한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제40권4호
  • /
  • Pages.359-374
  • /
  • 2020
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

융합적 과학수업에 대한 초등교사의 인식론적 신념과 실행 -조사연구 및 자기연구-

Elementary Teachers' Epistemological Beliefs and Practice on Convergent Science Teaching: Survey and Self-Study

  • 투고 : 2020.04.21
  • 심사 : 2020.07.20
  • 발행 : 2020.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 조사연구와 자기연구의 복합 형태로 구성되었다. 조사연구로서 초등 교사의 융합 수업 및 융합 지식에 대한 인식론적 신념을 조사하였다. 그 결과를 대표하는 사례로서 교사이자 연구자인 "나"를 연구 참여자로 하여 융합 수업을 실행하는 교사로서 나의 융합 수업과 융합 지식에 대한 인식론적 신념을 살펴보고, 속력을 주제로 수학-과학-체육의 가족 유사성에 근거한 융합 과학수업 프로그램을 지도한 양상을 자기연구로 실행하였다. 초등 교사들의 융합 수업과 융합 지식에 대한 인식론적 신념에 대한 개방형 검사 문항을 초등 교사 28명에게 서면 질의 방법으로 조사하였다. 연구에 참여했던 초등 교사들은 융합 수업을 교과 활용적 접근 또는 다학문적 접근의 융합으로 생각하였다. 융합 지식을 개별 교과의 집합체로 인식하고 있었으며, 융합된 지식은 학생 스스로 문제를 해결하는 과정에서 습득할 수 있다는 인식론적 신념을 가지고 있었다. 교사이자 연구자인 나 역시 비슷한 신념을 지니고 있었다. 자기연구를 수행하는 동안 나는 가족유사성의 범주별 분석 결과와 그것에 근거한 융합 지식 체계를 반영하기 위해 노력하였으나, 간학문적 접근의 융합 활동을 구현하는데 어려움이 있었다. 수학의 단위, 비와 비율의 개념은 과학의 속력 개념과 연계되어 있어서 두 교과의 개념을 융합적으로 이해하는데 효과가 있었으며, 체육 활동은 수학과 과학 개념을 융합적으로 학습하기 위한 맥락을 제공하여 간학문적 접근의 융합 수업을 촉진시킬 수 있었다. 가족유사성에 근거한 간학문적 융합 지식 체계와 교사인 나의 인식론적 신념 간의 간극과 해결 양상에 대한 논의가 제시되었다.

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

키워드

참고문헌

  1. Ahn, D. (2012). Study on STEAM education on the basis of academic convergence. Unpublished doctoral dissertation in Jeonbuk National University.
  2. Chae, H., & Noh, S. (2015). Analysis of Elementary School Teachers' Innovation Configuration on STEAM. Journal of Science Education, 39(1), 44-57. https://doi.org/10.21796/jse.2015.39.1.44
  3. Choi, S. (2018). Exploring Preservice and inservice science teachers' Professional Enactments in STEAM Lessons. Unpublished doctoral dissertation in Seoul National University.
  4. Clarke, A., & Erickson, G. (2004). The nature of teaching and learning self-study. In J. J. Loughran, et al. (Eds.), International Handbook of Self-study of Teaching and Teacher Education Practices (pp. 41-67). Dordrecht: Springer.
  5. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Research, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002
  6. Drake, S. M., & Burns, R. C. (1994). Meeting Standards Through Integrated Curriculum. Alexandria, VA: ASCD.
  7. Duran, E., Duran, L. B., & Worch, E. A. (2009). Papier-Mache Animals: An integrating theme for elementary classroom. Science Education Review, 8(1), 19-29.
  8. Elder, A. D. (2002). Characterizing fifth grade students' epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.347-364). Mahwah: Lawrence Erlbaum Associates.
  9. Geum, Y., & Bae, S. (2012). The Recognition and Needs of Elementary School Teachers about STEAM Education. Journal of the Korean Institute of industrial educators, 37(2), 57-75.
  10. Grossman, P., Wineburg, S., & Beers, S. (2000). When theory meets practice in the world of school. In S. Wineburg, & P. Grossman. (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 1-16). New York: Teachers College Press.
  11. Hamilton, M. L.& Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton, et al. (Eds), Reconceptualizing teaching practice: Self-study in teacher education, (pp. 235-246). London: Falmer Press.
  12. Han, H., & Lee, H. (2012). A Study on the Teachers' Perceptions and Needs of STEAM Education. Journal of Learner-Centered Curriculum and Instruction, 12(3), 573-603.
  13. Han, H., & Park, H. (2015). A Study on the Development and Application of a Framework for STEAM Program. Journal of Learner-Centered Curriculum And Instruction, 15(6), 41-64.
  14. Hoban, G. F., Butler, S., & Lesslie, L. (2007). Facilitating self-study of professional development: Researching the dynamics of teacher learning. Studying Teacher Education, 3(1), 35-51. https://doi.org/10.1080/17425960701279818
  15. Hong, S. (2015). Exploratory research for measuring epistemological beliefs on the convergence knowledge of science and art. Unpublished doctoral dissertation in Kyunghee University.
  16. Jang. H., & Choi, B. (2010). A Case Study on the Development of Science Teachers PCK through development of Content Representation(CoRe) - Focusing on Molecular Motion for 7th grade class. Journal of the Korean Association for Science Education, 30(6), 870-885. https://doi.org/10.14697/JKASE.2010.30.6.870
  17. Jung, H., & Jhun, Y. (2015). An Analysis on the Students'' Achievement in the 'Speed of Objects' Chapter based on the Integrated Science and Mathematics Classes for Elementary School Students. Journal of Korean Elementary Science Education, 34(4), 372-381. https://doi.org/10.15267/keses.2015.34.4.372
  18. Jung, M., Lee, J., Kang, K., & Park, S. (2015). A Study on the Teacher Education Improvement for Convergence Education. Korean Educational Development Institude, RR 2015-05.
  19. Kim, B., & Kim, J. (2013). Development of Analysis Framework for Exploring PCK Type in STEAM Education. The Korean Journal of Technology Education, 13(2), 63-85.
  20. Kim, M., & Kim, H. (2008). Exploring the Factors Influencing the Understanding of the Nature of Science through Authentic Open Inquiries. Journal of the Korean Association for Science Education, 28(6), 565-578.
  21. Kwak, Y., Son, J., Kim, M., & Ku, J. (2014). Research on ways to improve science curriculum focused on key competencies and creative fusion education. Journal of the Korean Association for Science Education, 34(3), 321-330. https://doi.org/10.14697/jkase.2014.34.3.0321
  22. Lee, H., Rim, H., & Moon, J. (2010). A Study on the Design and Implementation of Mathematics and Science Integrated Instruction. The Mathmetical Education, 49(2), 175-198.
  23. Lee, J. Park, H., & Kim, J. (2013). Primary Teachers' Perception Analysis on Development and Application of STEAM Education Program. Journal of Korean Elementary Science Education, 32(1), 47-59. https://doi.org/10.15267/KESES.2013.32.1.047
  24. Lee, J., & Shin, Y. (2014). An Analysis of Elementary School Teachers' Difficulties in the STEAM Class. Journal of Korean Elementary Science Education, 33(3), 588-596. https://doi.org/10.15267/keses.2014.33.3.588
  25. Lee, J., Park, H., & Kim, J. (2013). Primary Teachers' Perception Analysis on Development and Application of STEAM Education Program. Journal of Korean Elementary Science Education, 32(1), 47-59. https://doi.org/10.15267/KESES.2013.32.1.047
  26. Lee, K. (2009). An Analysis of Earth Science Teachers' Topic-Specific Pedagogical Content Knowledge: A Case of Pre-service and In-service Teachers. Journal of the Korean Earth Science Society, 30(3), 330-343. https://doi.org/10.5467/JKESS.2009.30.3.330
  27. Lee, K., & Kim, K. (2012). Exploring the Meanings and Practicability of Korea STEAM Education. The Journal of Elementary Education, 25(3), 55-81.
  28. Lee, K., & Kim, K.(2013). An Analysis of the Lesson Plans Designed by Teachers of the Elementary STEAM Leader Schools. The Korea Educational Review, 19(2), 281-306.
  29. Lee, S. (2015). Philosophical Issues of Climate Science: Epistemological Conditions for Successful Interdisciplinary Research and Ethical Implications. Korean Journal for the Philosophy of Science, 18(1), 151-180.
  30. Lee, S., & Hwang, S. (2012). Exploring Teachers' Perceptions and Experiences of Convergence Education in Science Education: Based on Focus Group Interviews with Science Teachers. Journal of the Korean Association for Science Education, 32(5), 974-990. https://doi.org/10.14697/jkase.2012.32.5.974
  31. Lee, S., & Jhun. Y. (2018). Constructing Convergence Knowledge on Velocity with Family Resemblance Approach. Journal of Korean Elementary Science Education, 37(2), 188-205. https://doi.org/10.15267/KESES.2018.37.2.188
  32. Lim, S., Kim, Y., & Lee, T. (2014). Analysis of Elementary School Teachers' Perception on Field Application of STEAM Education. Journal of Science Education, 38(1), 133-143. https://doi.org/10.21796/jse.2014.38.1.133
  33. Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. In J. J. Loughran, et al. (Eds.) International handbook of self-study of teaching and teacher education practices (pp. 7-39). Dordrecht: Springer.
  34. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht: Springer.
  35. Oh, H. (2012). An analysis of changes on the science teachers' stages of concern on STEM education and STEM-PCK. unpublished doctoral dissertation in Kyungpook National University.
  36. Park, C., & Kim, Y. (2017). A Methodological Inquiry of Self-study. The Journal of Elementary Education, 30(4), 75-104. https://doi.org/10.29096/JEE.30.4.04
  37. Park, Y. (2015). A Study on Enhancing Mathematical Teaching Professionalism of Elementary School Teachers through Self-Study. unpublished doctoral dissertation in Korea National University of Education.
  38. Park. Y., Ku. H., Moon, J., Ahn, S., Yoo, B., Lee, K., Lee, S., Lee, S., Ju, M., Cha, Y., & Ham, S., (2013). Current status and remaining challenges of STEAM : An analysis from the perspective of Yungbokhap education. The Korean society for curriculum studies, 31(1), 159-186.
  39. Phipps, S., & Brog, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002
  40. Samaras, A. P., & Freese, A. R. (2006). Self-study of Teaching Practices. New York: Peter Lang Pub Inc.
  41. Santau, A. O., & Ritter, J. K. (2013). What to Teach and How to Teach It: Elementary Teachers' Views on Teaching Inquiry-Based, Interdisciplinary Science and Social Studies in Urban Settings. The New Educator, 9(4), 255-286. https://doi.org/10.1080/1547688X.2013.841498
  42. Schraw, G., & Olafson, L. (2003). Teachers' epistemological world views and educational practices. Journal of Cognitive Education and Psychology, 3(2), 178-235. https://doi.org/10.1891/194589503787383109
  43. Tidwell, D. L., Heston, M. L., & Fitzgerald, L. M. (Eds.). (2009). Research methods for self-study of practice. Dordrecht: Springer.
  44. Wittgenstein, L. (1958). Philosophical investigations. Oxford, UK: Blackwell.