과학교육연구지 (Journal of Science Education)

  • 제42권3호
  • /
  • Pages.371-389
  • /
  • 2018
  • /
  • 1225-3944(pISSN)
  • /
  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
권호 표지
DOI QR코드

DOI QR Code

일반계 고등학교 과학과제 연구 수업의 주제 선정을 위한 실천 매뉴얼 개발 및 적용

Development and Application of Practice Manual Focused on Science Topic Selection Stage in General High School

  • 투고 : 2018.10.15
  • 심사 : 2018.12.24
  • 발행 : 2018.12.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 주제 선정부터 결론 도출까지 학생 주도적으로 이루어지는 과학 탐구가 포함된 학생 연구 활동에서 학생과 교사들이 공통적으로 '주제 선정 단계'를 특히 어려워한다는 점에 주목하여 일반계 고등학교에서 '주제 선정 단계'를 중심으로 한 과학과제 연구 수업 실천 매뉴얼을 개발하고자 하였다. 선행연구 및 문헌들을 통해 이론적 기조가 되는 내용들을 추출하고, 추출된 내용이 실제 수업에서 구현될 수 있도록 실천적 지식에 근거하여 4단계 16차시 분량의 수업 매뉴얼을 개발하였다. 각 단계는 <오리엔테이션>, <소논문 리뷰 & 발표>, <다양한 정보원에서 과학 연구주제 찾기>, <최종 과학 연구주제 작성>으로 구성되어 있으며, 특히 3단계 '다양한 정보원에서 과학 연구주제 찾기'에서 영상, 신문기사, 과학잡지, 전통지식, 속담, 일상생활, 교과서 실험 속 연구주제 찾기의 세부 수업 활동을 통해 과학적 의문을 찾고 이를 연구주제로 발전시키도록 한다. 개발된 내용은 경상북도 G시 읍면지역의 일반계 S고등학교 2학년 자연반 학생들에게 적용하였다. 실험반은 개발된 수업 실천 매뉴얼에 따라, 대조반은 기존의 일반적인 과제 연구수업 단계에 따라 수업을 진행하고, 학생들이 작성한 최종 과학 연구주제 작성지, 과학적 문제발견 능력 검사, 과학에 대한 태도 검사, 수업 의견 조사지를 통해 적용된 수업의 결과를 비교 분석하였다. 그 결과 첫째, 실험반에서는 교과서 실험, 속담, 유튜브 영상, 신문 기사, 개인별 WHY NOTE 등 다양한 정보원을 통해 최종 연구주제를 선정했으며, 과학 연구 주제의 조건을 이해하고 연구 제목에 변인을 드러내 표현하였다. 그러나 대조반에서는 일부 학생들이 선정한 연구주제의 연구 범위가 구체적이지 못하거나 학생 수준에서 연구할 수 있는 범위인지를 전혀 고려하지 않고 작성했으며, 학생들에게 자율성을 최대한 많이 부여하다 보니 과제연구 활동의 의미를 제대로 이해하지 못하고 선행 연구물을 그대로 작성해서 제출하는 모둠이 많았다. 둘째, 과학적 문제발견 능력 검사 결과 대조반은14.84점에서 13.40점으로 1.44점 감소했으나(p>.05), 개발된 수업 실천 매뉴얼을 적용한 실험반의 경우 14점에서 25.42점으로 11.42점 증가(p<.05)하며, 하위 영역인 융통성, 정교성, 독창성 모두 점수가 상승함을 보였다. 셋째, 과학에 대한 태도 검사에서도 대조반의 경우 119.38점에서 116.96점으로 사전에 비해 사후 0.42점 감소(p>.05)하였으나, 실험반의 경우 119.80점에서 126.96점으로 10점 증가(p<.05)하는 결과를 보였다. 이와 같은 연구 결과를 토대로 본 연구에서 개발한 '주제 선정 단계' 중심 과제연구수업 실천 매뉴얼은 일반계 고등학교 교사들이 과학과제 연구 수업을 할 때 수업의 안내서 및 지침서로 활용할 수 있으며, 이를 통한 수업은 학생들의 과학적 문제 발견 능력을 향상시키고 과학에 대한 태도를 긍정적인 방향으로 변화시킬 수 있음을 확인하였다.

This study focuses on the fact that students and teachers commonly have difficulty in 'selecting the topic' in many activities including student-led research that is conducted from topic selection to the drawing of conclusion. The purpose of this study is to develop a manual for science teaching research. The instructional manuals of 4 stages were developed based on practical knowledge that can be implemented in the actual class through previous research and literature. Each stage is composed of , , , and . In the third stage, students are expected to find scientific questions and develop them into research topics through detailed class research on newspaper articles, scientific magazines, traditional knowledge, proverbs, daily life, and textbook experiments. In the experimental group, the final research topic was selected through a variety of sources such as textbook experiments, proverbs, YouTube images, newspaper articles, individual WHY NOTEs, and understood the conditions of the scientific research topic and expressed the variables in the research title. However, in the control group, some students did not consider the research scope of the selected research subjects to be specific or not to be able to study at their level. As a result of giving the students as much autonomy as possible, many groups did not fully understand the previous research and submitted it. Based on the results of this study, it can be concluded that development and use of a 'topic selection stage' centered practice manual for general high school teachers would not only improve the students' abilities to discover solutions to scientific questions, but it will also help shift their attitudes towards science in a positive direction.

키워드

참고문헌

  1. A research group supporting science major schools. (2017). Guide to the research on science major schools. Seoul: Korea Foundation for the Advancement of Science & Creativity.
  2. Fraser, B. J. (1981). TOSRA: Test of sciencerelated attitudes handbook. Hawthorn, Victoria: Australian Council for Educational Research.
  3. Hur, M. (1993). Survey on the attitudes toward science and science courses of primary and secondary students. Journal of the Korean Association for Research in Science Education, 13(3), 334-340.
  4. Jang, S. (2016). Find a topic of study for high school students. Gyeonggido: bookk Publication Co.
  5. Jeon, K. (2017). The development and validation of instructional strategies using the group investigation and advanced laboratory equipment (GI-ALE) for the science-gifted students' collective intelligence implementation (Doctoral dissertation). Kyungpook National University, Daegu, Korea.
  6. Jeong, H., Shin, M., Park, J., & Heo, N. (2004). Rethinking the high ability students to foster their scientific research skill: Through an experimental designing test. Journal of the Korean Earth Science Society, 25(8), 674-683.
  7. Jo, K. (1997). Measures to protect power and communication facilities from lightning thunder. The proceedings of KIEE, 45(7), 18-24.
  8. Jung, H. (2014). The effect of 'research' classes on the science process skills and science -related attitudes for high school students in science -Focused schools (Master's thesis). Pusan National University, Pusan, Korea.
  9. Kang, E. (2014). The change of view toward science after taking research project in general high school class (Master's thesis). Chungbuk National University, Chungbuk, Korea.
  10. Kim, H. (2015). A study on high school students' and teachers' experiences and perceptions on paper writing and phase-based strategies for teaching science paper writing (Master's thesis). Korea National University of Education, Chungbuk, Korea.
  11. Kim, J. (2000). Case analysis on the process of middle school students' setting scientific inquiry problems (Doctoral dissertation). Seoul National University, Seoul, Korea.
  12. Kim, S. (2004). Development of scientific creativity test for middle school students and the relationships between scientific creativity and the variables related to creativity (Doctoral dissertation). Korea National University of Education. Chungbuk, Korea.
  13. Kim, S., Kim, B., Seo, H., Kim, Y., & Park, J. (2011). Improvement of students' problem finding and hypothesis generating abilities: Gifted science education program utilizing Mendel's law. Journal of Gifted/Talented Education, 21(4), 1033-1053. https://doi.org/10.9722/JGTE.2011.21.4.1033
  14. Kim, Y. (2009). Effects of project program on students' problem solving skills and attitude or interesting for science in the middle school science class (Doctoral dissertation). Ewha Womans University, Seoul, Korea.
  15. Kwak, J., Paek, J., Jeong, S., Kim, J., Kim J., & Kwon, O. (2014). Systematic review of the effect of dried ginger powder on improvement of nausea and vomiting associated with early pregnancy or motion sickness. Journal of the Korean Society of food and Nutrition, 47(1), 45-50.
  16. Kwon, J., & Kim, B. (1994). The development of an instrument for the measurement of science process skills of the korean elementary and middle school students. Journal of the Korean Association for Research in Science Education, 14(3), 251-264.
  17. Lee, B., Son, J., Lee, K., Park, J., Shim, K., & Lee, S. (2015). Study on model of 'science inquiry' textbook for studentsled inquiry and research. Seoul: Korea Foundation for the Advancement of Science & Creativity.
  18. Lee, H. (2012). Phenomenological study on the teachers' experience supervising science fair (Master's thesis). Cheongju National University of Education, Chungbuk, Korea.
  19. Ministry of Education [MOE]. (2015). Science Curriculum. Notification No. 2015-74 of the MOE. Sejong: Author.
  20. Park, E. (2017). The influence and change perception of Nature of science in high school students conducting research projects (Master's thesis). Ewha Womans University, Seoul, Korea.
  21. Park, Y., Jeong, H., & Lee K. Y. (2011). Exploring students' ability of 'Doing' scientific inquiry: The case of gifted students in science. Journal of Korean Earth Science Society, 32(2), 225-238. https://doi.org/10.5467/JKESS.2011.32.2.225
  22. Ryu, S. (2008). Analysis of problem-finding activity and the relationship between problem finding and problem solving of the scientifically - gifted (Doctoral dissertation). Kyungpook National University, Daegu, Korea.
  23. Ryu, S., & Park, J. (2008). Development of an instrument to measure scientific problem-finding for scientifically-gifted student. Journal of the Korean Association for Science Education, 28(2), 139-149.
  24. Ryu, S., & Park, J. (2014). Analyzing the trend and creativity of entry in chemistry sector of national science exhibition. Journal of the Korean Chemical Society, 58(6), 622-629. https://doi.org/10.5012/jkcs.2014.58.6.622
  25. Shin, S. (2006). Analyzing the scientific curiosity in concern with everyday living of the middle school students recorded on the WHY NOTE (Master's thesis). Kyungpook National University, Daegu, Korea.
  26. Yoon, H., & Park, S. (2010). The change of middle school students’ motivation for investigation through the extended science investigations. Journal of the Korean Association for Science Education, 20(1), 137-154.
  27. Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383-399.