초등 과학 온라인 수업 운영에 대한 교사들의 인식과 운영실태

김혜란,최선영 한국초등과학교육학회 2021 한국초등과학교육학회 학술대회 Vol.79 No.-

The aims of this study were to do a survey on teachers’ perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general information of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, and ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

과학영재 수업에 대한 예비 과학교사들의 인식

박종석 ( Jong Seok Park ),김지영 ( Ji Young Kim ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.4

이 연구는 과학영재 수업을 관찰한 예비 과학교사들이 과학영재와 과학영재 교육을 어떻게 인식하고 있는지, 과학영재 수업에서 개선해야 할 점은 무엇인지 조사하였다. 연구 결과 예비 과학교사들은 첫째, 과학영재들의 영재성에 대해 부정적이었다. 둘째, 다양한 형태의 수업이 이루어지고 있지 못하다고 인식하였다. 특히 이론 강의가 가장 많았는데, 이는 과학영재들의 잠재적 영재성 계발에 부정적이라고 인식하였다. 셋째, 창의성 및 사고력 향상을 위한 프로그램의 부재와 과학영재 수업 교재에 대해서 부정적이었지만, 자기 주도적 학습에는 긍정적이었다. 넷째, 교육시설과 수업인원에 대해 부정적이었다. 다섯째, 강의자가 전공 교수일 때 학생의 잠재적 영재성이 가장 잘 개발될 것으로 인식하였다. 과학영재 수업에서 개선되어야 할 점으로 선행학습 위주의 판별 수정, 창의적 사고력 함양 교수학습의 강화, 특정 학년의 교육과정과 관계없는 창의적 내용으로 구성, 영재교육을 위한 학습 자료의 확보, 영재교육 전문 강사의 필요성을 언급하였다. 이상으로부터 예비 과학교사들은 대학에서 이루어지고 있는 과학영재 수업에 대해 부정적으로 인식하고 있으며, 개선할 점으로 선행학습이 아닌 창의적 교육과정과 전문 강사의 필요성 등을 언급하였음을 알 수 있었다. This study examined how pre-service science teachers, who observed classes for the gifted in science, perceive the gifted in science and the education they are getting, and explored what needs to be improved in the classes for the gifted in science. Based on the results of this study, first, pre-service science teachers were negative about the giftedness of the gifted in science. Second, they recognized that various types of classes were not provided. Especially, while theoretical lectures were mostly offered, they recognized that it had a negative influence in developing the potential giftedness of the gifted in science. Third, they were negative about the absence of programs for improving creativity and thinking skills and teaching materials for the gifted in science; however, they were positive about self-directed learning. Fourth, they had a negative opinion on educational facilities and the number of students in classes. Fifth, they recognized that potential giftedness would be developed the most when the lecturer is a professor majoring in the subject. For improvements in the classes for the gifted in science, they referred to revising the distinction focusing on preceding learning, reinforcing teaching methods to improve creative thinking, constructing creative contents regardless of specific grades and curriculum, securing learning materials for the gifted, and the necessity of lecturers specialized in the education for the gifted. Eventually, pre-service science teachers have negative cognitions for the classes for the gifted in science offered by universities, and it was known that they mentioned the necessity of creative educational courses and professional lecturers, not pre-learning for improvements.

‘계절 변화’에 대한 탐구적 과학글쓰기 수업이 초등학생들의 과학 학습동기 및 과학적 태도에 미치는 영향

김순식,이용섭 대한지구과학교육학회 2017 대한지구과학교육학회지 Vol.10 No.3

본 연구의 목적은 ‘계절변화’에 대한 탐구적 과학글쓰기 수업이 초등학생들의 과학 학습동기 및 과학적 태도에 어떤 영향을 미치는지를 알아보는 것이다. 본 연구는 P광역시 소재 Y초등학교 6학년 2개 학급의 학생들을 대상으로 실시하였다. 연구집단으로 선정된 1개 학급 24명을 대상으로 ‘계절변화’ 단원에 대한 10차시 수업을 탐구적 과학글쓰기 형식으로 진행하였다. 본 연구의 결과는 다음과 같다. ‘계절변화’에 대한 탐구적 과학글쓰기 수업은 초등학생들의 과학 학습동기 및 과학적 태도에 유의미한 효과가 있었다. 이것은 학생들이 탐구한 내용을 글로 표현하는 과정에서 자신감과 흥미를 가지게 되었고 자신이 탐구한 내용을 글로 표현하고 동료들과 논의하는 과정에서 호기심과 협동성 그리고 끈기가 생겨 이것이 과학적 태도 향상에 영향을 미친 것으로 생각된다. 또한 탐구적 과학글쓰기 수업에 참가한 학생들의 수업에 대한 만족도, 흥미도, 참여도 조사 결과 에서도 좋은 평가를 받았다. The purpose of this study is to investigate the effect of science writing heuristic class on ‘seasonal change’ on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the ‘seasonal change’ and the general classes related to the ‘seasonal change’ were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about ‘seasonal change’ showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about ‘seasonal changes’ showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

요리를 이용한 과학실험 수업이 중학생의 정의적영역에 미치는 효과

김소연(So Yeon Kim),김운화(Unhwa Gim),김미점(Mi Jum Kim),김용진(Yong-Jin Kim) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.2

In this study, the science cooking class programs that combines cooking and experimentation were developed and applied as a student-centered science class to 39 students in the free semester of the first year of middle school. After that, a questionnaire was developed and surveyed to explore how students recognize the effects of science cooking class on students affective domain (interest and attitude) toward science class. In addition, students were interviewed and analyzed in order to explore the concrete content and reasons that students recognized the effect of science cooking class. As a result of the study, 87% of the students who participated in science class recognized that science cooking class brought positive improvement in the interest and attitude toward science class. Some students (5%), who had a high degree of interest only in cooking while having difficulty in science, still had low interest and attitude toward science class even after science cooking class. However, most of the students who liked or hated cooking showed increased interest and attitude toward science class through science cooking class. Therefore, it can be concluded that a science experiment using cooking is very useful in enhancing the effect of the affective domain for students in science class. Since science cooking class is useful for student participatory class and convergence education, it is suggested that the development and application of various science cooking class programs applicable in the school field need to be further spread.

예비과학교사들의 과학과 예술 융합 수업 준비와 시연과정에서의 STEAM 교육에 대한 인식 변화 및 수업 분석과 피드백 : 영화와 연극 접목 융합 수업을 중심으로

손연아 韓國生物敎育學會 2012 생물교육 Vol.40 No.4

The purpose of this study was to analyze pre-service science teachers' perception of STEAMeducation and science and art STEAM class by pre-service science teachers. 12 pre-service scienceteachers at college of education and 6 school teachers who have professional careers of STEAMeducation in primary and secondary schools participated in this study. 11 research's steps wereapplied to this study: analyzing of pre-service science teachers' perception on STEAM class beforethis study→lecture of STEAM education by researcher→analyzing of pre-service science teachers'perception on STEAM class after lecture of STEAM education→first workshop for design of scienceand art class→self & peer group feedback and interview→second workshop→microteaching andvideo-taping on the class of science and art→self and peer group evaluation→analyzing of preservicescience teachers' changed perception on STEAM class→analyzing of video-taping on theclass of science and art by science teacher STEAM professional group→analyzing of instructionalprocess applying in this study to develop science and art class professionalism. This study could helpthat pre-service science teachers and school science teachers find significant suggestions to designand teach science and art class for STEAM education.

초등 과학 온라인 수업 운영에 대한 교사들의 인식과 운영실태

김혜란,최선영 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.4

The aims of this study were to do a survey on teachers’ perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

내러티브를 활용한 과학수업이 중학생의 한국 과학사 이해도에 미치는 영향: 한국 천문학사를 중심으로

박경미 ( Park Kyung Mi ),박영관 ( Park Young Kwan ) 아시아문화학술원 2016 인문사회 21 Vol.7 No.5

본 연구에서는 내러티브를 활용한 과학수업이 중학생들의 한국과학사에 대한 이해도에 미치는 영향에 대하여 알아보았다. 한국 천문학사를 중심으로 이와 관련된 자료 및 인물을 중심으로 수업을 진행하였으며, 중학생의 수준에 적합한 8차시의 내러티브 활용 과학 수업 프로그램을 개발 적용하였다. 수업 프로그램은 Egan의 이야기 형식모형을 기반으로 개발하였다. 내러티브를 활용한 과학수업의 효과를 알아보기 위하여, 중학교 2개 학급 44명의 실험집단 및 2개 학급 44명의 비교집단 학생을 대상으로 수업을 하였다. 수업 프로그램의 적용 전과 후에 한국과학사 이해도 검사를 실시하고, 대응표본 t검증 및 빈도분석을 통해 결과를 해석하였다. 연구 결과 내러티브 활용 과학수업이 학생들의 한국천문학사에 대한 흥미 및 이해도를 높이고, 한국천문학 자료를 이해하는데 효과가 있었다. 또한 우리 과학에 대한 자긍심을 높이는데도 긍정적인 영향을 주었다. 앞으로 우리 과학에 대한 흥미와 이해도 향상을 위해 과학과 교육과정에서 한국과학사 영역에 대하여 학생 활동중심의 내용으로 변화가 요구되며, 이를 위한 한 방편으로 초, 중, 고등학교급에 맞는 다양한 내러티브 활용 과학 프로그램의 개발 및 도입을 제안하였다. The purpose of this research is to survey the effects of middle school students` comprehending history of korean science after conducting narrative-applied science classes. Classes were conducted centered on history of korean science-related data and figures, developed and applied to eight-class narrative-applied science classes appropriate for middle school level. The class programs were developed based on Egan`s story telling model. To examine the effects of narrative-applied science classes, lectures were conducted to 44 students of 2 middle school classes in the experimental group and the other same number and level of students in the comparative group. Tests for history of korean science comprehension were implemented before and after the class programs, and consequences of the experiment were then interpreted through paired t-test and analyses of frequency. After conducting narrative-applied classes, it was the comprehending of middle school students` history of korean science that was effective for arousing the students` positive attitudes towards science and creating its concepts. Also it had positive effect on developing pride in korean science. Hence, there needs to have change in science curriculum contents focused on history of korean science activities to enhance interest and comprehension of korean history hereafter. As a means of that, there needs to have development and introduction of various narrative-applied science programs suitable for elementary, middle, and high school levels.

학생 참여형 과학 수업에서 수업 활동 유형에 따른 학생들의 선호도 분석

민재식 ( Jaesik Min ),김용진 ( Yong-jin Kim ) 한국생물교육학회 2021 생물교육 Vol.49 No.4

In this study, the types of student participatory science classes were analyzed and the students’ preference for each type was surveyed. To this end, lesson plans were submitted by science teachers in leading schools for student participatory science classes in 2019 were analyzed according to their types and a survey was conducted on students of leading schools for student participatory science classes. The types of student participatory science classes were divided into experiment·observation,production·expression, inquiry·interpretation, discussion·debate, project, and problem solving. Analysis of lesson plans showed that the experiment·observation type was used the most, accounting for 181(25.6%) and the problem solving type was used the least(9.8%). The result of analyzing the difference in preference according to the type of science class activity showed that there were statistically significant differences in elementary, middle, and high schools. Analysis of the students’ preference for the types of student participatory science classes showed that the preference for the experiment·observation type was statistically significantly higher than that for the teacher centered one(t=-12.17, p=.000). Therefore, in student participatory science classes, it can be seen that the experiment·observation class type is an important type that can increase students’ interest and satisfaction in science classes. Other types except for the experiment·observation type have lower preference than teacher-centered classes, so student participatory classes require efficient operation to improve academic achievement or satisfaction along with interest. The study on the preference for the type of science class activities by gender indicated that male students showed higher preference than female students did in all science class activities. Strategies on selecting and applying the relevant class type is important because preference for the student participatory science classes can be different according to teachers’ instructional design strategies, relevance of class activities, school levels, and gender of the students.

미래유망직업을 활용한 초등학교 과학수업이 초등학생의 과학에 대한 태도 및 진로발달에 미치는 효과

한재균,권난주 한국교원대학교 교육연구원 2019 敎員敎育 Vol.35 No.4

본 연구에서는 미래유망직업을 활용한 초등학교 과학수업이 초등학생의 과학에 대한 태도 및진로발달에 미치는 효과에 대해 연구하기 위해, 미래유망직업을 활용한 수업을 실시한 후, 초등학생의 과학에 대한 인식, 흥미 및 진로 발달에 미치는 효과를 알아보고자 하였다. 수업에 활용한미래유망직업은 2014년 미래창조과학부가 과학기술인재 진로지원센터를 통해 발표한 과학기술분 야 미래유망직업과 한국직업능력개발원에서 발간한 미래의 직업세계(2014) 및 미래의 직업세계- 해외직업편(2015)를 토대로 선정하였으며, 초등학교 과학과 교육과정과 연계하여 적용할 수 있는 직업 및 단원을 선정하여 총 12차시의 수업을 실시하였다. 각 차시의 수업 단계는 권난주(2006)가 발표한 과학자에 대한 인식변화 과정으로 과학 꺼내기, 과학 깨닫기, 과학 친하기, 과학 꿈꾸기의총 4단계이며, 연구를 통해 개발한 수업을 경기도 소재 G초등학교 6학년 학생들을 대상으로 적용하였다. 연구 결과는 다음과 같다. 첫째, 미래유망직업을 활용한 초등학교 과학수업은 학생들의 과학에 대한 인식 및 흥미에 유의미한 효과가 있는 것으로 나타났다. 둘째, 미래유망직업을 활용한과학수업은 초등학생의 진로발달에 유의미한 효과가 있는 것으로 나타났다. The purpose of the study was to develop a class strategy for examining elementary school students’ attitudes towards a promising career in Science, and to examine the effect that applying to the class had on elementary school students' attitude towards Science and career development. To achieve this goal, students applying to the class were selected based on their attitudes towards pursuing a promising career in Science and technology fields. This program had been developed by the Support Center for Science and Technology Talent working under the Ministry of Science, ICT and Future Planning (2014), the future career world-overseas jobs(2015) and the job world in advance (2016), published by the Korea Research Institute for Vocational Education and Training. Jobs and units that can be applied in conjunction with Science in elementary school and the curriculum were selected, A total of 12 sessions of classes were conducted. The results of the study are as follows. First, it was shown that Science classes using a promising career focus had positive effects on the elementary school students' attitudes connected with Science and career development. Second, there was a significant difference between Science classes using the promising career focus and sub areas of the elementary school students' career development. Therefore, the research findings would appear to indicate that elementary school Science classes using a promising career focus help the elementary school students' career development and attitude towards Science. It would then be useful to develop follow-up programs reflecting various occupational fields.

초등학생들이 선호, 기피하는 수업 상황별 과학 교사 이미지 분석

임수민 ( Lim¸ Soo-min ),조윤정 ( Cho¸ Yunjung ),김영신 ( Kim¸ Youngshin ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.3

현대 사회는 새로운 과학 교사상을 요구한다. 초등학생은 다른 학령기에 비하여 교사의 영향력이 크게 작용하는 시기이면서 과학 교과를 처음으로 접하는 시기이다. 초등 과학 교사에 의해 과학 학습에 대한 초기 이미지와 과학에 대한 태도 등이 정형화되어 가는 시작점으로 과학 교사의 역할이 매우 중요하다고 할 수 있다. 이에 초등학교 과학 교사에 대한 이미지를 올바르게 정립하는 것은 매우 중요하다. 본 연구의 목적은 초등학생이 수업 상황에 따라 선호하고, 기피하는 과학 교사 이미지에 대해 분석하고자 하는 것이다. 이를 위하여 초등학생 534명을 대상으로 수업 상황을 수업 형태, 수업 자료 제시 방법, 교과 지도 방법, 교과 내용 설명 방식, 수업 분위기 조성의 5가지로 나누어 선호, 기피하는 과학 교사의 이미지를 개방형으로 기술하도록 하였다. 초등학생들에 의해 제시된 개념들은 언어 네트워크 분석법을 통해 분석이 이루어졌다. 본 연구의 결론은 다음과 같다. 첫째, 과학 교사가 수업을 어떻게 하느냐에 따라 초등학생들이 선호하거나 기피하는 과학 교사의 이미지가 결정되었다. 둘째, 초등학생들은 실험 수업과 같은 활동 중심의 수업을 선호하며, 이와 같은 방식으로 수업이 이루어질 필요성이 있다. 마지막으로 초등학생들이 선호하는 과학 수업으로의 변화가 이루어질 수 있도록 수업 방법에 대한 교사들의 작은 변화와 노력이 필요하다. Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher’s influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.