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.

사회적 책임을 접목하기 위한 과학교육의 구조 및 지속가능발전교육과의 통합교육 전략 제안

손연아 ( Son Yeon-a ) 인하대학교 교육연구소 2016 교육문화연구 Vol.22 No.6

본 연구에서는 과학교육에서 사회적 책임을 접목하기 위한 과학교육의 구조를 제안하고, 새로 이 제안한 과학교육의 구조에 적합한 교육의 한 방안으로써, 과학교육에 지속가능발전교육을 통합하는 교육 전략을 제안해보고자 한다. 이를 위해서 먼저, 통합과학교육과 융합인재교육에서 사회적 책임이 어떻게 접목되는지에 대한 이론적 배경을 분석하였다. 그리고 현재 운영되고 있는 2009 개정 교육과정과 앞으로 적용될 2015 개정 교육과정에서의 과학교육 핵심 내용을 추출하였고, 여기에 관련 선행연구 분석 결과를 바탕으로, 과학교육에 사회적 책임을 접목하기 위한 새로운 과학교육의 지향점과 범주를 정립하였다. 마지막으로, 사회적 책임이 강조되는 지속가능발전교육과 과학교육의 연결고리에 대해 논의하였고, 이를 바탕으로 사회적 책임을 접목한 과학교육과 지속가능발전교육의 통합교육 전략을 제안하였다. The purpose of this study is to suggest the new construction of science education, and to suggest the science education strategies for integrating Education for Sustainable Development(SD) into science education to find new education ideas corresponding with the newly proposed structure of science education. For this study, the theoretical background of how social responsibility has been stressed to integrated science education and convergent human resource education was analyzed. After that, researcher established the orientation and categories on the base of essential contents of science education in the 2009 and the 2015 revised science curriculum, and relevant advanced researches. Finally, a link between Education for Sustainable Development(ESD) and science education stressed social responsibility was discussed, and the education strategies to integrate Education for Sustainable Development(ESD) into science education were suggested. This study could help that pre-service science teacher and school science teacher understand not only a necessity and importance but also the new science education strategies emphasized social responsibility to integrate Education for Sustainable Development(ESD) into science education.

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.

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.

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.

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.

중등교사들의 환경교육 수업에 대한 교사 전문성 분석

Yeon-A Son(손연아),Soojeong Myeong(명수정),Don-Hyung Choi(최돈형),Byeong-Mee Min(민병미),Kyoung-Ran Kim(김경란) 한국환경교육학회 2009 環境 敎育 Vol.22 No.2

이 연구의 목적은 중등교사들의 환경 관련 수업 전문성을 심층적으로 분석하는데 있다. 연구를 진행하기 위해 먼저, 서울과 경기도의 중등교사 431명을 대상으로 환경수업 전문성에 대한 자기평가를 실시하였다. 자기평가도구로는 Hungerford 등(1994)이 개발한 ‘환경교육자가 갖추어야할 능력 범주 기준’를 활용하였다. 그리고 자기평가를 실시한 중등교사들 중에서 2명의 교사가 진행하는 환경 관련 수업을 실제 참관하여 비디오녹화 분석하였고, 수업교사들과의 면담도 실시하였다. 환경 관련 수업 전문성에 대한 자기평가 결과, ‘생태학적 기초’ 영역이 평균 2.80, 개념적 인식 영역이 평균 2.86, 조사와 평가 영역이 평균 2.83, 환경적 행위기능 영역이 평균 2.94, 교육적 적용 영역이 평균 2.84로 나타났다. 또한, 실제 수업을 분석한 결과, 환경관련 수업을 진행한 교사들은 현대 환경교육에서 강조되고 있는, ‘생태학적 지식을 교수학습에 효과적으로 적용하는 측면’, ‘환경적 의사결정을 위해 개인적 가치를 명료화하는 측면’, ‘환경쟁점과 해결책에 대한 자신의 가치관을 평가하는 측면’, ‘환경적으로 지속가능발전을 위해 시민적 행위기능을 개발하는 측면’에서 다소 미흡한 것으로 나타났다. 이 연구는 중등학교에서 환경관련 수업을 담당하고 있는 교사들을 위한 환경교육 연수프로그램을 개발하고 운영하는데 의미 있는 시사점을 제공해 줄 수 있을 것이다. The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.