대한화학회지 (Journal of the Korean Chemical Society)

  • 제64권2호
  • /
  • Pages.99-110
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  • 2020
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  • 1017-2548(pISSN)
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  • 2234-8530(eISSN)
대한화학회 (Korean Chemical Society)
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학생 중심 비유를 사용한 예비과학교사의 수업에서 나타나는 특징 분석

The Characteristics of Lessons Using Student-centered Analogies by Pre-service Science Teachers

  • 김민환 (서울대학교 화학교육과) ;
  • 김성훈 (서울대학교 화학교육과) ;
  • 노태희 (서울대학교 화학교육과)
  • Kim, Minhwan (Department of Chemistry Education, Seoul National University) ;
  • Kim, Sunghoon (Department of Chemistry Education, Seoul National University) ;
  • Noh, Taehee (Department of Chemistry Education, Seoul National University)
  • 투고 : 2019.12.13
  • 심사 : 2020.02.03
  • 발행 : 2020.04.20
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초록

이 연구에서는 예비과학교사들이 학생 중심 비유를 사용한 수업에서 나타나는 특징을 분석하였다. 서울특별시에 소재한 사범대학에 재학중인 6명의 예비과학교사가 이 연구에 참여하였다. 예비교사들에게 교육 실습에서 학생 중심 비유를 사용하도록 한 후, 수업 계획 과정과 수업을 관찰하고 수업 전후에 면담을 실시하였다. 수집한 자료를 지속적 비교 방법으로 분석하였다. 분석 결과, 물리적 비유와 역할놀이 비유를 사용할 때 예비교사들은 비유 활동의 방법과 규칙을 명확히 안내하지 않는 경우가 있었고, 일부 예비교사들은 학생들에게 비유 활동의 결과를 예측해보도록 하였다. 역할놀이 비유를 사용한 수업에서 예비교사들은 학생들 중 일부에게만 역할을 부여하였고, 목표 개념을 설명할 때 어려움을 겪었다. 비유 생성을 사용한 수업에서는 학생들이 생성한 예상치 못한 비유를 다루는 데 어려움을 겪었고, 학생들의 비유 생성을 돕기 위해 비유의 예시를 제시하였다. 이상의 결과를 바탕으로 교육적 함의를 논의하였다.

In this study, we investigated the characteristics of lessons using student-centered analogies by pre-service science teachers. Six pre-service science teachers at a college of education in Seoul participated in this study. They practiced lessons using student-centered analogies in teaching practices. We observed their planning lessons and the lessons. Also we interviewed them before and after their lessons. All the data collected were analyzed by using the constant comparative method. There were some cases where they did not clearly guide methods and rules of analogy activities when using physical analogy and role-playing analogy. Also, some of them invited students to predict the outcome of analogy activities. In lessons using role-playing analogy, they gave roles to only a few of students and had a trouble dealing with target concepts. In lessons using self-generated analogy, they had a hard time dealing with unexpected analogies that students generated and provided examples of analogies in order to help students to generate analogies. Educational implications of these findings are discussed.

키워드

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