한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제38권2호
  • /
  • Pages.235-247
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  • 2018
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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초등학교 과학수업에서 학생의 사전질문 분석틀 개발 및 적용

Development and Application of Student's Pre-question Framework for Analysisin Elementary Science Class

  • 투고 : 2018.03.05
  • 심사 : 2018.04.24
  • 발행 : 2018.04.30
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초록

학생의 사전질문은 교사에게 학생의 관심사와 수준을 제공해줄 뿐만 아니라, 교육의 수요자인 학생의 관점을 반영하여 교수-학습을 진행할 수 있는 단서를 제공해주는 유용한 수단이다. 이 연구의 목적은 학생의 사전질문을 효과적으로 분석하기 위한 분석틀을 개발하고, 이 분석틀을 적용하여 2009 개정 교육과정의 초등과학 학습 단원과 관련된 학생의 사전질문을 분석하는 것이다. 개발된 분석틀은 지식형, 확장형, 호기심형 질문의 3개의 대범주로 구성되며, 각각의 범주에서 다시 몇 개의 하부 영역으로 세분된다. 개발된 분석틀을 이용하여 2009 개정 교육과정 초등과학 5, 6학년 학습 단원에서 제시한 학생사전질문 914개를 분석한 결과, 학년 및 학습 단원, 차시별로 분포하는 질문 유형이 다른 것으로 나타났으며, 유형별 질문의 비율에도 차이가 있었다. 이러한 결과를 바탕으로 사전질문 분석틀을 통해 학습에 대한 학생의 요구를 파악하고 이를 반영한 학생 중심의 교수-학습의 방향을 제시하였으며, 추후 연구에서도 분석틀이 유의미한 기여를 할 것으로 기대된다.

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

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