지역대학-고교 연계 화학 실험 수업이 학생들의 탐구 경험과 진로 탐색에 미치는 영향 = The Impact of a Regional University-High School Collaborative Chemistry Experiment Course on Students’ Inquiry Experiences and Career Exploration

다국어 초록 (Multilingual Abstract)

With the 2022 revised national curriculum in Korea, science laboratory subjects such as Chemistry Experiment have been reclassified as career elective courses in general high schools. Although the curriculum emphasizes inquiry-based laboratory experiences, many schools face limitations in facilities, equipment, instructional time, and human resources, making it difficult to provide sufficient experimental learning opportunities. In response, university–high school collaborative courses utilizing out-of-school educational resources have been suggested as an alternative; however, empirical studies examining students’ actual learning experiences in such science laboratory courses remain scarce.
This study aimed to explore the educational meanings of students’ inquiry experiences and career exploration by analyzing a case of a regional university–high school linked Chemistry Experiment course.
A qualitative case study approach was employed. The target class was a Chemistry Experiment course jointly operated by a national university and a general high school in the Daegu region during the second semester of the 2024 academic year. Fourteen second-year high school students who voluntarily enrolled in the course under the high school credit system participated in pre- and post-surveys. Data were collected through pre- and post-surveys, participant observation, students’ reports and project outcomes, and one-on-one online in-depth interviews with five students. The collected data were analyzed through data reduction, data display, and conclusion drawing based on triangulation.
The findings of this study indicate that the regional university–high school linked Chemistry Experiment course had a positive impact on students’ inquiry experiences and career exploration. First, students demonstrated increased engagement in inquiry activities and greater interest in the course through access to a university laboratory environment and diverse experimental equipment, as well as systematic support from the professor and graduate and undergraduate student mentors. The implementation of blended learning and the provision of supplementary experiment videos supported students’ preparation for experiments and pre-lab reports, thereby reducing anxiety and promoting self-directed inquiry. In addition, activities emphasizing documentation and expression enhanced students’ abilities to analyze experimental results, while collaborative group work strengthened their scientific communication skills. Second, the course contributed to the concretization of students’ career awareness and the expansion of opportunities for career exploration by providing experiences in an authentic university learning environment, interactions with university members, and participation in university programs.
This study demonstrates that a regional university–high school collaborative chemistry laboratory course can serve as an effective instructional model for enhancing both inquiry experiences and career exploration among high school students. By utilizing university resources as out-of-school educational spaces, the course addressed structural limitations of school-based laboratory instruction while supporting students’ scientific engagement and career development. The findings suggest that sustainable institutional collaboration and systematic administrative support are essential for expanding inquiry-centered science education within the high school credit system.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 및 연구 문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 선택 과목의 개념과 운영의 실제 5
• 2. 학교 밖 교육 6
• 3. 지역 대학 연계 교육 7
• 4. 고교-대학 연계 수업 관련 국내외 연구 동향 8
• Ⅲ. 연구 방법 10
• 1. 연구 절차 10
• 2. 수업 개요 및 운영 12
• 1) 블렌디드 러닝 12
• 2) 실험 영상 제공(플립드 러닝) 14
• 3) 대학원생 및 학부생 멘토 16
• 4) 대학교 프로그램 참여 16
• 5) 평가 방법 17
• 3. 연구 대상 18
• 4. 자료 수집 및 분석 19
• 5. 연구 윤리성 23
• Ⅳ. 연구 결과 24
• 1. 지역대학-고교 연계 화학 실험 수업이 학생 탐구 경험 측면에 미친 영향 24
• 1) 사후 설문 결과 24
• (1) 수업 경험에 대한 선택형 문항 응답 24
• (2) 수업 운영 요소에 대한 선택형 문항 응답 26
• (3) 개방형 문항 응답 28
• 가. 실험 환경 28
• 나. 교수 및 대학(원)생 멘토의 순회지도 29
• 다. 학생 중심 수업 29
• 라. 기록 및 표현 중심 활동 29
• 2) 심층 면담 결과 30
• (1) 대학(원)생 보조 멘토를 통한 학습 지원 30
• (2) 대학 실험 환경에서의 경험 32
• 가. 전문 장비와의 접근성 32
• 나. 대학 실험실의 실험 기구시설 환경 32
• 다. 고등학생의 대학 실험실 활용 한계 34
• (3) 실험 보조 영상 제공을 통한 플립드 러닝 경험 35
• 가. 간접적 탐구 경험 제공을 통한 사전 이해도 향상과 불안 완화 35
• 나. 보고서 준비 과정에서의 자기주도적 학습 효과 36
• (4) 기록 및 표현 중심 활동 38
• 가. 보고서의 질 향상 38
• 나. 실험 결과 분석 역량 강화 39
• 다. 학습 몰입도 상승 40
• (5) 조별 협업을 통한 상호작용과 협력 학습 43
• 2. 본 수업이 학생의 진로 탐색 측면에 미친 영향 45
• 1) 사후 설문 결과 45
• (1) 진로 결정에 미친 영향 45
• (2) 수업 운영 요소에 대한 응답 46
• 2) 심층 면담 결과 47
• (1) 블렌디드 러닝이 제공한 진로 탐색 동기 부여 47
• (2) 진로 중심 인적 교류 50
• 가. 대학교 프로그램 참여 50
• 나. 대학(원)생 멘토와의 교류 51
• 다. 조별 활동을 통한 또래와의 교류 52
• Ⅴ. 결론 및 제언 54
• 1. 결론 54
• 2. 제언 55
• 참고 문헌 57
• 부록 63
• 1. 사전설문지 63
• 2. 사후설문지 67