Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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An Investigation of Science Teachers' Questioning Considering the Context of Discourse and Exploring Factors Influencing Their Questioning

담화맥락을 고려한 과학교사의 발문 활용에서 나타나는 특징과 발문 활용에 영향을 미치는 요인 탐색

  • Sunghoon Kim (Center for Educational Research, Seoul National University) ;
  • Junbeen Lim (Seoul National University) ;
  • Taehee Noh (Seoul National University)
  • 김성훈 (서울대학교 교육종합연구원) ;
  • 임준빈 (서울대학교) ;
  • 노태희 (서울대학교)
  • Received : 2024.07.30
  • Accepted : 2024.10.08
  • Published : 2024.10.31
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Abstract

In this study, three secondary science teachers' questioning considering the context of discourse were investigated, and the factors influencing their questioning were explored. The questions were categorized into questions that elicit students' opinions or probe their thinking, questions in response to student utterances, questions for classroom management, and rhetorical questions. The results showed that questions related to scientific concepts were classified differently depending on the teachers' intent. Only one teacher frequently used questions that related to students' everyday life experiences. Two teachers, when using "questions asking for students' thoughts," mostly led students to give short or limited option answers. These teachers primarily considered the interactive aspect of questioning but did not account for the cognitive aspect. Teachers often used "questions utilizing student utterances" when students provided answers aligned with scientific concepts. Teachers also used "questions that simply repeated student utterances" with varying intonation to indicate whether the students' responses were correct or incorrect. "Affective questions" were rarely used by the teachers. One teacher did not use "management questions" to check students' understanding or progress, failing to confirm students' comprehension. Characteristics of students, the teachers' teaching and learning beliefs, knowledge about questioning, and subject matter knowledge collectively influenced the teachers' questioning strategies. Based on the results, practical implications for improving science teachers' questioning skills were discussed.

이 연구에서는 중등 과학교사 세 명의 발문 활용에서 나타나는 특징을 담화맥락을 고려하여 조사하였고 교사의 발문 활용에 영향을 미치는 요인에 대해 탐색하였다. 이를 위해 '기체의 압력과 부피의 관계' 2개 차시 수업을 녹화하였고, 면담을 수행하였다. 선행연구의 분석틀을 참고하여 발문을 학생의 의견을 듣거나 사고를 탐색하는 발문, 학생 발화에 대한 발문, 수업 운영을 위한 발문, 수사적 발문으로 분류하였다. 연구 결과, 과학 개념과 관련된 상황을 묻는 발문은 교사의 의도에 따라 다르게 분류되었다. 한 명의 교사만이 학생의 일상생활 경험을 묻는 발문을 자주 사용하였다. 두 교사는 '학생의 생각을 묻는 발문'을 사용할 때 주로 학생이 단답형, 선택형 응답을 하도록 발문을 사용하였다. 이들은 발문의 상호작용 측면만을 고려하였고 인지적 측면까지 종합적으로 고려하지 못하였다. 교사들은 주로 학생이 과학 개념에 맞는 응답을 하였을 때 '학생의 발화를 활용하는 발문'을 사용하였다. 교사들은 '학생의 발화를 단순 반복하는 발문'을 억양과 함께 사용하여 학생 응답의 정오에 대한 정보를 제공하였다. 교사들은 정의적 발문을 거의 사용하지 않았다. 한 명의 교사는 학생의 이해나 진행 상황을 '운영적 발문'을 통해 확인하지 않았다. 학생 특성, 교사의 학습관, 발문에 대한 지식, 전공 지식 등은 교사의 발문 활용에 복합적으로 영향을 미쳤다. 연구 결과를 바탕으로 과학교사의 발문 능력을 향상시키기 위한 방안들을 논하였다.

Keywords

Acknowledgement

이 논문은 2023년도 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(NRF-2023S1A5A2A0107584212)

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