• 한국지구과학회지
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• 제28권6호
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• pp.707-719
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• 2007

교육활동에서 교사는 핵심적인 역할을 수행하고 있으며, 교육활동에 대한 교사들의 인식과 지향은 교육의 실천적인 맥락에서 핵심적인 요소로 작동한다. 따라서 과학교사의 지구계 수업에 대한 인식과 지향을 분석하는 것은, 지구계 교육의 목표가 현실에서 어떠한 모습으로 구현될지 가늠할 수 있게끔 한다. 이러한 생각을 바탕으로 이 연구에서는 두 명의 과학교사가 작성한 교수 학습계획안과 심층면담을 통하여 이들이 지구계 교육에 대한 인식을 알아보고, 교사의 지향을 수업에 대한 일반적 관점과 통합의 관점에서 분석하였다. 연구 결과 지구계 교육의 궁극적 겨냥점인 '전지구적 과학소양'에 대한 교사의 충분한 이해가 선행될 때 그 취지가 충분히 반영된 지구계 수업이 실천될 수 있는 것으로 나타났다. 또한 교사가 전 지구적 과학 소양을 함양하기 위해서는 네트워크 통합을 포함한 다양한 통합의 상(像)이 교사에게 구체적으로 제시될 것이 요구되었다. 아울러 현장에서 지구계 수업을 활성화하기 위해서는 지구계 교육 커리큘럼 구성에 대한 제도적인 뒷받침이 필요한 것으로 보인다.

• 한국과학교육학회지
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• 제29권5호
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• pp.492-500
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• 2009

이 연구는 과학수업의 심리적 학습 환경에 대한 중학생과 교사들이 인식을 조사하여 비교하였다. 연구대상은 중학생 503명과 담당 과학교사 16명이었다. 연구자료는 '교사에 의해 조성되는 심리적 학습 환경 측정도구(PLEIS)'를 이용하여 수집하였다. 학생과 교사의 인식과 성별 인식 차이가 있는지 알아보기 위해 빈도분석과 독립표본 T-검증을, 특성에 따른 인식 차이를 알아보기 위해 일원분산분석(ANOVA)을 하였다. 중학생들의 과학 수업의 심리적 환경에 대한 인식은 성별, 과학성취도, 과학선호도, 자아효능감에 따라 통계적으로 유의미하였으나, 과학교사들의 인식은 통계적으로 유의미하지 않았다. 학생들과 과학교사들간의 인식 차이 또한 통계적으로 유의미하지 않는 것으로 조사되었다. 그러나 교사가 과학수업의 심리적 학습 환경에 대한 인식을 학생보다 상대적으로 높게 하고 있는 것으로 조사되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.252-259
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• 2007

The purpose of this study was to examine the status and science teachers' perceptions of classes for those gifted in science in elementary school. For this purpose, a number of questions were posed to teachers : 27-item-questionnaires were given to 38 teachers of students gifted in science in elementary schools located in Incheon province. The results of this study were as follows : 1. most elementary teachers were in charge of classes containing students gifted in science, but this was the case with only a few secondary teachers. Therefore, it appears to be more necessary to educate elementary teachers who majored in science content and gifted education. 2. In addition, most teachers had positive perceptions of the needs, attitudes and environments needed for gifted education. Most of them attended 60-hour training programs on gifted education. They thought that it was helpful in understanding the characteristics of gifted students, but they wanted to learn more about actual pedagogical methods through such programs. 3. The teaching methods used in classes for those gifted in science were mainly experimental activities, but there were few opportunities for creative problem solving and project learning. This may be due to limited class time of about one hour every two weeks in this class. 4. When the materials used in class were first developed, they mainly used materials made by the city board of education and selected the theme of interest by themselves. Therefore, there may be problems of duplication of materials or systems regarding the science contents for one year. 5. Furthermore, the themes of the materials used were mostly related in terms of the contents of textbooks than more generally. When planning and managing the classes for those gifted in science, the above points should be considered in order to improve the education of those students gifted in science.

• 과학교육연구지
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• 제32권2호
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• pp.103-120
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• 2008

이 연구의 목적은 중 고등학교 과학교사와 학생들 사이의 중요 실험 목적에 대한 인식을 조사하고, 교사와 학생들의 인식이 서로 일치하는지를 알아보는 것이다. 연구 목적을 위해, 과학교사용과 학생용 설문지를 개발한 후 각각 중학교 교사 108명, 중학생 109명, 고등학교 교사 104명, 고등학생 110명을 대상으로 설문결과를 수집하였다. 설문 결과는 절대순위 응답분석 기법을 통해 처리되고 비교되었다. 분석 결과, 중요하게 생각하는 실험목적에 대하여 중학교 과학교사들과 고등학교 과학교사들은 과학탐구능력을 선택한 반면, 중학생들과 고등학생들은 창의적 문제해결능력을 선택하였다. 또한 응답빈도의 집중경향도 교사들은 과학탐구능력이라는 특정 항목에 집중적으로 분포한 반면, 학생들은 창의적 문제해결능력에 집중된 경향이 교사들에 비해 비교적 낮은 것으로 나타났다. 중 고등학교 교사들의 실험 목적에 대한 인식은 학생들의 인식과 달랐고, 이를 통해 교사와 학생의 실험 목적에 대한 인식에 차이가 있음을 확인하였다.

• 과학교육연구지
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• 제37권1호
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• pp.79-86
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• 2013

이 연구는 중학교 과학과 실험수업 실태 및 교사의 실험수업에 대한 인식을 조사한 것이다. 실험연수에 참여한 중학교 교사 110명을 대상으로 실험수업에 대한 인식을 설문지 방법으로 조사하였다. 중학교 과학교사들은 이론 중심의 강의식 수업을 주로 실시하고, 실험수업은 1학기에 1~3회의 빈도로 진행하는 것으로 조사되었다. 실험활동은 교과서에 제시된 실험활동의 결과를 확인하는 수준에서 진행하는 것으로 조사되었다. 연구대상에 참여한 교사 대부분은 과학수업지도 능력과 실험수업지도 능력을 평균 이상으로 인식하고 있었다. 실험수업의 장점을 '과학에 대한 흥미 및 호기심 유발,' '과학적 탐구능력 신장,' '과학 이해력 향상' 등으로 인식하고 있었다. 그러나 교사의 '업무과다,' '실험실 여건 요인,' '교육 환경 요인' 등은 과학실험을 저해하는 요인이라고 하였다. 과학교사가 실험을 통하여 학생들의 과학적 태도 형성 및 학습 동기를 유발할 수 있도록 과학교사의 업무 경감, 실험 환경 개선 등에 대한 지속적인 관심과 투자가 요구된다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.117-130
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• 2007

This study investigated the university proffssors', pre-service teachers' and in-service teachers' perceptions of the specialized science education courses in the 11 national universities of education in Korea, analyzed their perception differences, and made suggestions the future directions for the specialized courses. For this study, 46 university professors, 402 in-service teachers, and 336 pre-service teachers were participated nationwide. The results show that there were significant differences in their perceptions between the three groups. For university professors, for example, the acquisition of science content knowledge appeared to be the most important objective of the courses, whereas the other groups preferred the acquisition of more practical knowledge and skills that they could easily use and apply in their classroom teaching later. The university professors tended to think that the science specialized courses would be very useful to the teachers' teaching and contribute to developing their professionality. On the contrary, the in-service and pre-service teachers tended to think that the courses would be not so useful because science theories construct the courses rather than practical knowledge. The implications of these findings are discussed in relation to the future science teacher education.

• 한국초등과학교육학회지:초등과학교육
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• 제37권2호
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• pp.219-231
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• 2018

This study surveyed the elementary school teachers' use of visual representations and their perceptions of the functions of visual representations in the teaching of electricity unit. A total of 110 elementary teachers who have experiences in teaching electricity unit responded to online survey. The result showed firstly that most of the teachers use visual representations in their teaching and it is mostly limited to those presented in textbooks or images that they can get easily from internet search. Secondly, elementary teachers thought that they have high ability in using visual representations and low ability in understanding students' visual presentation ability. Thirdly, visual representations are more often preferred to be used as teacher-centered ways than student-centered ways for motivating students and conceptual understanding. However, in case of scientific inquiry, both teacher-centered and student-centered ways were equally preferred. Lastly, the teachers' perceptions of the functions of visual representations were categorized into 'teaching-instrumental function', 'learning-instrumental function', 'communicative-instrumental function' and 8 subcategories were found. The most frequent function was the 'information delivery function' in the 'teaching-instrumental function' category. Implications for teacher education and further studies were discussed.

• 한국지구과학회지
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• 제36권5호
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• pp.484-499
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• 2015

This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

• 한국지구과학회지
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• 제26권4호
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• pp.347-357
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• 2005

Since 1998, an elementary teacher education institute in Korea has hosted the center for the gifted education. The institute hired undergraduate students to escort and liaison each class of the gifted student participants with assisting classroom activities. These liaison teachers observed the gifted classroom activities and evaluated them by using a given checklist and filling out pre-made evaluation forms. Currently this system is being transferred from part-time jobs for students to earn allowance into well organized pre-service teacher program focusing on the gifted education. In other words, the purpose of system is being shifted from how liaison teachers facilitate the gifted program to how the system helps the liaison teachers to be quality teachers for the gifted who can understand what the gifted are and how to facilitate them. Analyzed were the self reports of the liaison teachers regarding their perceptions and beliefs of the gifted and their education program. It was found participant liaison teachers purposed to have more live experiences with getting along with students as well. Liaison teachers’ perceptions on establishing a gifted teacher professional education sequence were reported in this study. The potential scaffolding of the pre-service teacher education program model of the gifted education was provided as a consequence of this study.

• 한국과학교육학회지
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• 제15권3호
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• pp.316-324
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• 1995

The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.