한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제30권2호
  • /
  • Pages.234-248
  • /
  • 2010
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

지구과학 창의적 이야기 쓰기 프로젝트 : 초등 예비교사들의 적용 사례 연구

A Case Study on the Application of Creative Story Writing Project on Elementary Pre service Teachers

  • 투고 : 2009.11.07
  • 심사 : 2010.02.08
  • 발행 : 2010.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 중부권에 소재한 교육대학교에서 교양 선택 과목으로 지구과학을 수강하는 비과학 전공의 초등 예비교사 52명을 대상으로 이루어졌다. 초등 예비교사들은 8차시에 걸쳐 지구계의 순환 이라는 주제로 학생들에게 들려주기 위한 창의적 이야기 쓰기 활동에 참여하였다. 이야기 쓰기 활동의 전 후에 마인드맵 그리기 활동을 통해 인식의 변화를 확인하였으며, 연구 대상 중 43명은 활동이 끝난 후에 자율적으로 구조적 면담에 참여하여 이야기 말하기 활동을 수행하였다. 방사형의 스토리맵을 변형하여 초등 예비교사들이 쓴 창의적 이야기를 분석한 사례를 소개하고, 과학 창의적 이야기의 분석 방법으로서 스토리맵 그리기를 제안한다. 본 연구에서는 창의적 이야기 쓰기 활동 전과 후의 마인드맵을 분석하여 긍정적인 변화를 연구하였다. 지구계의 순환에 대한 개념을 밝힌 본 연구를 통해 현행 7차 및 개정 교육과정의 지구계 단원에서 다루는 교수학습 내용과 이를 학습한 예비 교사들이 표현한 개념으로부터 차이점이 발견되었다.

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

키워드

참고문헌

  1. 교육부 (1997). 제7차 교육과정 : 과학과 교육과정 및 해설.
  2. 교육부 (1997). 제7차 교육과정 : 과학과 교육과정 및 해설.
  3. 김윤지, 정진우 (2009). 지구계 교육과 소재로서 순환에 대한 이해. 한국과학교육학회지, 29(8), 951-962.
  4. 김윤지, 정진우, 위수민 (2009). 대학생들이 인식하는 지구계 순환의 구성 개념 분석. 한국과학교육학회지, 29(8), 963-977.
  5. 김재춘, 배지현 (2009). 의미 생성 활동으로서의 스토리텔링의 교육적 함의. 초등교육연구, 22(1), 61-82.
  6. 김지숙, 권혁순 (2006). 과학 글쓰기에 대한 초등 예비교사들의 인식. 한국과학교육학회 동계학술대회 논문발표집.
  7. 남경운, 이봉우, 이성묵 (2004). 과학일기쓰기가 과학영재의 과학에 관련된 정의적 특성에 미치는 영향. 한국과학교육학회지, 24(6), 1272-1282.
  8. 남정희, 곽경화, 장경화, Brian Hand (2008). 논의를 강조한 탐구적 과학 글쓰기의 중학교 과학 수업에의 적용. 한국과학교육학회지, 28(8), 922-936.
  9. 배희숙, 전영석, 홍준희 (2009). 과학 탐구 능력 신장을 위한 과학 글쓰기 교수,학습 전략 개발. 초등과학교육, 28(2), 178-186.
  10. 손정우, 권은실 (2006). 과학 논술능력 향상을 위한 과학글쓰기 수업모형 개발. 한국과학교육학회 하계학술대회 논문발표집.
  11. 정혁, 정용재, 송진웅 (2004). 빛을 주제로 한 11학년 학생의 과제 유형에 따른 글쓰기 분석. 한국과학교육학회지, 24(5), 1008-1017.
  12. 천재훈, 손정우, 권은실 (2006). 과학적 사고력 향상을 위한 과학글쓰기 활동. 한국과학교육학회 동계학술대회 논문발표집.
  13. Babyak, A. E., Koorland, M., & Mathes, P. G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Journal of the Council for Children with Behavioral Disorders, 25(3), 239-258.
  14. Bank, C. G. (2006). Reading and writing taught in a sophomore course on plate tectonics. Journal of Geoscience Education, 54(1), 25-30.
  15. Ben-Zvi Assaraf, O., & Orion, N. (2005). Development of System Thinking Skills in the Context of Earth System Education. Journal of Research in Science Teaching, 42(5), 518-560. https://doi.org/10.1002/tea.20061
  16. Boschhuizen, R., & Brinkman. F. G. (1995). The concept of cycles for environmental education. Environmental Education Research, 1(2), 147-158. https://doi.org/10.1080/1350462950010202
  17. Blythe, H., & Sweet, C. (2008). The writing community: a new model for the creative writing classroom. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 8(2), 305-326.
  18. Clark, I. F., & Carpenter, J. R. (2006). Development, implementation and evaluation of a standards-based earth systems education course for middle school teachers. Journal of Geoscience Education, 54(3), 272-282.
  19. Cremin, T. (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambidge Journal of Education, 36(3), 415-433. https://doi.org/10.1080/03057640600866023
  20. Davis, Z. T. (1994). Effects of prereading story mapping on elementary readers' comprehension. Jouranl of educational research, 87(6), 353-360. https://doi.org/10.1080/00220671.1994.9941266
  21. Derbentseva, N., Safayeni, F., & Canas, A. J. (2007). Concept maps: experiments on dynamic thinking. Journal of research in Science Teaching, 44(3), 448-465. https://doi.org/10.1002/tea.20153
  22. Dove, J. E., Euerett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children's drawing. International Journal of Science Education, 21(5), 485-497. https://doi.org/10.1080/095006999290534
  23. Duggan, D., & Matthews, P. (2002). The identification of students' alternative conceptions in biology by the use of creative. Irish Educational Studies, 21(1), 80-96.
  24. Ellis, R. A. (2004). University student approaches to learning science through writing. International Journal of Science Education, 26(15), 1835-1853. https://doi.org/10.1080/0950069042000243772
  25. Englebrecht, A. C., Mintzes, J. J., Brown, L. M., & Kelso, P. R. (2005). Probing understanding in physical geology using concept maps and clinical interviews. Journal of Geoscience Education, 53(3), 263-270.
  26. Fisher, R. (2006). Whose writing is it anyway? Issues of control in the teaching of writing. Cambridge Journal of Education, 36(2), 193-206. https://doi.org/10.1080/03057640600718513
  27. Idol, L., & Croll, V. J. (1987). Storymapping training as a means of improving reading comprehension. Journal of the Division for Children with Learning disability quarterly, 10(3), 214-229.
  28. Johnson, J. K., & Reynolds, S. J. (2005). Concept Sketches - Using Student - and Instructor - generated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses. Journal of Geoscience Education, 53(1), 85-95.
  29. Joshua, M. (2007). The effects of pictures and prompts on the writing of students in primary grades: action research by graduate students at California state university, Northridge. Action in teacher education, 29(2), 80-93. https://doi.org/10.1080/01626620.2007.10463451
  30. Kali, Y., Orion, N., & Eylon, S. B. (2003). Effect of knowledge Integration Activities on Students'Perception of the Earth's Crust as a Cyclic System. Journal of Research in Science Teaching, 40(6), 545-565. https://doi.org/10.1002/tea.10096
  31. Kastens, K. A., & Turrin, M. (2006). To what extent should human/environment interactions be included in science education?. Journal of Geoscience Education, 54(3), 422-436.
  32. Kortelainen, T., & Vanhala, M. (2004). Portfolio, peer evaluation, and mind map in an introductory course of information studies. Journal of Education for Library and Information Science, 45(4), 273-285. https://doi.org/10.2307/40323874
  33. Gallavan, N. P., Bowles, F. A., & Young, C. T. (2007). Learning to write and writing to learn: insights from teacher candidates. Action in teacher education, 29(2), 61-69. https://doi.org/10.1080/01626620.2007.10463449
  34. Glynn, S. M., & Muth, D. (1994). Reading and writing to learn science: achieving scientific literacy. Journal of research in Science Teaching, 31(9), 1057-1073. https://doi.org/10.1002/tea.3660310915
  35. Leydens, J. A., & Santi, P. (2006). Optimizing faculty use of writing as a learning tool in geoscience education. Journal of Geoscience Education, 54(4), 491-502.
  36. Lusk, M. G., Bickmore, B. R., Christiansen, E. H., & Sudweeks, R. R. (2006). Use of a Mentored Creative Writing Project to Improve the Geology Education of Preservice Elementary Teachers. Journal of Geoscience Education, 54(1), 31-40.
  37. Penner, D. E. (2000). Explaining systems: investigating middle school students' understanding of emergent phenomena. Journal of Research in Science Teaching, 37(8), 784-806. https://doi.org/10.1002/1098-2736(200010)37:8<784::AID-TEA3>3.0.CO;2-E
  38. Prain, V., & Hand, B. (1999). Students perceptions of writing for learning in secondary school science. Science Education, 83(2), 151-162. https://doi.org/10.1002/(SICI)1098-237X(199903)83:2<151::AID-SCE4>3.0.CO;2-S
  39. Raia, F. (2005). Students'understanding of complex dynamic systems. Journal of Geoscience Education, 53(3), 297-308. https://doi.org/10.5408/1089-9995-53.3.297
  40. Ritchie, S., Riano, D., & Duane, A. (2008). Writing an ecological mystery in class: merging nenres and learning science. International Journal of Science Education, 30(2), 143-166. https://doi.org/10.1080/09500690601161783
  41. Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: an exploratory study. Science Education, 84(5), 566-593. https://doi.org/10.1002/1098-237X(200009)84:5<566::AID-SCE2>3.0.CO;2-U
  42. Rivard, L. P. (2004). Are language-based activities in science effective for all students, including low achievers?. Science Education, 88(3), 420-442. https://doi.org/10.1002/sce.10114
  43. Robertson, I. J. (2004). Assessing the quality of undergraduate education students' writing about learning and teaching science. International Journal of Science Education, 26(9), 1131-1149. https://doi.org/10.1080/0950069042000177244
  44. Safayeni, F., Derbentseva, N., & Canas, A. J. (2005). A theoretical note on concepts and the need for cyclic concept maps. Journal of research in Science Teaching, 42(7), 741-766. https://doi.org/10.1002/tea.20074
  45. Sell, K. S., Herbert, B. E., Stuessy, C. L., & Schielack, J. (2006). Supporting student conceptual model development of complex Earth Systems through the use of multiple representations and inquiry. Journal of Geoscience Education, 54(3), 396-407 https://doi.org/10.5408/1089-9995-54.3.396
  46. Townsend, M., Rule, A. C., Meyer, M. A., & Dockstader, C. J. (2007). Teaching the Nitrogen Cycle and Human Health Interactions. Journal of Geoscience Education, 55(2), 158-168. https://doi.org/10.5408/1089-9995-55.2.158
  47. Vaughn, J. A. (2007). The graduate writing challenge: a perspective from an urban teacher education program. Action in teacher education, 29(2), 51-60. https://doi.org/10.1080/01626620.2007.10463448
  48. Yore, L. D. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725. https://doi.org/10.1080/09500690305018
  49. Young, R., Virmani, J., & Kusek, K. M. (2001). Creative writing and the water cycle. Science Scope, 25(1), 30-35.

피인용 문헌

  1. The Effect of Team Project on Divergent Thinking and Analytical Skills in Pre-Service Physical Education Teacher Education (PETE) vol.21, pp.1, 2017, https://doi.org/10.24231/rici.2017.21.1.15