigate the trends in science education research using AR (Augmented Reality) and derive implications for elementary science education, we analyzed 71 research articles on AR application in science education published in both Korea and abroad from 2010 to August 2020. In quantitative aspects, the number of published articles has steadily increased. For domestic researches, the number of papers targeting for elementary school students was higher than that of middle & high school students. In the research method aspects, qualitative methods were most frequently used. In particular, papers regarding the development of AR program and verification of its effectiveness were most frequently published. The researches using mixed method in domestic field were smaller in number than that of the research in abroad. There were similar trends in research targeting elementary school students. In the aspects of the contents, more researches were performed on biology and earth science areas than others. In case of researches for elementary school students, the proportion of researches on biology and earth science was even higher. Domestically the proportion of studies on the convergence of science and non-science subjects was higher than that of foreign studies. The number of researches exploring the effectiveness on ‘non-scientific attitude domain’, ‘cognitive domain’, and ‘program domain’ were relatively higher than that on ‘inquiry & practice domain’ and ‘science-related attitude domain’. For types of AR contents, ‘observation manipulation type’ was mostly studied, followed by ‘experimental activity type’, and ‘learning guide type’. In case of studies on elementary school students, the ratio of ‘observation manipulation type’ contents was higher than that of others, whereas studies on ‘field problem solving type’ were relatively less reported than others. In addition, studies on ‘simple interaction’ were most frequently reported. Particularly, there were relatively few studies on ‘linear and nonlinear interactions’ in domestic field. As a result of analyzing key words, we found that the key words related to the characteristics and implementation of AR frequently occurred, and the key words related to elementary education and the merits of AR had many direct connections with other key words.