한국지구과학회지 (Journal of the Korean earth science society)

  • 제42권3호
  • /
  • Pages.344-364
  • /
  • 2021
  • /
  • 1225-6692(pISSN)
  • /
  • 2287-4518(eISSN)
한국지구과학회 (The Korean Earth Science Society)
권호 표지
DOI QR코드

DOI QR Code

컴퓨팅 사고를 반영한 교사연수 과정에서 나타난 교사의 인식 탐색

Exploring Teachers' Perceptions of Computational Thinking Embedded in Professional Development Program

  • 황규진 (조선대학교 일반대학원 과학교육학과) ;
  • 박영신 (조선대학교 일반대학원 과학교육학과)
  • 투고 : 2021.06.02
  • 심사 : 2021.06.30
  • 발행 : 2021.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 두 명의 초등교사가 컴퓨팅 사고를 어떻게 인식하고 이를 교육과정 재구성에 어떻게 반영하고 수업을 하게 되는지를 장기간의 걸친 교사연수과정을 통해 탐색한 것이다. 컴퓨팅 사고는 과학교육에 연계하는 새로운 교육정책 방향이기에 초등부터 나타나는 교사의 인식을 조사하고자 하였다. 교사와의 9번의 교사회의를 가졌으며 이는 매회 2시간 정도의 시간이 소요되었고, 그 시기에 교수하게 될 한 단원을 각자 인식아래 재구성을 하여 11차시의 수업과정안을 개발하였다. 자료수집은 9개월간에 걸쳐서 인터뷰, 교사회의, 수업과정안에서 수행되었으며, 이 자료는 수업 전후의 교사회의를 통한 논의, 수업과정안 등을 통해 수집되었으며, 컴퓨팅 사고를 인식하면서 나타난 초등교사의 컴퓨팅 사고의 인식은 다음과 같이 나타났다. 첫 번째, 과학교육의 목적인 과학적 소양의 정의가 확장되었음을 볼 수 있다. 즉 문제인식에서부터 창의적인 문제해결자를 양성하는 것이 과학적 소양이라고 인식하였다. 두 번째, 과학적 사고가 강조된 개념형성단계와 컴퓨팅 사고가 강조된 개념활용단계로 수업차시를 구분하였다. 세 번째, 컴퓨팅 사고는 인지적 사고과정이며, ICT는 기능적 도구라고 인식하였다. 네 번째, 컴퓨팅 사고 요소는 중복되어 반복적으로 나타나며, 순차적이지 않을 수 있다는 것이다. 마지막으로 컴퓨팅 사고의 활용을 통해 STEAM 교육을 활성화할 수 있다고 인식하고 있음을 보여주었다. 이 연구를 바탕으로 컴퓨팅 사고의 실천은 STEAM 교육의 활성화를 위한 도구로 사용될 수 있고 이를 위해서는 일회성이 아닌 지속적이고 전문적인 교사연수를 통해 컴퓨팅 사고 전문역량 강화를 할 수 있도록 해야 할 것이다.

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

키워드

과제정보

이 연구는 과학기술정보통신부 이공분야기초연구사업(2016R1A2B4013063)의 지원으로 수행되었습니다.

참고문헌

  1. Ahn, D., 2014, The Understandings of Computational Thinking. The International Mathematical Education Conferences, Oct 17-18, 2014, National Education of Chengju, Korea.
  2. Bell, K, M., Fahmy, E., & Gordon, D., 2016, Quantitative conversations: the importance of developing rapport in standardised interviewing, Quality & Quant, 50(1), 193-212 p. https://doi.org/10.1007/s11135-014-0144-2
  3. Computer Science Teacher Association, 2011. Computational Thinking Leadership Toolkit.
  4. Crawford, B. A., 2000, Embracing the essence of inquiry: New roles for science teachers, Journal of Research in Science Teaching, 37(9), 916-937 p. https://doi.org/10.1002/1098-2736(200011)37:9<916::AID-TEA4>3.0.CO;2-2
  5. Green, J., 2021, Exploring the development of computational thinking practices guidelines and its implication applicable in STEAM lessons (Masters dissertation). Chosun University, Gwangju.
  6. Hwang, K., 2015, The Study of Exploration and Development Direction of Computational Thinking Practices embedded in STEAM program (Master thesis). Chosun University, Gwangju.
  7. Hwang, Y., Mun, K., Park. Y., 2016, Study of perception on programming and computational thinking and attitude toward science learning of high school students through software inquiry activity: Focus on using scratch and physical computing materials. Journal of the Korean Association for Research in Science Education, 36(2), 325-335 p. https://doi.org/10.14697/jkase.2016.36.2.0325
  8. Jeong, H., 2016, Development and Application of Scientific Inquiry-based STEAM Education Program for FreeLearning Semester in Middle School (Master thesis). Kyungpook National University, Daegu.
  9. Kang, S., Lee, H., Kim, Y., & Kim K., 2008, The Perception of in-service and pre-service science teachers of the training program, and the practical use of advanced science laboratory equipment, Journal of the Korean Association for Science Education, 28(8), 880-889 p.
  10. Kim, J., & Park, Y-S., 2012, Exploring preservice secondary science teachers' abilities of developing inquiry questions in the content of earth science. Journal of the Korean Earth Science Society, 33(3), 294-305 p. https://doi.org/10.5467/JKESS.2012.33.3.294
  11. Kim, S., Jeong, S., & Hwang, Y., 2005, Development and application of self-evaluation test items for secondary science teacher professional growth. Journal of the Korean Association for Research in Science Education, 25(7), 736-745 p.
  12. Kim, Y., 2016, Qualitative Research I (3rd eds): Bricoleur, Academy press.
  13. Lee, Y., 2014, Research for Introducing Computational Thinking into Primary and Secondary Education, KOFAC report.
  14. Lee, H., Park, K., Kwon, H., & Seo, B., 2013, Development and implementation of engineering design and scientific inquiry-based STEM education program. Korean Journal of Teacher Education, 29(3), 301-326 p.
  15. Lee, J.-B., Lee, K.-Y., & Park, Y-S., 2010, Graph interpretation ability and perception of high school students and preservice secondary teachers in earth science. Journal of the Korean Earth Science Society, 31(4), 378-391 p. https://doi.org/10.5467/JKESS.2010.31.4.378
  16. Lee, H., Bae, T., & Lee, H., 2016, Development and application of the scientific inquiry-based STEAM Education program about earthquakes. Journal of the Korean Earth Science Society, 37(7), 476-488 p. https://doi.org/10.5467/JKESS.2016.37.7.476
  17. Luft, J. A., & Patterson, N. C., 2017m Bridging the gap: Supporting Beginning Science Teachers. Teaching and Teacher Education, 13(4), 267-282.
  18. Park, M., 2018, The operational definition of computational thinking practices from the view of science education and its implication in science education (Master thesis). Chosun University, Gwangju.
  19. National Research Council, 2012, A framework for K-12 Science education, Washinton. D.C: The National Academies Press.
  20. NGSS Lead States, 2013, Next Generation Science Standards: For states, by states. Washington. D.C: The National Academy Press
  21. Park, H., Byun, S., Sim, J., Baek, Y., & Jeong, J., 2016, A study on the current status of STEAM education. Journal of the Korean Association for Research in Science Education, 36(4), 669-679 p. https://doi.org/10.14697/jkase.2016.36.4.0669
  22. Park, Y-S., 2010, Secondary beginning teachers' views of scientific inquiry; with the view of Hands-on, Minds-on and Hearts-on, Journal of Korean Earth Science society, 31(7), 798-812 p. https://doi.org/10.5467/JKESS.2010.31.7.798
  23. Park, Y-S., Park, I., & Park. J., 2010, Analyzing scientific inquiry activities in the content of "Acid-Base Neutralizing Reaction" and beginning Teachers' Perception of Scientific Inquiry in the Classroom: From the view of authentic scientific inquiry (ASI). Teacher Education Research, 49(3), 280-30 p.
  24. Park, K., & Lee, S., 2015, Improving computational thinking abilities through the teaching of mathematics with Sage. Communications of Mathematical Education, 29(1), 19-33p https://doi.org/10.7468/JKSMEE.2015.29.1.19
  25. Park, Y-S., 2015, The study of science docents' expertise through situated learning. Journal of Korean Society of Earth Science Education, 8(1), 98-113 p. https://doi.org/10.15523/JKSESE.2015.8.1.98
  26. Park, Y-S., & Hwang, J., 2017, The preliminary study of developing computational thinking practice analysis tool and its implementation. Journal of the Korean Society of Earth Science Education, 10(2), 140-160 p. https://doi.org/10.15523/JKSESE.2017.10.2.140
  27. Park Y-S & Green, J., 2020, The analysis of computational thinking practices in STEAM Program and its implication for creative problem solvers in the 21st century. Journal of the Korean earth science society, 41(4), 415-434 p. https://doi.org/10.5467/JKESS.2020.41.4.415
  28. Park Y-S., & Park J-H., 2020, Exploring the explicit teaching strategies in STEAM program of climate change, Asia-Pacific Science Education, 6(1), 116-151 p. https://doi.org/10.1163/23641177-BJA00002
  29. Park Y-S., & Park M., 2018, Exploring students competencies to be creative problem solvers with computational thinking practices, Journal of the Korean Earth Science Society, 39(4), 388-400 p. https://doi.org/10.5467/JKESS.2018.39.4.388
  30. Roehrig, G, H., & Luft, J. A., 2006, Does one size fit all the induction experience of beginning science teachers from different teacher-preparation programs, Journal of Research in Science Teaching, 43(9), 963-985 p. https://doi.org/10.1002/tea.20103
  31. Roehrig, G. H., & Luft, J. A., 2007, Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24 p. https://doi.org/10.1080/0950069022000070261
  32. The College Board, 2013, Advanced Placement Computer Science Principles Draft Curriculum Framework. http://media.collegeboard.com/digitalServices/pdf/ap/2013-0607-comp-sci-principles-cffinal.pdf)
  33. Wing, J. M., 2006, Computational thinking. Communications of the ACM, 49(3), 33-36 p. https://doi.org/10.1145/1118178.1118215
  34. Yang, I., Cho, H., & Han, I., 2006, The teachers and students' perceptions about the purpose of Laboratory activities in elementary school science education. The Journal of Learner-Centered Curriculum and Instruction, 6(1), 235-252 p.