정신지체 특수학교 초등부 과학 교과교육 실태 조사 = The actual status of educational curriculum on science subject at primary school for the mentally retarded children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find the problem and construe the actual status of educational curriculum on science subject at primary school for the mentally retarded children to suggest foundation data that are needed for the improvement of science education curriculum for the mentally retarded children.
The study was done on 98 science teachers at 10 public primary schools for the mentally retarded children and the contents of the survey was divided into 5 categories such as the recognition of science teachers on curriculum throughout the science education at primary school for the mentally retarded children, the management status and solution for improvement on science subject at primary school for the mentally retarded children, the teaching status and solution for improvement on science subject at primary school for the mentally retarded children, the status of science laboratory and solution for improvement on science subject at primary school for the mentally retarded children and the problem and solution for improvement on pre-service education (teacher training school at university) and current education.
The result of the study is as follows:
Firstly, when conducting the education for science subject at primary school for the mentally retarded children, teachers feel that there is a lack of knowledge on education using scientific process (observation, measurement, sorting, communication, experiment), which is based on the standard of developmental disordered students related to the daily life of students with contents of science in the curriculum of foundation education, which is not because that the standard of the contents that teachers feel difficult to be taught is high and teachers think the science subject is difficult for the mentally retarded children, which is a knowledge based subject since there are not enough equipments and programs provided at school such as textbooks, teaching aid and teaching program for science lesson.
Secondly, although there are more teachers answered that there are 4 hours per week of science lessons at school, the science curriculum at primary school for the mentally retarded children actually formed within daily life divided into 'acknowledgement (mathematics + science); therefore, the most of time learning 'mathematics' area and 'science' area, which are included in acknowledgement at primary school for the mentally retarded children can be emphasized on `mathematics' teaching and it can be adjusted according to the condition at school, which there is not enough opportunity to learn science.
Also, there were not enough science laboratory provided at school for the mentally retarded children, however, according to the law of facility and equipment standard (Clause 4, Art. 1) at schools for disables, which was revised in April in 1998, it has to be built based on the features of schools per 66 square meter and the educational superintendent can decide on items and quantities of equipments and furnishings at each facility, which is based on the facility and standard in the school building.
However, there is no standard case established for science teaching tools at schools for disables in KwangJu and JeonNam area yet and each school was told to ensure science tools individually according to the features of schools for disables.
Thirdly, training teachers in pre-service education include only certain number of universities, which operates the education for science area and there is a small number of universities, which accomplishes the science curriculum as an independent subject. Although the completion of the course of study allocates during the 4th year at university, however, there is a problem of carrying it out properly since it is overlapped with a period of teaching interning at school of education and the times of completion are different from each universities, which is formed for 2-3 hours.
Although there are opportunities every year at curriculum training for teachers for the mentally retarded students after they are appointed, there are mainly curriculum training and theoretical training rather than actual training for natures. Especially, the science subject was applied by teachers with their individual experiences and efforts where there is almost no training on science.
The researcher suggests few things based on this result as follows:
Firstly, the study is not enough to be seen as a view of all teachers who are in charge of teaching primary science at school for the mentally retarded students and the lessons with actual objects should be established providing enough education appliances and preparing the standard of laboratory according to the features of disabled students together with development of equipments that can be used safely for students and teaching-learning contents data how it should be approached with what contents, which teachers can teach them closely related to real life and required teaching materials (programs that is made based on the ability of students) in science education at primary school for the mentally retarded children.
Secondly, the expansion of professionalism on science education is required by providing essential training hours on science subject and providing hours for completion of science, which is unified with all other universities of education.
Thirdly, this is the view of teachers who answered for the survey amongst people who was on the list for study of status of science education at primary school for the mentally retarded children and the analysis after researching the actual status of science education from the view of teacher; therefore, the efforts of student is required to reflect the result of evaluation and investigation that finds out what students wants on the science education. Therefore, the follow-up studies are needed to achieve the purpose of science education at primary school for the mentally retarded children efficiently based on the problem and status, which were found on this study

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 과학 교과 교육 = 6
• 2. 특수학교 과학교육 = 8
• Ⅲ. 연구 방법 = 24
• 1. 조사 대상 = 24
• 2. 조사 도구 = 24
• 3. 자료 수집 = 26
• 4. 자료 처리 = 26
• Ⅳ. 연구 결과 및 해석 = 27
• 1. 정신지체 특수학교 초등부 과학 교과교육 전반에 대한 과학 교사의 인식 = 27
• 2. 정신지체 특수학교 초등부 과학교과 운영 실태 및 개선 방안 = 32
• 3. 정신지체 특수학교 초등부 과학 교과 학습 지도 실태 및 개선 방안 = 37
• 4. 정신지체 특수학교 초등부 과학실험실 실태 및 개선방안 = 44
• 5. 직전 교육(대학의 교사 양성교육)과 현직교육의 문제점 및 개선방안 = 50
• Ⅴ. 요약, 결론 및 제언 = 56
• 참고문헌 = 61
• 부록 = 65
• Abstract = 75