한국지구과학회지 (Journal of the Korean earth science society)

  • 제36권3호
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  • Pages.258-279
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  • 2015
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  • 1225-6692(pISSN)
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  • 2287-4518(eISSN)
한국지구과학회 (The Korean Earth Science Society)
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해류도 그리기를 통한 중등학교 지구과학 교사들의 동해 해류에 대한 지식의 변화 분석

An Analysis of the Change of Secondary Earth Science Teachers' Knowledge about the East Sea's Currents through Drawing Schematic Current Maps

  • 박경애 (서울대학교 지구과학교육과) ;
  • 박지은 (서울대학교 과학교육과) ;
  • 이기영 (강원대학교 과학교육학부) ;
  • 최병주 (군산대학교 해양학과) ;
  • 이상호 (군산대학교 해양학과) ;
  • 김영택 (국립해양조사원 해양과학조사연구실) ;
  • 이은일 (국립해양조사원 해양과학조사연구실)
  • Park, Kyung-Ae (Department of Earth Science Education, Seoul National University) ;
  • Park, Ji-Eun (Department of Science Education, Seoul National University) ;
  • Lee, Ki-Young (Division of Science Education, Kangwon National University) ;
  • Choi, Byoung-Ju (Department of Oceanography, Kunsan National University) ;
  • Lee, Sang-Ho (Department of Oceanography, Kunsan National University) ;
  • Kim, Young-Taeg (Ocean Research Division, Korea Hydrographic and Oceanographic Administration) ;
  • Lee, Eun-Il (Ocean Research Division, Korea Hydrographic and Oceanographic Administration)
  • 투고 : 2015.04.20
  • 심사 : 2015.05.26
  • 발행 : 2015.06.30
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초록

이 연구의 목적은 해류 모식도 그리기를 통해 드러난 중등 지구과학 교사들의 동해 해류에 대한 지식의 변화를 분석하는 것이다. 이를 위해 32명의 중등 지구과학 교사들이 총 6시간의 해류도 관련 학습과 실습 과정을 거쳤으며, 사전과 사후 그리고 지연된 사후 동해 해류 모식도 그리기를 수행하였다. 또한, 작성된 해류 모식도를 수치화 과정을 거쳐 변환하여 이 해류 모식도에서 드러난 참여 교사들의 동해 해류에 대한 지식의 변화를 분석하였다. 동해 해류에 대한 참여 교사들의 사전 지식을 분석한 결과, 해류도에 대한 기초적인 지식은 가지고 있는 것으로 나타났으나, 몇몇 개념에 대해서는 잘못된 지식을 가진 것으로 분석되었다. 3차에 걸쳐 작성된 참여 교사들의 동해 해류 모식도를 분석한 결과, 연수 후 동해 해류 양상에 대한 지식이 증가하는 것으로 나타났으며, 교사에 따른 차이는 감소하는 것으로 나타났다. 이러한 경향은 연수 직후보다는 지연된 사후 단계에서 더욱 뚜렷하게 나타났다. 해류도 실습활동에 대한 사후 설문을 분석한 결과, 참여 교사들은 해류도와 해류 교육의 필요성, 과학적 지식에 근거한 교과서 해류도의 개선을 강하게 인식하고 있었다. 또한, 실습활동에 대해 매우 높은 만족도를 나타내었으며, 내용 지식의 중요성 인식 및 교수 전략과의 연계, 중등 교육과정 개선의 필요, 과학 지식의 본성에 대한 인식 등 다양한 측면에서 실습활동의 의미를 부여하였다. 이러한 결과는 교사의 교과내용학 지식이 효과적인 과학 교수에 중대한 역할을 함을 시사한다.

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

키워드

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