지속가능발전교육(ESD)을 중등 과학 교수학습에 접목하는 과정에서 나타나는 예비 과학교사들의 인식 분석

손연아(Yeon-A Son) 한국환경교육학회 2013 環境 敎育 Vol.26 No.4

The purpose of this study was to analyze pre-service science teachers’ perception in process of integrating ‘Education for Sustainable Development (ESD)’ with Science Education. For this study, researcher asked 19 pre-service teachers in college of education to write a reflective journal on their ideas and changed ideas of ESD’s importance and value, common and different purposes of science education and ESD, common and different teaching-learning strategies of science education and ESD and ESD issues which they wanted to integrate with science education. Researcher also asked them to develop teaching-learning strategies integrating ESD with science education for secondary school students. The result showed that pre-service science teachers had not have a confidence of integrating ESD with science education in the early phase of this research but they were able to have a confidence of integrating ESD with science education by understanding on value and importance of ESD in the middle phase of this study. They wanted to integrate ESD issues, ‘climate change → globalization → global hunger problem → culture and religion → population and development’ in order with science education. They had difficulties to design teaching-learning strategies integrating the domain of ESD in economy with science education. This study could help that pre-service science teachers and school science teachers find significant suggestions to integrate ESD with science education.

과학교과에서의 인성교육에 대한 교사들의 인식과 접목 방안 탐색

손연아(Yeon-a Son),박예진(Ye-Jin Park),서은아(Eun-A Seo,),양자연(Ja-Yeon Yang,),장진희(Jin-hee Jang),김동렬(Dong-Ryeul Kim) 조선대학교 교과교육연구소 2014 敎科敎育硏究 Vol.35 No.1

The purpose of this study is to investigate science teachers’ perception of character education and to devise plans of applying their perception to science class so that students may have character education naturally through science class. To develop plans of applying character education to science class, this study conducted a survey on character education with 30 science teachers currently working for middle schools located in Seoul and Gyeonggi Province, and based on the results, this study verified its validity through 2 experts in the field of education. It appeared that science teachers have much interest in character education, but they found it difficult to carry out character education through science class in reality. However, they perceived it important to carry out character education in science class, and they thought that it would have positive effect on students in various aspects when character education is conducted through science class. When it comes to plans of applying character education to science class, they were devised being largely divided into two different plans,character education based on scientific concepts and character education based on teaching methods. One plan of applying character education based on scientific concepts was devised to deliver character factors, helpful for students’ character education, by connecting these factors with scientific concepts figuratively. On the other hand, the other plan of applying character education based on teaching methods was devised for students to naturally build character factors through all the activities done through science class, such as group study and discussion class.

생애사적 접근을 통한 과학교사의 삶과 전문성 탐색

손연아(Yeon-a Son),김서연(Seo-Yeon Kim),김민지(Min-Ji Kim),신지은(Ji-Eun Shin),신정민(Jeong-Min Shin),김동렬(Dong-Ryeul Kim) 중앙대학교 한국교육문제연구소 2013 한국교육문제연구 Vol.31 No.2

본 연구에서는 생애사적 접근을 통해 심층적으로 과학교사로서의 삶과 전문성에 대하여 탐색하였다. 광범위한 과학교사로서의 삶과 그들의 전문성에 대해 연구하기에 앞서, 사전 설문지를 통해 중점적으로 다루어야 할 부분을 선정하였고 면담을 통하여 심층분석 하였다. 초등학교 과학교사, 중학교 과학교사 각각 한 명을 연구대상으로 하여 질적연구를 진행하였으며, 연구 내용인 ‘교사로서의 사회생활’, ‘가정생활’, ‘행정업무’, ‘전문성 의미’, ‘대외활동’, ‘전문성 형성과정’, ‘현재의 수업방식’에 대한 그들의 삶 또는 전문성에 끼치는 영향에 관해 결론을 도출해 내었다. 과학교사는 자기계발 또는 교사로서의 계발을 위해 타 학교 수업컨설팅, 교육청과 관련한 일과 같이 학교 외의 활동을 하면서 발전을 위해 끊임없이 노력하고 있음을 알 수 있었다. 과학교사로서의 직위를 떠난 사회생활을 할 때는, 주위 사람들의 선입견 때문에 다소 불편해 하는 것을 알 수 있었고, 행정업무는 교사들에게 큰 부담을 주고 있었다. 교사로서 직업이 가정에 미치는 영향은 개인별로 차이가 있었다. 과학교사가 자각하는 과학교사로서의 전문성에는 지식전달, 내용교수법, 학급관리, 행정업무, 교직원 간의 인간관계 등 다양한 요소가 영향을 미치고 있었다. This study aims to investigate science teachers’ lives and professionalism in depth through the approach of life history. Prior to the investigation into their extensive lives and professionalism as science teachers, this study selected main issues to be handled through a questionnaire and carried out an in-depth analysis through interview. As research subjects, this study selected 1 elementary school science teacher and 1 middle school teacher for qualitative research, and drew conclusions about the effects of such factors as ‘social life as a teacher’, ‘family life’, ‘school administrative work’, ‘the meaning of professionalism’, ‘outside activities’, ‘the process of forming professionalism’ and ‘the present teaching method’ on their lives and professionalism. It was found that science teachers constantly tried to develop themselves as individuals or science teachers while being engaged in outside-school activities in addition to class consulting held at other schools and jobs related to the education office. It was also found that when leading a social life apart from their positions as science teachers, they felt rather uncomfortable due to prejudice from other people, and school administrative works impose a heavy strain on them. The effect of their jobs as science teachers on their family lives was found to be different depending on individual circumstances. On the professionalism they perceived as science teachers, various factors were found to have effect, such as knowledge delivery, PCK (pedagogical content knowledge), class management, administrative work, and human relations between faculty members. Of those factors, knowledge delivery and PCK (pedagogical content knowledge) were found to have the greatest effect on their professionalism about the science class.

2009 개정 교육과정 고등학교 ‘융합형 과학’에 대한 과학교사들의 어려움 및 해결방안

손연아(Yeon-A Son),윤순재(Soon-Jae Yoon),김은미(Eun-Mi Kim),박지현(Ji-Hyun Park),유한나(Han-Na Yoo),조수연(Su-Youn Jo),김동렬(Dong-Ryeul Kim) 조선대학교 교과교육연구소 2013 敎科敎育硏究 Vol.34 No.2

This study aims to analyze science teachers difficulties when teaching high school convergence-type science from the 2009 revised curriculum, who have ever taught convergence-type science, and based on the analysis results, this study attempted to consider practical solutions as well. This study classified their difficulties in teaching convergence-type science into a total of 5 domains (knowledge about contents, students knowledge, curriculum, teaching contents and methods, knowledge about evaluation), designed a questionnaire to find out science teachers difficulties in teaching convergence-type science and proper solutions and conducted e-mail interviews after the survey. Most of the science teachers who had ever taught convergence-type science were aware of the intent and objective of convergence-type science, and they responded that convergence-type science is needed for students to have an integrative view on science and apply it to an actual society. Out of the 5 domains of difficulties science teachers have in teaching convergence-type science, their difficulties related to knowledge about contents and students knowledge were found to be greatest. As a solution to their overall difficulties in teaching convergence-type science, they mostly responded that a solution should be provided to teaching methods and curriculum. As for teaching methods, they mostly responded that it is necessary to support various teaching materials and provide data related to major knowledge through teachers training or educational institutions. Besides, as for the curriculum, since the present high school convergence-type scienceis too vast in contents for 10th graders, who don t have enough basic scientific knowledge, and its levels are too high for them as well, they suggested some solutions that the level of convergence-type science should be lowered a little bit or that the range of contents should be reduced in consideration of students levels of scientific knowledge.

개인특성에 따른 대학생의 상담준비도와 상담서비스요구

손연아 ( Yeon A Son ),손은령 ( Eun Young Son ) 충남대학교 교육연구소 2012 교육연구논총 Vol.33 No.2

본 연구에서 대학상담이 대학생들에게 실제적인 도움이 되기 위해서는 대학생의 개인특성에 따라 상담준비도와 상담서비스요구를 확인하여야 한다는 필요성에서 출발하였다. 대학생 884명에게 인구학적 질문지, 상담준비도검사, 상담서비스요구검사, 내외통제성검사, 스트레스대처방식검사를 실시한 후 개인특성에 따라 대학생의 상담준비도와 상담서비스 요구에 차이가 있는지를 확인하였다. 그 결과, 성별, 학년, 내외통제성, 스트레스대처방식에 따라 대학생의 상담 준비도에 차이가 있었으며, 상담서비스 요구도 차이가 나타났다. 여자 대학생보다 남자대학생이, 학년이 올라갈수록, 내적통제성향이며, 적극적인 스트레스대처방식을 사용하는 대학생이 상담준비도가 높은 것으로 나타났다. 그리고 남자대학생보다 여자대학생이, 학년이 올라갈수록, 내적통제성향이며, 적극적인 스트레스 대처방식을 사용하는 대학생의 상담서비스 요구가 높게 나타났다. 이러한 결과는 대학생 상담 서비스를 제공하는데 유용한 기초자료로 활용될 수 있을 것이다. 마지막으로 이 연구의 의의와 한계 및 후속연구과제에 대해 논의하였다. This study was motivated by the necessity of identifying college students` counseling readiness and need for counseling service based on their individual factors to secure practical help for them. Total 884 college students participated in this study and were asked to answer demographic questionnaires and conduct assessment of counseling readiness, assessment of need for counseling service, assessment of internal-external locus of control, and assessment of stress coping styles. Data collected from them were analyzed to identify whether there was any difference of counseling readiness and need for counseling service among college students based on individual factors. The results of this study showed that college students` counseling readiness was different based on sex, grade, internal-external locus of control, and stress coping styles. In addition, the need for counseling service was different. For example, higher level of counseling readiness was shown among male students in the upper grade, who used internal locus of control more and more active coping style. Also, higher level of the need for counseling service was identified among female students in the upper grade, who used internal locus of control more and more active coping style. The findings are supposed to be useful as a fundamental data to provide college students` counseling service. Finally, significance and delimitation of this study and follow-up study will be discussed.

지역사회기관과의 연계 활동을 목적으로 한 초ㆍ중학교 지속가능발전교육 동아리 프로그램 분석

손연아(Yeon-A SON) 한국수산해양교육학회 2015 水産海洋敎育硏究 Vol.27 No.6

대학교 전공 계열별 교수자들의 학습 평가 목적에 대한 인식과 수업 유형에 따른 평가 방법 활용 현황

손연아 ( Son Yeon-a ),윤지현 ( Yoon Jihyun ),맹희주 ( Maeng Heeju ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.3

교수자들의 수업의 질적 관리를 위해 평가는 매우 중요하다. 이에 본 연구에서는 대학생들의 학습 평가에 대한 전공 계열별 교수자들의 인식과 수업 유형에 따른 평가 방법의 적용 현황을 알아보았다. 이를 위하여 경기도에 소재한 1개의 사립 종합대학의 교원들을 대상으로 전수 조사를 실시하였으며, 연구 결과에 따른 결론은 다음과 같다. 첫째, 교육관련 전공 교수들이 많이 분포하고 있는 인문계열 교수자들의 학습 평가 목적에 대한 인식은 가장 높았으며 공학계열 교수자들의 학습 평가 목적에 대한 인식은 통계적으로 유의미하게 가장 낮은 것으로 나타났다. 특히 평가목적 중 평가 결과의 진로 지도 활용에 대한 인식은 모든 전공계열에서 가장 낮았다. 둘째, 예체능계열은 실기를 가장 많이 활용하고, 그 외 모든 계열에서 강의식 수업을 가장 많이 활용하고 있지만 전공 특성에 따라 다양한 수업방법을 함께 적용하고 있는 것으로 나타났다. 셋째, 평가자 유형에 따른 평가 방법 중 교수자 평가를 가장 많이 수행하고 있었으며, 수업에 따른 평가 방법으로 강의식 수업과 플립드 러닝 수업에는 지필평가, 실기 수업에는 실기평가, 실습과 토론 수업에서는 발표평가를 가장 많이 사용하고 있는 것으로 분석되었다. 넷째, 객관성 담보에 대한 어려움 때문에 동료 평가나 자기 평가를 가장 어려워했으며, 평가 기준 설정의 어려움과 학생 수 과다로 인한 평가시간과 채점 시간의 많은 소요 때문에 과제물평가와 발표 평가, 지필 평가, 실기 평가를 어려워했다. 따라서 교수자들이 효과적으로 평가를 수행할 수 있도록 평가 결과 활용에 대한 교수자들의 인식 강화 전략과 전공별 교수자용 평가 가이드 및 수업 유형별 평가 방법의 매뉴얼 등이 제공되어야 할 것이다. Evaluation is very important for the quality management of Instructor’s teaching. In this study, we investigated instructors’ perceptions about the purpose of undergraduate students’ learning evaluation by the university major field and the current status of evaluation method utilization according to instructional types. For this purpose, we conducted a complete enumeration on the professors of one private university in Gyeonggi-do. The conclusions according to the results are as follows. First, as a result of the instructors’ perception about the purpose of the learning evaluation, the instructors’ perceptions in humanities who have many professors of education major was the highest and the perception of engineering instructors was the lowest statistically significant. Particularly, the perception of the use of career guidance in evaluation results in all major was the lowest among evaluation purposes. Second, instructors used the practical skills classes often in the arts and physical education and the other major's instructors used the lecture-centered classes often. In addition, various teaching methods were applied according to the major characteristics. Third, instructor-centered evaluation among the evaluation methods depending on the evaluator was performed often and paper-based evaluation to lecture-centered class and flipped learning class, practical skills evaluation to practical skills class, and presentation evaluation to practice class and discussion class was performed often as an evaluation method according to instructional types. Fourth, because of the difficulty of securing objectivity, peer evaluation and self-evaluation were the most difficult. And because of the difficulty of setting evaluation standard, and time- consuming evaluation and grading due to the large number of students, it made it difficult to evaluate the homework assignment, the presentation evaluation, the paper evaluation, and the practical evaluation. Therefore, in order to enable the instructors to perform the evaluation effectively, it is necessary to provide a strategy of enhancing the instructors’ perceptions about the use of the evaluation results, a manual of evaluation guides for instructors of each major field, and a manual of evaluation methods by Instructional Types.

예비과학교사들이 통합과학수업에서 적용한 지속가능발전교육에 대한 7년 주기 비교 연구

손연아(Yeon-A Son) 한국환경교육학회 2020 環境 敎育 Vol.33 No.4

본 연구에서는 2013년에 ‘환경과과학교육’ 교과목을 수강한 예비과학교사들과 2020년에 ‘지속가능발전교육과과학교육’ 교과목을 수강한 예비과학 교사들이 일련의 단계적 과정을 통해 해당 교과목을 수강하고 난 이후 지속가능발전교육에 대한 인식, 그리고 이를 과학교육에 접목하여 수업을 설계하고 실연하는 과정에서 가지는 다양한 생각과 수업적용에의 어려움, 그리고 앞으로 과학교사가 되었을 때 지속가능발전교육을 접목할 의향이 있는지에 대해 심층적으로 분석하였다. 분석결과, 2013년과 2020년 예비과학교사들은 공통적으로 지속가능발전교육에서 환경, 사회, 문화, 경제 등의 다양한 측면을 융합하는 과정이 중요하게 포함되는 것으로 이해하고 있었다. 한편 2020년 예비과학교사들은 2013년보다 더 시민의 삶을 변화, 성장시키는 사회적 상호작용을 강조하여 개인의 가치관을 변화시키는 데까지 확장한 능동적인 측면을 강조하는 면에서 지속가능발전교육을 이해하고 있었고, 이러한 특징들을 과학교육에 접목하기를 바라고 있었다. 한편 2013년과 2020년 예비과학교사들은 모두 과학수업과 지속가능발전교육의 공통적인 교수학습 전략으로 다양한 문제해결에 있어서 과학지식과 탐구방법의 적용과 토론를 통한 의사소통에 참여하는 것이라고 생각하고 있었다. 그리고 과학수업에 지속가능발전교육을 접목한 수업을 설계하고 실제로 실연한 이후에 예비과학교사들은 학생들의 가치 변화와 사회적 성장을 위한 교수학습의 중요성을 인식하게 되었고, 과학교육에서 지속적으로 강조해온 학생들의 통합적인 사고와 핵심역량 함양을 위한 과학수업을 진행하기 위해서 지속가능발전교육에서 다루는 내용과 교수학습전략을 과학교육에 적용하는 것의 효과성을 인식하게 된 것으로 분석되었다. 따라서 앞으로 지속가능성을 추구하는 학교 과학교육을 위한 수업내용의 선정과 조직, 그리고 이를 과학수업에서 학생들과 나누기 위한 효과적인 교수학습전략이 포함된 지속가능발전교육 접목 과학교육모델이 개발되고 이를 예비과학교사교육에 적용할 필요가 있을 것으로 생각된다. The purpose of this study is to analyze the perceptions of pre-service science teachers on Education for Sustainable Development (ESD), the various thoughts they feel in the process of integrating it into science education, and the difficulties and needs in applying ESD to actual science classes. This study targeted pre-service science teachers who took ‘Environment and Science Education in 2013 and those who took ‘ESD and Science Education’ in 2020. As a research method, reflective opinions collected in 2013 and 2020 to compare and analyze the perceptions of pre-service science teachers who participated in this study while implementing science classes integrating ESD were analyzed in Semantic Network Analysis (SNA) Method. The results of the research are as follows. The pre-service teachers who participated in the study in 2020 were considering the importance of integrating the core competencies emphasized in ESD into science education compared to 2013. Particularly, pre-service teachers thought that there was a need to integrate the aspect of social competency to share the individual and social growth emphasized in ESD in the school and community. Therefore, it is necessary to include the process of training pre-service teachers beyond the simple understanding of ESD, to provide instructional design experience that is integrated with science education, and to actually apply it to class demonstration.

초·중등학교 지속가능발전교육(ESD)에 대한 인식 및 현장학교에서 ESD를 위한 관리자와 교사의 학교평가 차이 분석

손연아(Yeon-A Son) 한국환경교육학회 2014 環境 敎育 Vol.27 No.4

The purpose of this study was to analyze differences between school directors and teachers’ perceptions of ‘Education for Sustainable Development (ESD)’ and ESD School Evaluation for elementary and secondary schools. For this study, ‘Education for Sustainable Development Lens: A Policy and Practice Review Tool (Sustainable Schools Audit)’ by UNESCO(2010a) was used to evaluate schools. This tool has five domains of Sustainable Schools Audit such as The Formal Curriculum, Social Sustainability, Ecological Sustainability, Economic Sustainability, Cultural Sustainability.’ The results showed that school directors and teachers’ awareness levels on needs of ESD in schools were high. They also considered that ESD would help students develop integrative and creative thinking and build a good character. Meanwhile, they rated ‘The Formal Curriculum’ domain the lowest among five domains of the tool. Especially, elementary school directors and teachers rated all five domains of ESD school evaluation higher than secondary school directors and teachers did. Directors and teachers practicing ESD in their schools also recognized that educatonal environment for ESD was over ‘Fair.’ Future study needs to develop ‘ESD School Guidebook’ including the five domains of ‘Sustainable Schools Audit’ and help school directors and teachers set up ‘ESD School System’ on the basis of the guidebook.

한 엄마의 가정교육 경험에 관한 연구

손연아 ( Yeon A Son ),손은령 ( Eun Young Son ) 충남대학교 교육연구소 2013 교육연구논총 Vol.34 No.1

본 연구는 엄마가 자신이 중요하게 생각하는 가르침이 어떻게 자신에게 형성되었는지를 생각해보고, 내 자녀에게 어떻게 반영하고 있는지를 스스로 성찰하여 자신을 더 깊이 이해함으로서 자녀의 가정교육을 수행하는데 도움이 되고자 하는데 목적을 둔다. 이를 위한 연구 질문은 ``엄마의 가정교육 경험은 어떠한가? 이고, 연구 참여자인 한 엄마의 가정교육 경험 이야기를 여성주의 관점에서 내러티브 연구방법인 이야기형식으로 접근 하였다. 연구 결과 엄마의 가정교육경험은 자녀에게 영향을 주고 반영되고 있다는 것을 확인하였다. 더불어 엄마의 가정교육경험이 자녀에게 반영되고 있다는 것을 인식하고 있다면, 엄마의 가정교육 경험이 그대로 반영되지 않을 수도 있다는 것을 시사하고 있다. The purpose of this study was to help mothers to perform children`s home education better by identifying how the lessons that she thought important were composed, reviewing how the lessons were reflected on their children`s education and understanding themselves better. For the purpose of this study, research question was set as ``What is a mother`s home education experience like?’ The story of a mother`s home education who was the study participant was approached in the form of a story, a narrative study method from the perspective of feminism. From the study, it was confirmed that home education experience of mothers influenced their children and was reflected on their children`s home education. Additionally, if we perceive that home education experience of a mother is reflected to her children, it may suggest that mother`s home education experience may not be reflected intact.