예비 생물교사의 과학 탐구 교수 학습의 효과성 탐색 - 과학 탐구 교수 효능감을 중심으로 -

김선영 ( Sun Young Kim ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.1

This study examined the preservice biology teachers` changes of self-efficacy on the teaching of science as inquiry, science inquiry-based teaching planning and practices, and their reflection through science methods courses during two consecutive semesters. The instructional intervention followed the four stages of the intellectualization, operationalization, actualization, and internalization for two consecutive semesters. During the first semester through science teaching methods course I, the preservice science teachers experienced the intellectualization stage by learning about scientific inquiry, as well as the operationalization stage by having a chance of creating inquiry lesson plans. Then the next semester through science teaching methods course II, a group of three to four preservice teachers implemented an inquiry lesson through the simulated teaching within the secondary biology textbook as the actualization stage. Finally, the preservice teachers reflected on their implementation of inquiry teaching as the internalization stage. These preservice biology teachers improved inquiry-based science teaching efficacy and expanded ideas of inquiry-based science teaching within secondary biology context. Teacher preparation program needs to provide opportunities of learning inquiry as students by experiencing of a method of investigation and teaching inquiry as teachers by planning and implementing inquiry-based instruction in order to support inquiry-based science teaching in the classroom.

창조성의 탐구력 신장을 위한 교수-학습법에 관한 고찰

김정아 창조교육학회 2012 창조교육논총 Vol.14 No.-

The purpose of this study is to research the teaching-learning for the increase of inquiry ability that belongs to intellectual field of creativity. The inquiry ability pertains to thinking action and belongs to the faculty of high thinking. Human is a creative being, and the effort to cultivate human intellectual capabilities by inquiry ability is the core subject of pedagogy. For the teaching-learning method to increase inquiry ability of creativity, the process of the inquiry learning suggested by Suchman, Lippitt, and Thelen was reviewed. Inquiring thinking ability is the one that a learner is to collect data actively, put them together, and create the new information in teaching-learning. Creativity is a human thinking ability to be described based on reason and intellect, and it can be manifested by inquiry ability. The main elements of the conditions of teaching-learning for the increase of inquiry ability are the data availability by learner, the organization of inquiry group, the utilization of resource personnel, and the planning of inquiry schedule. Inquiring thinking ability is the one that a learner is to collect data actively, put them together, and create the new information in teaching-learning. Therefore, to increase the inquiry ability by teaching-learning is to cultivate creative ability. Inquiry ability, which is a latent ability to learner, is a human potential tendency to be increased by teaching and learning. The problem of the education possibility to increase the inquiry ability would be the touchstone for the teaching-learning effect to manifest creativity. Thus, to create and seek the conditions for learner for the purpose of increasing inquiry ability should be the salient subject of teaching-learning.

탐구 기반 모의 수업 실연이 예비 교사들의 과학적 자기 효능감, 과학 내재 동기에 미치는 영향

이현동 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.4

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a twoway ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers’ science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teachinglearning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers’ scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

자유탐구지도 연수프로그램이 중등과학교사의 자유탐구 교수 효능감 및 인식에 미치는 효과

윤희숙,김희경,이기영,조희형 한국교원대학교 교육연구원 2012 敎員敎育 Vol.28 No.3

본 연구의 목적은 자유탐구지도 연수 프로그램이 과학교사의 자유탐구 교수 효능감과 자유탐구에 대한 인식에 어떤 영향을 미치는지 알아보고자 하는 것이었다. 이를 위해 자유탐구의 이론, 자유탐구의 지도방법, 자유탐구의 예시 등 세 부분으로 구성된 자유탐구지도 연수 프로그램을 개발하여 실시한 후, 연수에 참여한 중등과학교사 67명을 대상으로 사전과 사후에 자유탐구 교수 효능감 검사와 인식 검사를 실시하였다. 분석 결과, 연수 프로그램이 자유탐구의 교수 효능감 향상에 긍정적인 효과가 있음을 알 수 있었다. 또한 연수에 참여한 교사들은 자유탐구의 목적으로 ‘비판적 사고능력의 증진’과 ‘과학적 의사소통 능력의 증진’에 기여한다는 인식이 유의미하게 높아졌으며, 자유탐구의 주제에 대해서는 ‘교육과정과 연계된 자연, 생명현상 탐구 주제’에 대한 선호도가 유의미하게 증가하였다. 한편, 과제 수행 유형에서 다른 과제 개별 수행에 대한 선호도가 사전에 비해 감소하였으며, 평가 방식에 있어서는 다면적인 평가에 대한 선호도가 증가하는 등 긍정적인 인식 변화가 나타났다. 그러나 교사들은 연수 후 자유탐구의 도입에 대하여 ‘지도시간 부족’이나 ‘학급당 학생 수의 많음’, ‘학생의 시간 부족’ 등의 어려움에 대한 인식이 오히려 증가하였으며 이에 대한 연수프로그램의 보완이 필요함을 알 수 있었다. 이를 바탕으로 자유탐구지도 연수 프로그램의 개선과 관련된 시사점들을 제시하였다. The purpose of this study was to investigate the effect of 'Free Inquiry' teacher training program on the secondary science teachers' perception and teaching efficacy for free inquiry. For this purpose, we developed and implemented the teacher training program of which contents had three aspects of free inquiry: the theory, teaching methods, and the teaching cases of free inquiry. To examine the effect of the program, the questionnaire was developed asking the teachers' perception and teaching efficacy for free inquiry, and participants were 67 secondary science teachers in Korea. The results showed that participants' teaching efficacy for free inquiry was improved through the training program. In addition, there were changes of the perceptions of participants of the purposes, subject type, group type and evaluation methods of free inquiry. About the purposes of free inquiry, the responses to 'improvement of critical thinking' and 'improvement of scientific communication skill' were increased, and about the subjects of free inquiry, responses to 'inquiry about nature phenomena related to the national curriculum' were increased. About the 'group type', the responses to 'individual project' were decreased, while the responses to the multifaceted evaluation were increased about the evaluation method. As the barriers for implementing free inquiry, the perception level about 'number of students', 'the lack of teaching time' and 'a shortage of students' time' increased than the level in pre-test. This results indicated that the supplementation of the program about this is needed to improve teachers' efficacy. Finally, Implications for free inquiry teacher training program was discussed.

중등 과학교사들의 과학 탐구과정에 대한 인식- 설명변인 분석을 중심으로

박성혜 한국교원교육학회 2009 한국교원교육연구 Vol.26 No.1

본 연구의 목적은 중등 과학교사들의 과학탐구과정 인식과 이에 대한 설명변인을 조사하는 것이다. 서울시의 중학교 과학교사 72명과 고등학교 과학교사 76명이 설문에 참여하였다. 사용된 조사도구는 과학탐구과정 인식의 도구와 설명변인을 조사하기 위하여 사용된 학생통제관의 도구이다. 또한 교사들의 학력, 경력 년 수, 과학탐구수업에 대한 태도, 과학수업능력에 대한 자기평가, 과학수업효과에 대한 기대의 문항이 함께 조사되었다. 조사한 모든 변인에 대하여 피어슨 상관계수를 조사하였고 과학탐구과정 인식에 대한 설명변인을 조사하기 위해서 선형회귀분석을 하였다. 그 결과 중학교와 고등학교 과학교사들의 과학탐구과정 인식은 모두 보통 수준이었으며, 중학교 교사들의 과학탐구과정 인식을 설명하는 변인은 경력, 과학수업능력에 대한 자기평가, 학력, 과학탐구수업태도 순으로 유의미하였다. 중학교 과학교사들의 경력 년 수가 적을수록, 학력이 높을수록, 과학탐구수업태도가 긍정적일수록, 과학수업능력에 대한 자기평가가 높을수록 과학탐구과정 인식이 높음을 나타냈다. 고등학교 과학교사들의 과학탐구과정 인식을 설명하는 변인은 학생통제관, 과학탐구수업태도, 과학수업능력에 대한 자기평가 순으로 유의미하였다. 고등학교 과학교사들의 과학탐구수업태도가 긍정적일수록, 과학수업능력에 대한 자기평가가 높을수록, 학생통제관이 인본주의일수록 과학탐구과정 인식이 높음을 나타냈다. 과학교육 목표인 학생들의 탐구능력을 위해서는 과학교사들의 과학탐구과정 인식이 높아야 하고 이를 위해 교사들이 실질적인 과학탐구과정 경험을 할 수 있는 교사양성교육과 재교육의 필요함이 제기 되었다. This study examined science teachers' scientific inquiry process orientation and the significant explanatory variables for explaining their scientific inquiry process orientation. For this study, 72 inservice science teachers in Middle Schools and 76 in High Schools participated. Two instruments were used POTSS (Process Orientation Toward Science Scale) and PCI (Pupil Control Ideology). Five questions regarding teachers' 1) degree, 2) the number of years of teaching, 3) attitudes toward science teaching by inquiry, 4) self-rating of science teaching capability, 5) expectancy of science teaching effectiveness, were also used for investigating the significant explanatory variables of teachers' scientific inquiry process orientation. The data analysis performed by Pearson's correlation coefficient and the enter method of linear regression. The results showed that both science teachers' scientific inquiry process orientations in Middle Schools and High Schools were not high. The explanatory variables of science teachers' scientific inquiry process in Middle Schools were their degree, the number of teaching years, attitudes toward science teaching by inquiry, and self-rating of science teaching capability. The explanatory variables of science teachers in High Schools were their attitudes toward science teaching by inquiry, self-rating of science teaching capability, and pupil control ideology. The results of this study suggested that both inservice and preservice science teachers need to be exposed to experiences of doing authentic open inquiry in their science teacher education program to attain the goal of students' scientific inquiry. Discussions based on the results and suggestions for future research were presented.

An Inquiry-Based Approach in English Teaching

Sung, Kiwan 우송대학교 2003 우송대학교 논문집 Vol.8 No.-

영어교수법은 역사적, 정치적, 사회·문화적, 경제적 변화에 따라 변천해 왔다. 그리고 영어 교수법들은 전통적 방법 또는 새로운 방법등으로 이론화, 실제화 되지만 시대의 변화에 따라 기존의 교수방법들이 여러 가지 형태로 변형되어 반복되어 온 것이다.(Pennycook, 1989) 또한 우리가 사용하는 접근법(approaches), 방법 (methods), 교수기술(techniques)등에 대한 개념화 및 이해가 명확한 것도 아니다. 따라서 영어교수법의 발전방향에 대한 좀 더 자세하고 구체적인 이해를 위해 이 논문은 현재 많이 쓰고 있는 의사소통중심(communicative language teaching) 그리고, 내용중심의 영어교수법(content-based approach)과 새로이 연구되고 시도되는 탐구적 영어교수법(inquiry-based approach)을 예전의 교수법과 비교하여 이론적 특징과 실제 활용성을 살펴보았다. 또한 영어교수법이론과 실제의 접목을 위하여 탐구학습방법이 영어교육에 구체적으로 어떻게 적용될 수 있는지 실제 예를 살펴보았다. 그리고 학습자의 흥미와 필요에 맞는 탐구학습과제를 통해 단순한 언어지식과 기술을 전달받는 방법보다는 다양한 지식생산자로 만들도록 하며 사회의 변화의 주역이 되도록 도와주는 영어교수법의 필요성에 대해 논의하였다. The pendulum of teaching approaches in ESL/EFL teaching has swung depending on historical, political, sociocultural, and economical changes of the time. In fact, so-called traditional and progressive teaching approaches seem to be at constant odds despite the fact that teaching approaches have always have been recycled with some variations in theoretical and practical aspects (Pennycook, 1989). As Pennycook argues there are no clear distinctions between approaches, methods, and techniques or conceptualizations of traditional and new teaching models. Accordingly, in an efforts to see whether there are continuing developments in English teaching approaches, this paper reviews both current and emerging teaching approaches and highlights their differences and theoretical and pedagogical implications in actual classrooms. In doing so, two concrete examples of an inquiry-based EFL teaching approach were given in order to emphasize the linkage between theoretical groundings and practical applicabilities of the inquiry approach. In addition, while advocating the use of language in real contexts of learning through inquiry projects which reflect students' needs and interests and their identity as producers of different knowledge, this paper argues that some ESL/EFL teaching approaches may still be limited if they do not eventually serve students to become critical social change agents.

창조교육 교수-학습의 발굴단계에 관한 연구

이용길(Lee Yong-gil) 창조교육학회 2013 창조교육논총 Vol.15 No.-

This study is about digging stage of teaching-learning in creative education. The digging stage of teaching-learning in creative education is involved in inquiry process. Digging stage, that is, is the stage of inquiry in a series of thinking process for learners' value creation. Digging stage is the stage that the specific problems to be solved in teaching-learning process are changed to reasonable and systematic ideas. Purposive and unifying ideas for new value are formed. At the digging stage, the experiences of creative work come into the individuality or characteristic of learner by the learner's actual activities. Zest for inquiry or yearning for knowledge of learner are basis of digging stage that is potential to the inner side of learner. The teaching-learning stimulating the inner side of learner forms thinking of digging. To form the thinking of digging, it should be considered that the nature of inquiry, the need of inquiry to be made by the learners for themselves, and the teaching-learning method for inquiry and the effect. Inquiry instruction for thinking of digging should be focused on cultivating intellectual capacity or functions of learners to recognize problems in given conditions or solve the given problems by scientific and logical methods. So, we can say that inquiry instruction is a type of instruction that an instructor encourages learners' active acts of inquiring. Thus, inquiry instruction places emphasis on encourage learners' inner digging, providing detailed guide so that they can make more serious inquiry. Digging stage of teaching-learning in creative education is one of the stages in teaching-learning course to make value creation through such inquiry instruction.

과학 탐구 교수 효능감 연구를 위한 선행 연구 고찰

인수정(In, Soojeong),김유림(Kim, Yurim),최애란(Choi, Aeran) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.8

본 연구에서는 과학 교수 효능감을 선행 연구에서 어떠한 방법으로 분석하고 있는지, 어떠한 하위 요소가 포함되어 있는지 분석하여 과학 탐구 교수 효능감 연구를 위한 제언을 하고자 한다. 우선 과학 교수 효능감을 질적 또는 양적으로 분석한 91편의 선행 연구 고찰은 탐구 중심 과학 수업 경험을 기반으로 한 과학 탐구 교수 효능 감을 질적으로 분석할 필요성으로 이어졌다. 둘째로, 여러 선행 연구에서 사용된 과학 교수 효능감 검사도구(STEBI)의 문항들은 일반적인 과학 교수에 대해 측정하는 반면 과학 탐구 수업 맥락에서의 과학 교수 효능감을 설명하기에는 부족함이 있었 고, 과학 탐구 교수 효능감(TSI) 검사 도구에서는 5가지 과학 탐구 과정을 학생들이 수행하도록 하는 교사의 능력에 대한 신념을 묻고 있어 5가지 과학 탐구 과정 수행 이외 영역에 대한 효능감에 대해서는 평가할 수 없다는 한계점이 있다는 것을 알 수있었다. 셋째로, 교수 효능감 관련 선행 연구에서 제시하는 교수 효능감의 정의를 통합 분석·범주화한 결과, 교사의 개인적 교수 효능감에는 교수 전략 효능감, 수업 관리 효능감, 학생 참여 효능감이 포함되어 있는 것으로 나타났다. 교수 전략 효능감에는 학생 수준 이해 및 적용, 교과 지식, 교수 전략, 발문, 평가 관련 효능감이 포함되어 있었고, 수업 관리 효능감에는 방해 학생 관리와 학급 내 규칙 효능감이 포함되었 으며, 학생 참여 효능감에는 동기 부여, 참여 독려 효능감이 포함되어 있었다. 이러한 교수 효능감 하위 범주를 기본틀로 하여 실제 과학 탐구 수업을 실행한 교사들이 어떠한 효능감을 가지고 있는지 개방형 면담을 통해 알아보고 추가하거나 수정해야할 하위 범주나 요소가 있는지 알아보는 후속연구가 의미 있을 것으로 사료된다. This study aimed to investigate ways in which science teaching efficacy is examined in previous research studies and to provide implications on studies on examination of science teaching efficacy. First this study examined 91 korea research studies in which science teaching efficacy or science teacher efficacy is analyzed or examined qualitatively and/or quantitatively. Results imply that research studies analyzing science teaching efficacy in a inquiry-based secondary science instruction are needed. Second, content analysis of instrument of science teaching efficacy was implemented to develop an analysis framework for qualitative analysis of science teaching efficacy. Science Teaching Efficacy Belief Instrument(STEBI) included questions in a general science teaching context instead of inquiry-based science teaching. Teaching of Science as Inquiry(TSI) included questions efficacy regarding teacher beliefs on guiding students to be engaged in 5 processes of science inquiry. Third, previous research studies regarding teaching efficacy included efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. Qualitative data analysis on science inquiry teaching efficacy could be implemented using the sub-component framework of teaching efficacy developed in this study. Various sub components of science inquiry teaching efficacy could be named considering the teaching efficacy framework.

모의 수업 실행 과정에서 나타난 초등 예비 교사의 과학 탐구 수업에 대한 인식

윤혜경 ( Hye Gyoung Yoon ),정용재 ( Yong Jae Joung ),김미정 ( Mi Jung Kim ),박영신 ( Young Shin Park ),김병석 ( Byoung Sug Kim ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.3

For teachers` conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers` views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice, Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis, Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers`` views and practice, The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers`` minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children`s problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers`` guidance could lead a good inquiry process in classroom practice, not always interfering students`` inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

탐구중심 과학교사교육이 예비유아교사의 과학교수효능감에 미치는 효과 및 변화 요인 탐색

박은주 한국영유아교원교육학회 2016 유아교육학논집 Vol.20 No.4

The purpose of this study was to investigate the effect of inquiry-based science method courses on pre-service early childhood teachers’ science teaching efficacy and explore the change and the factors of change. Participants of this study were 23 pre-service early childhood education department university students. Data were collected by science teaching efficacy rating scales (Cho, 1998), open questionnaires, reflective journals, science inquiry journals, and the products of class. The results of a quantitative and qualitative analysis were as follows. Above all, inquiry-based science method courses were effective on pre-service early childhood teachers’ science teaching personal efficacy. Next, the perception of pre-service early childhood teachers’ science teaching changed from difficult and onerous to pleasant and expectative. The factors of change were as follows. First was the new recognition about the concept of science and science teaching through the science inquiry experiences related to their daily lives. Second was the formation of real scientific knowledge and science teaching knowledge through various science inquiry experiences. Third was the recognition about the necessity of teaching ability development through the reflective thinking about science class experiences. 본 연구의 목적은 탐구중심 과학교사교육이 예비유아교사들의 과학교수효능감에 미치는 효과를 살펴보고, 본 수업을 통해 예비유아교사의 과학교수효능감이 어떻게 변화되며 그 요인은 무엇인지 탐색해보기 위한 것이었다. 본 연구의 대상은 D시에 소재한 C대학교 유아교육과 2학년 학생들 총 23명이다. 과학교수효능감 검사도구는 Riggs와 Enochs(1990)가 개발한 STEBI(Science Teaching Efficacy Belief Instrument)를 조형숙(1998)이 수정 및 번안한 검사도구이다. 본 연구에서 수집한 자료에는 교수효능감 평정척도 체크리스트, 교수효능감에 관한 개방형 질문지, 반성적 저널, 과학탐구일지, 수업결과물 등이 있었으며, 이 자료들에 대한 양적, 질적 분석을 실시한 결과는 다음과 같다. 먼저, 탐구중심 과학교사교육은 예비유아교사의 과학교수효능감 중 ‘과학교수 개인효능감’에 효과가 있는 것으로 나타났다. 다음으로, 탐구중심 과학교사교육을 통해 예비유아교사들의 과학교수에 대한 인식은 ‘어렵고 부담스러운 것’에서 ‘즐겁고 기대되는 것’으로 변화되었다. 그 요인에는 ‘첫째, 일상과 연계된 과학탐구경험을 통한 과학 및 과학교수 개념의 재인식, 둘째, 다채로운 과학탐구경험을 통한 실제적인 과학적 지식 및 과학교수지식의 형성, 셋째, 탐구중심 과학수업경험에 대한 반성적 사고를 통한 교수능력 증진의 필요성 인식’이 있었다.