Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Exploring Elementary Teachers' Difficulties on Teaching Science by Analyzing Questions in an Autonomous Online Teacher Community : Focusing on Physics Questions in Indischool

자생적 온라인 교사 공동체의 질문분석을 통한 초등교사의 과학 교수 관련 어려움 탐색 -인디스쿨의 물리 관련 질문 게시글을 중심으로-

  • Received : 2018.12.19
  • Accepted : 2019.01.21
  • Published : 2019.02.28
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Abstract

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

본 연구에서는 자생적 온라인 교사 공동체 인디스쿨에 축적되어 온 과학 교수 관련 질문 게시글을 분석함으로써, 초등교사가 겪는 과학 교수 관련 어려움을 파악했다. 이를 위해, 3~6학년 물리 영역 및 과학 전반에 해당하는 질문 게시글 409개를 초등교사의 탐구 기반 과학 교수 역량을 다룬 Alake-Tuenter et al.(2013)의 틀을 수정 보완한 질문 분석틀로 분석하였고, 과학-SMK와 과학-PCK의 구성요소별 어려움을 탐색하였다. 분석 결과, 과학-SMK 질문이 과학-PCK 질문 보다 더 많이 나타났으며, 연도별로는 교육과정이 변화하는 시기였던 2014년과 2015년도에, 단원별로는 렌즈 단원에 대한 질문이 가장 많았다. 과학-SMK 측면에서 4년 이상 지속적으로 나타난 어려움은 렌즈와 전기 단원에 대한 것이다. 렌즈 단원에서는 투명한 물컵 모양의 물체가 렌즈로 작동하는 원리와 볼록렌즈에서 상의 생성 과정 등 과학적 사실과 개념의 적용 등이, 전기 단원에서는 '전류의 흐름 변화에 따른 나침반의 움직임 변화'와 '전구의 직렬연결'에서 예상치 못한 탐구 결과 오류 등이 초등교사가 오랜 기간 겪어온 과학-SMK 측면의 어려움으로 나타났다. 과학-PCK 측면에서 4년 이상 지속적으로 나타난 어려움은 과학수업 운영 전반에 대한 것으로, 수업자료 및 학기말 활동구성 아이디어의 요청과 교육과정 운영 지침의 이해 등이 있다. 자생적으로 생성 및 운영되고 있는 인디스쿨의 과학 교수 관련 질문 게시글에서 오랫동안 해결되지 못한 채 반복되고 있는 초등교사들의 실제적인 어려움을 파악해 이를 해결하고 도움을 줄 수 있는 과학 교수 지원 체제를 구축하는 것이 필요할 것이다.

Keywords

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Figure 1. Science-PCK and SMK questions by year

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Figure 2. Science-PCK and SMK questions by unit

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Figure 3. Questions about ‘Lens’ by year

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Figure 4. Questions about ‘Overall operation’ by year

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Figure 5. Questions about ‘Electricity’ by year

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Figure 6. Analysis of [science-SMK 1]questions(n=130, 58.8%)

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Figure 7. Analysis of [science-SMK 2]questions(n=91, 41.2%)

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Figure 8. Repetitive Science-SMK questions

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Figure 9. Analysis of [science-PCK 1]questions(n=83, 44.1%)

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Figure 10. Analysis of [science-PCK 2]questions(n=93, 49.5%)

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Figure 11. Analysis of [science-PCK 3]questions(n=11, 5.9%)

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Figure 12. Repetitive Science-PCK difficulties

Table 1. The framework for analyzing questions about elementary teachers’ science teaching(modified from Alake-Tuenter et al., 2013)

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Table 2. Unit names used in this study

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Table 3. Analysis of science-SMK questions

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Table 4. Frequently repetitive science-SMK questions & difficulties

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Table 5. Analysis of science-PCK questions

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Table 6. Frequently repetitive science-PCK questions & difficulties

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Table 1. (Continued)

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Table 4. (Continued)

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Table 6. (Continued)

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