DOI QR코드

DOI QR Code

4차 산업혁명 시대에 필요한 초등 과학교육학 과목의 학습 내용에 대한 초등 교사의 인식

Elementary School Teachers' Conception of the Learning Content of Elementary Science Education Subject Required in the 4th Industrial Revolution Era

  • Na, Jiyeon (Chuncheon National University of Education)
  • 투고 : 2021.03.02
  • 심사 : 2021.04.29
  • 발행 : 2021.04.30

초록

본 연구는 4차 산업혁명 시대에 적합한 초등과학 교사 양성을 위해 필요한 초등 과학교육학 과목의 학습 내용에 대해 초등 교사들이 어떻게 생각하는지 알아보고자 온라인 설문을 실시하였다. 그 결과는 다음과 같다. 첫째, 현행 초등 과학교육학 과목의 학습 내용이 4차 산업혁명 시대에 적합하지 않으며 학습 내용 수정이 필요하다고 생각하는 초등교사가 다수 있었다. 초등 교사들이 그렇게 생각한 이유는 주로 과목의 학습 내용이 4차 산업혁명의 특징을 포함하지 못할 뿐만 아니라 시대변화를 반영하지 못하고 과거에 머물러있다고 생각했기 때문이었다. 둘째, 초등 교사들이 4차 산업혁명 시대에 적합한 초등 교사를 양성하는 데에 중요하다고 생각한 내용은 주로 학생의 흥미와 호기심, 과학 실험이나 탐구와 관련이 있는 것이었다. 그에 비해 삭제하거나 축소해야 한다고 생각하는 항목으로는 과학 학습이론, 과학과 교수·학습 모형, 과학의 본성, 영재아 지도가 있었다. 셋째, 초등 교사들이 초등 과학교육학 과목의 학습 내용으로 추가할 필요가 있다고 생각한 내용은 SSI 교육, 과학교육 관련 사회 변화와 미래예측, 첨단과학기술, STEAM 지도, 과학 분야 내의 통합교육이었다. 넷째, 4차 산업혁명 시대에 적합한 초등 교사 양성을 위해 초등 과학교육학 과목의 학습 내용으로 우선 도입해야 한다고 생각하는 항목은 SSI 교육, 과학 분야 내의 통합 교육, STEAM 지도와 과학과 핵심역량이었다. 그 외에 추가로 도입될 필요가 있는 내용으로는 소프트웨어교육, 안전교육, 프로젝트 학습법이 있었다.

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods.

키워드

과제정보

이 논문은 2017년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2017S1A5A8022612).

참고문헌

  1. Backhus, D. A., & Thompson, K. W. (2006). Addressing the nature of science in preservice science teacher preparation programs: Science educator perceptions. Journal of Science Teacher Education, 17(1), 65-81. https://doi.org/10.1007/s10972-006-9012-9
  2. Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. The New Media Consortium.
  3. Cho, H., Kim, H., Yoon, H., Lee, K., & Ha, M. (2018). Foundation of science education (second edition). Paju: Kyoyookbook.
  4. Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. https://doi.org/10.3102/0013189X034003003
  5. Department of Education and Skills (2011). National strategy for higher education to 2030. Retrieved December 27, 2018, from https://www.lenus.ie/handle/10147/120285
  6. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161-4681.00141
  7. Heo, S., Chang, D.-J., & Shin, J.-K. (2008). Ordering items from ranking procedures in survey research. Survey Research, 9(2), 29-49.
  8. Hong, M. H. (2017). A study on lesson plans construction using narrative in social studies instruction. Journal of Learner-Centered Curriculum and Instruction, 17(7), 597-619. https://doi.org/10.22251/jlcci.2017.17.7.597
  9. Jang, M., Bae, J., Kwon, N., Shin, A., Jung, Y., & Na, J. (2019). Elementary science education (second edition). Seoul: Academy Press.
  10. Johnson, C. C., Kahle, J. B., & Fargo, J. D. (2007). A study of the effect of sustained, whole-school professional development on student achievement in science. Journal of Research in Science Teaching, 44(6), 775-786. https://doi.org/10.1002/tea.20149
  11. Kang, W. K., & Kwack, Y. W. (1998). A study of teacher education system toward the 21st century. The Journal of Korean Teacher Education, 15(2), 24-55.
  12. Khalid, A., Dukmak, S. J., & Dweikat, F. F. I. (2017). Pre-service teachers' perception of their educational preparation. International Journal for Research in Education, 41(1), 273-303.
  13. Kim, D. (2020). The critical review of the reorganization of teacher education system. Education Review, 45, 58-81.
  14. Kim, I. (2017). Cases and implications of innovation in teacher training and recruitment policies in major countries. Proceedings of The Korean Society for the Study of Teacher Education, 27-61.
  15. Kim, J.-H. & Lee, K.-Y. (2006). Investigation of the earth science teacher education programs in the college of education and their improvement plans. Journal of the Korean Earth Science Society, 27(4), 390-440.
  16. Kim, S. J., Lee, S. J., Shin, J. C., Kim, J. G., Yoo, J., Lee, K.-H., Hong, H.-G., Kang, E. J., Kwon, J. H., Kim, E. K., Kim, J. A., Kim, H. S., Lee, I., & Jeong, T. S. (2015). A study on site suitability of the secondary school teacher education curriculum focusing on science and math subject. Asian Journal of Education, 16(4), 1-30. https://doi.org/10.15753/aje.2015.12.16.4.1
  17. Kim, Y., Mun, J., Park, J.-S., & Lim, G. (2010). Comparison of perception on science teacher preparation courses by beginner and experienced science teachers. Journal of the Korean Association for Science Education, 30(8), 1002-1016. https://doi.org/10.14697/jkase.2010.30.8.1002
  18. Kim, Y., Park, J., Park, J., Lee, H., Kim, Y., & Oh, H. (2009). Analysis and comparison of science teacher preparation courses among Korea. America, and Britain. Teacher Education Research, 48(3), 33-58.
  19. Kim, Y., Park, Y., Park, H., Shin, D., Jung, J., & Song, S. (2016). World of science education (second edition). Seoul: Bookshill.
  20. Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
  21. Korea Ministry of Government Legislation (2021). Detailed standards for obtaining teacher qualifications in kindergartens, elementary, secondary, and special schools. Retrieved February 19, 2021, from https://www.law.go.kr/LSW/admRulInfoP.do?admRulSeq=2100000178832#AJAX
  22. Lee, K. S., Kim, M. S., & Kim, D. K., (2012). Characteristics and implications of the teacher education program in Finland. Journal of Learner-Centered Curriculum and Instruction, 12(2), 217-236.
  23. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). New York, NY: Sage Publications.
  24. Nadeem, M., Rana, M. S., Lone, A. H., Maqbool, S., Naz, K., & Ali, A. (2011). Teacher's competencies and factors affecting the performance of female teachers in Bahawalpur (Southern Punjab) Pakistan. International Journal of Business and Social Science, 2(19), 217-222.
  25. National Science Teachers Association [NSTA]. (2003). The Standards for Science Teacher Preparation. Retrieved June 10, 2010 from http://www.nsta.org/pdfs/NSTAstandards2003.pdf.
  26. National Science Teachers Association [NSTA]. (2020). NSTA Standards for Science Teacher Preparation. Retrieved February 19, 2021 from https://www.nsta.org/nsta-standards-science-teacher-preparation
  27. Nuangchalerm, P., & Prachagool, V. (2010). Influences of teacher preparation program on preservice science teachers' beliefs. International Education Studies, 3(1). 87-91.
  28. Park, S. (2007). A Study on the curriculum of teacher education programs: Issues and possible directions. The Journal of Korean Teacher Education, 24(2), 143-173. https://doi.org/10.24211/tjkte.2007.24.2.143
  29. Park, Y.-B. (1992). Characteristics of good science teachers and preservice teacher education curriculum percevied by secondary teachers. Journal of the Korean Association for Science Education, 12(1), 103-118.
  30. Park, Y. S., Hur, E. J., & Hwang, E. H. (2018). A study of innovation tasks of teacher training curriculum according to educational environment. The Journal of Korean Teacher Education. 35(1), 165-188. https://doi.org/10.24211/TJKTE.2018.35.1.165
  31. Park, S., Park, S., Part, Y., & Cha, S. (2019). A study on the reorganization of educational curriculum (teaching profession course) for future-type teacher training institutions]. No. 11-1342000-000407-01. The Ministry of Education.
  32. Partnership for 21st Century Skills (2010). Framework for 21st century learning. Retrieved January 10, 2017, from http://www.p21.org/about-us/p21-framework
  33. Presidential Advisory Council on Education (2020). A white paper on research and deliberation to establish a direction for the development of a teacher training system suitable for future schools and curriculum]. No. 12-1072600-000014-01. Presidential Advisory Council on Education.
  34. Reiss, M. J. (2018). Beyond 2020: ten questions for science education. School Science Review, 100(370), 47-52.
  35. Sandholtz, J. H., Ringstaff, C., & Matlen, B. (2019). Coping with constraints: Longitudinal case studies of early elementary science instruction after professional development. Journal of Educational Change, 20(2), 221-248. https://doi.org/10.1007/s10833-019-09338-2
  36. Schwab, K. (2016). The Fourth Industrial Revolution (K. Song, Trans.). New York, NY: Crown Pub. (Original work published 2016)
  37. Song, J., Kang, S., Kwak, Y., Kim, D., Kim, S., Na, J., Do, J., Min, B., Park, S., Bae, S., Son, Y., Son, J., Oh, P., Lee, J., Lee, H., Lim, H., Jeong, D., Jeong, Y., Jeong, J., & Kim, J. (2018). Scientific literacy for all Koreans: Korean science education standards for the next generation. Ministry of Education, Ministry of Science and ICT, Korea foundation for the Advancement of Science & Creativity.
  38. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
  39. Syaddad, H. N. (2020). Preparing the preservice teachers to be the Industrial Revolution teacher 4.0 era. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 1165-1173). Paris, France: Atlantis Press.
  40. Trilling, B. & Fadel, C. (2012). 21st century skills: Learning for life in our times. (KEDI, Trans.). Hoboken, NJ: John Wiley & Sons. (Original work published 2009)
  41. Baweja, B., Donovan, P., Haefele, M., Siddiqi, L., & Smiles, S. (2016). Extreme automation and connectivity: The global regional, and investment implications of the Fourth Industrial Revolution. USB White Paper for the World Economic Forum Annual Meeting 2016. Retrieved December 27, 2018, from https://www.ubs.com
  42. Windschitl, M. A., & Stroupe, D. (2017). The three-story challenge: Implications of the next generation science standards for teacher preparation. Journal of Teacher Education, 68(3), 251-261. https://doi.org/10.1177/0022487117696278
  43. World Economic Forum (2016). The future of jobs report: Employment, skills and workforce strategy for the Fourth Industrial Revolution. Retrieved December 27, 2018, from http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
  44. World Economic Forum (2017). The Global risks report 2017. Retrieved December 27, 2018, from https://www.weforum.org/reports/the-global-risks-report-2017
  45. World Economic Forum (2018). The future of jobs report 2018. Retrieved December 27, 2018, from https://www.weforum.org/reports/the-future-of-jobs-report-2018
  46. Yang, C., Kwak, Y., Han, J., & Noh, T. (2013). Current status of teacher education curriculum and recruitment of general science teachers and ways to improve them as suggested by professors from the department of science education. Journal of the Korean Association for Science Education, 33(2), 345-358. https://doi.org/10.14697/jkase.2013.33.2.345