Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Pre-service Elementary Teachers' Orientation toward Scientific Inquiry Teaching: Focusing on the Anomalous Situation

초등 예비교사의 과학 탐구 교수 지향 - 과학 실험 결과 불일치 상황을 중심으로 -

  • Received : 2023.02.03
  • Accepted : 2023.03.06
  • Published : 2023.05.31
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Abstract

In this study, the orientation toward scientific inquiry teaching was classified into five categories, namely, 'concept understanding', 'activity driven', 'process skills', 'scientific practice', and 'engineering practice', and the orientation toward scientific inquiry teaching of pre-service elementary teachers was investigated through individual in-depth interviews. We aimed to investigate the context dependence of scientific inquiry teaching orientation by comparing general questions with specific class situations where experimental results are different from expectations. We found that 'scientific practice' orientation was more common in the general situation, whereas 'concept understanding' orientation was more common in the specific class situation. In addition, in general and specific class situations, the orientation was often inconsistent. Even in a specific class situation, the orientation toward scientific inquiry teaching was different according to the situations. When the experimental results were all different from expected (when no condensation occurred), 'concept understanding' orientation was more common; however, when the results were different among students groups (condensation only occurred in some groups), 'scientific practice' orientation was more common. In other words, the results showed that the orientation toward scientific inquiry teaching of pre-service elementary teachers is not single, has complex properties, and is strongly context-dependent. The implications of these research results on teacher education were discussed.

이 연구에서는 과학 탐구 교수 지향을 '개념 이해', '활동', '과정기능', '과학적 실천', '공학적 실천'의 5가지로 구분하고 초등 예비교사가 가진 일반적, 맥락적 과학 탐구 교수 지향을 개별 심층 면담을 통해 알아보았다. 초등 예비교사의 일반적인 과학 탐구 교수 지향은 어떠한지 일반적인 상황의 질문을 통해 알아보고, 구체적으로 실험 결과가 예상과 다른 불일치 상황(anomalous situation)에서 다시 이들의 교수 지향을 조사하여 과학 탐구 교수 지향의 맥락 의존성을 탐색하고자 하였다. 연구 결과, 일반적인 상황에서는 '과학적 실천' 교수 지향이 많이 나타났으며, 구체적인 수업 상황인 불일치 상황에서는 '개념 이해' 교수 지향이 많이 나타났다. 또 일반적인 상황과 구체적인 상황에서 과학 탐구 교수 지향은 일관적이지 않은 경우가 많았다. 구체적인 수업 상황인 불일치 상황에서도 전체적으로 실험 결과가 예상과 다르게 나오는 경우(응결이 전혀 일어나지 않은 경우)와 모둠별로 실험 결과가 일치하지 않는 경우(일부 모둠에서만 응결이 일어난 경우), 과학 탐구 교수 지향은 다른 패턴으로 나타났다. 전체적으로 불일치 상황이 발생하는 경우는 '개념 이해' 교수 지향이 더 많이 나타났고, 모둠별로 결과가 다르며 일부 모둠에서만 불일치 상황이 발생하는 경우는 '과학적 실천' 교수 지향이 좀 더 많이 나타났다. 즉, 초등 예비교사의 과학 탐구 교수 지향은 복합적인 성격을 가지며 상황 의존적 성격이 강하다고 할 수 있다. 이러한 연구결과가 교사교육에 주는 시사점을 논의하였다.

Keywords

Acknowledgement

이 논문은 2019년 대한민국 교육부와 한국연구재단의 인문사회분야 중견연구자지원사업의 지원을 받아 수행된 연구임(NRF-2019S1A5A2A01036864).

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