SSI(Socio-Scientific Issues)를 소재로 한 융복합 교양교과목의 설계 및 운용

방담이(Bang Da mi),최선경(Choi Seon Kyung),현남숙(Hyun Nam Sook) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.6

이 연구의 목적은 SSI를 소재로 융복합 교양교과목을 설계하고 이를 운영하여 교 육적 시사점을 얻는 것이다. SSI는 그 자체로 학문적 복잡성을 내포하고 있으므로 융복합 교육의 소재로 적합하다. 하지만 SSI에 대한 의사결정을 위해서는 과학지식, 정치적 논쟁, 경제적 이득, 철학적 가치를 모두 고려해야 하는 까닭에 교수자와 학습 자 모두에게 과도한 지적 부담을 야기할 수 있다. 이를 해소하고 집단 지성을 강화 하기 위하여 이 연구에서는 교수자 팀티칭 및 협력학습 방안인 JIGSAW를 활용하 였다. 특히, SSI의 도입을 위한 매체로 영화를 선정하였는데 이는 영화가 문자에 비 하여 감각적, 구체적으로 상황을 전달함으로써 쟁점에 대한 효과적인 파악이 가능하 도록 해주기 때문이다. 이 연구에서 개발한 교과목은 매체(영화)에 포함된 SSI 인식 및 윤리적 쟁점 확인, SSI에 대한 다양한 관점에서의 분석과 해석, 여러 관점을 고 려한 의사결정의 순으로 진행하였다. ‘유전자 조작’, ‘질병’, ‘인간향상’의 세 가지 SSI 를 소재로 한 학기 동안 수업을 운영한 후 수업의 융복합적 특성, 수업을 통한 역량 함양, 협력학습 방식에 대한 만족도, 수업 요소 별 만족도, 융복합 수업의 성공 요건 에 대한 학생들의 인식을 조사하였다. 연구의 결과를 바탕으로 SSI를 소재로 한 융 복합 교양교육에 대한 시사점을 제안하였다. The purpose of this study is to develop SSI-centered teaching strategy centered on Socio-Scientific Issues (SSI) for general education and to implement for educational implications. SSI, which contain academic complexity, are pertinent to design interdisciplinary course. Scientific knowledge, political controversy, financial interests and philosophical value should be discussed at once to understand SSI. Hence, a heavy workload could be a problem to both teachers and students. To reduce such a burden, and to help enhance intellectual capacity of the concerned, team teaching method and JIGSAW are introduced. Movies are used to introduce SSI. In contrast to writing, films convey a phenomenon more directly and more perceptively, allowing students to comprehend SSI. This course is composed of three steps: Perception of SSI included in the media(films), Analysis and interpretation of SSI from various perspectives, and Decision making about SSI. The selected SSI for the implementation includes genetic engineering , disease control , and human ability improvement . The course developed in this study opened for college students in liberal arts curriculum for one semester on a trial basis, and based on the experience of the course, its educational possibilities have been discussed as a convergence course focused on SSI.

백워드 설계를 활용한 통합수업의 개발 및 적용

방담이(Bang Da mi) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.11

The purpose of this study was to develop the teaching strategy centered on integrated concept and to practice it to explore the educational possibilities. The backward design was introduced to develop teaching strategy. The first step is to chose integrated concept and to develop essential questions. The ‘evolution , equilibrium , and cycle were selected and guided by essential questions which made students consistently focus on integrated concept. Second step is to determine acceptable evidence as students achievement and to develop assessment criteria. The writings and presentations were chosen to evaluate students activities, which were analysing disciplinary concepts to find out similarities and differences among them and synthesizing them to get deep understanding about integrated concept. Final step is to plan learning experiences and instruction consisting of collecting data about disciplinary concept, synthesis and analysis of collected data, understanding of integrated concept, and application. After the practice of developed instruction, the number of category of discipline which includes disciplinary concepts listed by students and the consilience competency were increased.

중학교 과학2 교과서에 서술된 원소, 주기율표, 원자 내용이 요구하는 인지 수준 분석(제I보)

강순희,방담이,김선정,Kang, Soon-Hee,Bang, Da-Mi,Kim, Sun-Jung 대한화학회 2012 대한화학회지 Vol.56 No.4

The purpose of this study is to analyze the cognitive demands level of the description about 'element', 'periodic table', and 'atom' on the 'science 2' textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 2' textbooks. The cognitive demands level about 'elements' on many textbooks is a late concrete operational stage, because the descriptions of 'element' are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions 'element' are a substance of one kind of atom. The cognitive demands level of 'periodic table' on many textbooks is a late concrete operational stage, because the descriptions about 'periodic table' are the hierarchical classification for the categorizing reality. And the cognitive demands level of 'periodic table' is a early formal operational stage, because the descriptions about 'periodic table' are a collection of 'families' or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of 'periodic table' are a complex classificatory structure linking atomic structure. The cognitive demands level about 'atom' is a early formal operational stage because of the descriptions as "atoms have structure, some atoms are the same, or others are different".

전공교과와 교양교과에서의 핵심역량에 대한 대학생들의 교육요구도 분석

윤회정(Yoon Heo jeong),방담이(Bang Da mi) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.7

본 연구의 목적은 대학생들의 핵심역량에 대한 전공교과와 교양교과에서의 필요 수준과 현재수준을 조사하여 교과별, 계열별 교육요구도를 비교·분석하는 것이다. 이광우 등(2008)의 연구에서 제시한 창의력, 문제해결능력, 의사소통능력, 정보처리 능력, 대인관계능력, 자기관리능력, 기초학습능력, 시민의식, 국제사회문화이해, 진로 개발능력의 열 가지 핵심역량에 기초하여 설문지를 구성한 후, 수도권의 사립 대학 교 학생들 157명을 대상으로 설문조사를 실시하였다. 연구결과는 다음과 같다. 첫째, 전공교과에서는 정보처리능력에 대한 필요수준과 현재수준이 모두 가장 높게 나타 났다. 계열별로 유의미한 차이를 나타낸 핵심역량은 국제사회문화이해 역량이었으 며(p<.01) 인문학 계열에서 공학, 이학 계열보다 더 높은 필요수준과 현재수준을 나 타냈다. 둘째, 핵심역량에 대한 교양교과에서의 필요수준과 현재수준은 의사소통능 력과 정보처리능력에서 공통적으로 가장 높게 나타났다. 정보처리능력의 현재수준 에 대하여 계열별로 유의미한 차이가 있었으며(p<.01) 이학 계열의 현재수준이 인문 학, 예체능 계열보다 더 낮게 나타났다. 셋째, 전공교과에서의 교육요구도를 분석한 결과 공학 계열을 제외한 모든 계열에서 진로개발능력에 대한 교육요구도가 높게 나 타났다. 넷째, 교양교과에서의 교육요구도를 분석한 결과 이학과 인문학 계열에서는 전공교과에서와 마찬가지로 진로개발능력에 대한 교육요구도가 높게 나타났지만 그 외 다른 계열에서는 자기관리능력에 대하여 높은 교육요구도가 나타났다. 연구결과 를 바탕으로 대학의 전공 및 교양교육에 대한 시사점을 제안하였다. The purpose of this study was to survey students perception in the level of what should be and what is for key competencies and find out their educational needs in curriculum of major subject and liberal arts. Based on Lee et al. (2008), the key competencies questionnaire was developed including ten subcategories: creativity , problem solving skills , communication skills , information procession ability , interpersonal relationship ability , self management ability , basic learning skills , citizenship , international social and cultural understanding , and career development skills . One hundred fifty seven university students of one private university located near metropolitan area of Seoul participated in the survey. The results are as follows: Firstly, scores for information procession ability was highest for both the level of what should be and what is in the curriculum of major subject. The statistically significant differences was shown in international social and cultural understanding (p<.01). Secondly, scores for communication skills and information procession ability were high for both the level of what should be and what is in the curriculum of liberal arts. Similar to the curriculum of major subject, statistically significant differences was shown in international social and cultural understanding (p<.01). Thirdly, all students except majoring in engineering showed the highest educational need for ‘career-building skills’ in the curriculum of major subject. Finally, students in natural sciences and liberal arts showed the highest educational needs for career-developing skills in liberal arts curriculums. Others showed highest educational needs for self management ability . Some suggestions were made applicable for the reorganization of university curriculum based on the results.

통합개념을 중심으로 한싱가포르, 캐나다와 미국의 과학교육과정 내용 요소 분석

이윤하 ( Yoon Ha Lee ),윤회정 ( Heo Jeong Yoon ),송주연 ( Joo Yeon Song ),방담이 ( Da Mi Bang ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.1

The feasibility of integrated concepts as a key element in designing integrated science curriculum has been investigated by analysing science contents included in performance expectations stated at different grades. The science curriculum of Singapore and the state of Ontario in Canada, and next generation of science standard (NGSS) were selected. Each of them presents theme, fundamental concepts, and crosscutting concepts, which has the characteristics of integrated concepts proposed in the study. Analysis showed that theme, fundamental concepts, and crosscutting concepts were influenced by the characteristics of each curriculum. In addition, science contents related to integrated concepts at different grades varied with the nature of integrated concepts. Based on results, some suggestions were made. First, the total number of integrated concepts should be considered for designing integrated curriculum. Second, the nature of integrated concepts and science contents associated with the integrated concepts should be considered. The integrated concepts should be vast and deep enough in the meaning to contain various content knowledge of different science domains. Third, it should be considered that how the integrated concepts have to be presented at different grades.