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조미영(Cho Mi young),장지영(Jang Ji young),유정숙(Yoo Jung sook),김성원(Kim Sung won),이현주(Lee Hyung ju) 학습자중심교과교육학회 2010 학습자중심교과교육연구 Vol.10 No.2
본 연구는 2 명의 중등 과학 교사에 대한 사례연구를 통해 교수 학습 목적 및 과 정에 따른 과학 교사들의 발문 유형의 특성과 이에 대한 교사의 인식을 탐색하고자 하였다. 자료 수집을 위하여 연구 참여자의 수업을 비디오 녹화(총 8회분)하였고, 각 교사별로 5회의 개별면담을 실시하였다. 관찰된 수업 자료는 Morgan과 Saxton(1991)이 제시한 분류틀을 기준으로 교수 학습 목적(이론/적용)과 과정(도입 /전개/마무리)에 따른 참여 교사들의 발문 유형 분석에 사용되었다. 또한 개별면담 및 수업 자료를 바탕으로 연구 참여자의 발문 유형에 대한 인식을 탐색하였다. 그 결과, 연구에 참여한 두 교사는 교수 학습 목적에 따라 서로 다른 유형의 발문을 사 용하였으나 공통적으로 확인을 위한 발문을 가장 많이 사용함을 알 수 있었다. 교 수 학습 과정에 따른 참여 교사의 발문 유형은 확인을 위한 발문, 성찰을 위한 발 문, 이해를 위한 발문 순으로 나타났다. 또한 참여 교사들은 본인이 과학수업에서 개념 습득을 위한 발문에만 큰 비중을 두고 있음을 알게 되었으며, 상황이나 목적 에 따른 발문의 필요성에 대해 인식하게 되었다고 응답하였다. The purpose of this study was to analyze types of questioning used in science classes based on teaching and learning purposes and processes. Two secondary school science teachers voluntarily participated in this study. Data source included 8 classroom observations of the teachers with video-taping and note-taking and 5 individual interviews. The taxonomy of questioning suggested by Morgan and Saxton(1996) was used as a framework for analysis. Results indicated that even though the teachers used different types of questions in terms of teaching and learning purposes, but in common, dominantly used questions was to confirm students understanding of science concepts. Similarly, regarding teaching and learning process, both teachers tended to use more questions for confirmation than the ones for reflection or understanding. Participating in this study, the teachers not only realized their patterns of questioning but also perceived the importance of questioning which fit teaching and learning purposes and processes.
이향연(Hyang-yon Rhee),박선자(Sun-ja Park),유정숙(Jung Sook Yoo),이신영(Shin Young Lee),장지영(Jiyoung Jang) 이화여자대학교 생명의료법연구소 2009 생명윤리정책연구 Vol.3 No.2
The purpose of this survey is to examine the present status of ethics education in middle school science curriculum. This study, therefore, attempted to investigate 1) student’s and teacher’s perceptions of science and technology ethics, 2) teacher’s perceptions of ethics education in science and technology and 3) contents of science and technology ethics in 7th and 8th grade science textbooks. 296 middle school students in Seoul and Gyeonggi-do and 12 science teachers are participated in this survey study. The survey questionnaire for students consisted of 20 items over three sub-categories: the nature of science, the ethical issues in science and technology and experience on ethical problems in the classroom. The questionnaire for teachers also consisted of three sub-categories: perception in science and technology ethics, perception in middle school ethics education of science and technology, and opinions of that. In the result, it was found that 28.3% of students learned about ethical issues in science and technology from the school, 69.4% of students had experiences on internet-copied homework and 26.4% of them had falsified experimental data. STS topics were contained in 7 of 12 units of a 7th grade science textbook but they were not relate to ethical issues. Neither ethical issue nor STS topic was not found in 8th grade science textbook. All participated science teachers were positively perceived the necessity of science and technology ethics education for middle school students but they reported some barriers such as lack of learning materials and information and their less understanding of science and technology ethics. Some of them suggested the necessity of in-service teacher training for ethics education in science and technology.