학교 현장 실습을 통한 예비 생물교사들의 과학수업 실행에 대한 반성적 사고 탐색 – 핵심 반성 전략을 바탕으로 -

김선영 한국생물교육학회 2018 생물교육 Vol.46 No.2

This study examined the preservice biology teachers’ reflective thinking on their science teaching practices during the field experience. The preservice biology teachers learned about the core reflection before the field experience, and wrote reflection papers about their science teaching experiences based on the core reflection. The preservice teachers were asked to think about the problematic situations on their science teaching, to be aware of ideal science teaching and actual situations, to be aware of core qualities on science teaching and actualization of core qualities. The results indicated that the preservice teachers experienced the problematic situations of their science teaching during the field experience when the students did not concentrate or did not participate on the class anymore. Also, they had difficulties of controlling the class as well as explaining appropriately according to students’ levels. The preservice teachers were aware of the ideal situations as the science classes to seek principles through inquiry by students’ active participations, as well as nurture logical thinking. However, these preservice teachers recognized their limitations as qualified teachers, such as lack of the ability to use appropriate teaching methods, communication ability with students, and questioning skills. In order to actualization of core qualities, the preservice teachers mentioned the importance of trust building with students, inquiry learning environment, questioning skills, and scientific knowledge and inquiry attitude as science teachers.

특수아동의 과학교육에 관한 특수교육 예비교사의 인식

조미로 한국장애인재활협회 2005 재활복지 Vol.9 No.1

이 연구는 특수아동 과학교육에 관한 특수교육 예비교사의 인식이 학년과 희망 전공에 따라 어떠한 차이가 있는지 알아보기 위하여 실시하였다. 연구의 대상은 서울, 경기, 부산, 경남 지역의 특수교육과가 설치된 4개 대학의 1·2·4학년 336명을 대상으로, 과학교육 관련 2개영역 (과학 및 과학교육에 대한 인식. 특수아동 과학교육에 대한 인식)에 대하여 설문조사하였다. 자료 분석은 빈도분석을 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 특수교육 예비교사의 과학 및 과학교육에 대한 인식은 학년과 희망전공에 따라 차이를 보이지 않았다. 둘째, 특수교육 예비교사의 특수아동과학교육에 대한 인식에서 학년과 희망 전공에 따라 부분적 차이를 보였다. 전반적으로 특수교육 예비교사는 과학교육이 특수아동에게 중요하고 유익하며, 실생활 적용을 위한 탐구중심의 실험교육을 실시해야 하고, 다양한 평가방법을 사용해야 한다는 인식을 가지고 있었다. 하지만 특수아동의 실험수행 가능성은 낮게 평가하였으며, 현재 특수아동에게 과학교육이 잘 이루어지지 않고 있다는 인식을 가지고 있었다. 학년에 따른 차이는 특수 아동과학교육의 실태에 대한 인식과 그에 대한 개선방법에서 잘 나타났으며, 희망 전공에 따른 인식의 차이를 가장 잘 나타낸 것은 과학목표, 실험수행, 평가영역이었다. The purpose of this study was to investigate the perspective on science education for children with disabilities by preservice special education teacher. The subjects for this study was 336 special education students in Seoul, Gyeonggi, Busan, and Gyungnam. The survey study was done for the questionaries about preservice teachers' recognizing the importance of science and science education for children with disabilities in special education school. The analysis of this study was frequencies analysis. The result were as the following. First, it was not differ that preservice special education teachers perspective on science and science education by their grade and desire working school level. Second, it was differ that preservice teachers recognizing some importance of science education for children with disabilities. The most of preservice teachers believe that science education is important and benefit for children with disabilities. They thought that science education focused on inquiry, lab activity and practical daily activities for children with disabilities. However, preservice special education teachers point out that children with disabilities have the difficulties of experiencing lab activity, and they can not be received appropriate science education. Preservice teachers recognized differently by their grade about the present condition of science education and improvement of science education in special education classes. Preservice teachers recognized differently by desire working school level about the goal of science education, lab activities and evaluation.

STEAM 프로그램이 예비 과학교사의 의사소통역량에 미치는 영향: STEAM 교육에 대한 경험과 성찰

김선영,전재형 경북대학교 과학교육연구소 2019 科學敎育硏究誌 Vol.43 No.1

This study examined the effects of STEAM program on preservice science teachers’ communication competency and further explored their experiences of and reflection on STEAM program. The study design is one group pretest-posttest with mixed methodology using both quantitative and qualitative data. The STEAM program consists of three stages: introduction of STEAM, participation in STEAM activities, and reflection on the STEAM program. The preservice science teachers improved their communication competency after the STEAM program (p<.01). The preservice science teachers represented statistically higher scores on the three subscales of communication competency: Interpretation ability, self-presenting ability, and understanding others’ viewpoints. In addition, the preservice science teachers reflected on their STEAM experiences. During the first stage of ‘Presentation of the Problem Situation,’ the preservice science teachers mentioned that they roused their curiosity due to everyday experience-related, social issues or present issues. In the stage of ‘Creative Design,’ the preservice science teachers mentioned that they selected the final idea through mutual consent of the members, the practical possibility of everyday life, the previous experience-based decisions, or persuasive power. Further, about 87.5% of preservice science teachers mentioned that they were fully engaged in the ‘Emotional Learning’ stages due to the application of integrated thinking, everyday related issues, and communication among group members. About 85% of the preservice science teachers mentioned that they could challenge new problems in future situations. 본 연구는 예비 과학교사들을 대상으로 STEAM 프로그램을 개발·적용한 후 의사소통 역량에 미치는 영향을 살펴보았다. 또한 예비 과학교사들이 STEAM 프로그램을 경험한 후 그들의 경험에 대해 어떠한 성찰을 하는지 면밀히 살펴보았다. 본 연구는 단일그룹 사전-사후 검사 설계로 양적자료와 질적자료 모두를 활용한 혼합 연구이다. STEAM 프로그램은 STEAM에 대한 이론적 배경 소개(4차시), 과학기반 4가지 주제의 STEAM 활동에의 참여(16차시), 그리고 STEAM 프로그램에 대한 성찰(2차시)로 구성되었다. 예비 과학교사들은 STEAM 프로그램 후 의사소통역량이 향상되었다. 특히 예비 과학교사들은 의사소통역량의 하위요소 중 정보수집과 경청으로 이루어진 해석능력, 자기제시능력, 타인관점이해 능력이 향상되었다. 또한, 예비 과학교사들은 STEAM 프로그램에 대한 성찰을 통해 상황제시 단계에서 실생활과 관련되어 있거나 사회적·당면한 문제이기 때문에 문제해결의 필요성을 느끼고 호기심이 유발되었다고 하였다. 창의적 설계 단계에서 예비 과학교사들은 모둠원의 합의, 일상생활의 실용 가능성, 기존 경험에 의한 최상의 선택, 그리고 설득력 강한 주장에 의해 최종 아이디어가 선택되었다고 하였다. STEAM 활동에 몰입할 수 있었던 이유로는 융합적 사고의 적용, 실생활 관련 문제, 모둠원 간의 소통이라고 답하였다.

예비유아교사의 과학에 대한 지식이 과학적 태도 및 과학교수 효능감에 미치는 영향

노진형(Roh, Jin Hyung) 한국유아교육·보육복지학회 2008 유아교육·보육복지연구 Vol.12 No.4

현대 유아과학교육은 급속하게 변화하는 세계를 살아가는 유아들이 첨단 과학과 기술적 변화에 대처하고 준비하도록 하는데 목적이 있으며 이에 따라 과학을 담당하는 교사들의 역할은 그 어느 때보다 중요하다. 본 연구에서는 미래에 유아를 가르치게 될 유아교사의 과학적 지식, 과학적 태도, 과학교수 효능감에 대해 알아보고, 과학적 지식이 과학적 태도 및 과학교수 효능감에 어떠한 영향을 미치는지 알아보았다. 연구 대상은 D시에 소재한 3개의 전문대학 유아교육과 2학년 학생 220명을 대상으로 설문지를 배부하고 수거하여 그 결과를 분석하였다. 연구결과 예비유아교사의 과학적 지식 점수가 낮고, 과학의 사회적 가치에 대해 어느 정도 인정하나 과학에 대한 흥미는 상대적으로 낮았으며 자신의 교수능력에 대한 신념이 역시 부정적인 것으로 나타났다. 과학적 지식수준이 높은 집단은 낮은 집단에 비해 과학적 태도 및 과학교수 효능감이 높은 것으로 나타나, 과학적 지식이 과학적 태도 및 효능감에 영향을 주는 것을 알 수 있었다. 마지막으로 예비유아교사의 과학적 지식 수준을 높이는 것에 대해 제언하였다 Researchers have proposed that many early childhood teachers do not have adequate knowledge of science and possesss an anxiety. Teachers must understand science concepts themselves and therefore should be formally trained during their science courses especially in preservice teacher education programs. This study investigate the scientific knowledge, attitude toward science, and science teaching efficacy of preservice early childhood teacher. The subjects were 220 preservice teachers who took in science education course for children. The results showed that the early childhood preservice teachers get 41.75 points out of a possible total of 64 points. In their attitudes toward science, especially social value of science were higher than interests in science and perception of science and scientists. And they do not possess positive efficacy in teaching science. Significant different were according to the scientific knowledge level. Early childhood preservice teachers who gained higher scores in scientific knowledge have more positive attitude toward science and science teaching efficacy in teaching science. In conclusion, early childhood preservice teachers in this study possessed somewhat limited knowledge, low interests in science and some anxieties toward teaching science. It is needed high quality teacher education courses that would be most effective in improving teachers’ ability in regards to teaching science.

예비 생물교사의 과학 탐구 교수 실행 및 반성

김선영 ( Sun Young Kim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2

This study explored the preservice biology teachers’ science inquiry-based teaching practices and their reflection. Three to four preservice teachers, as a group, designed and implemented a science inquiry-based lesson as simulated teaching. After the science inquiry-based lessons, the preservice teachers had opportunities of peer evaluation and reflection. The first and second group of preservice teachers designed the structured inquiry lesson by providing a question and a procedure. The third and fourth group planned the guided inquiry lesson by requiring students to use their own methods for investigating a prescribed problem. The final group of preservice teachers prepared the open inquiry lesson, and they provided students with an opportunity of their own questions and methods for finding answers. In the reflective journals, the preservice teachers mentioned the necessity of increasing student involvement by providing students with opportunities of setting up a hypothesis, methods, and discussions on results and conclusions. Through having the experiences of the inquiry-based teaching and reflections, these preservice teachers develop ideas of how to implement inquiry-based teaching within secondary biology context. Teacher preparation program need to provide pre-service teachers with context-specific instructional practices of inquiry and support scientific inquiry in the classroom.

초등학교 과학 내용에 대한 예비초등교사들의 이해도 분석도구

김효남 ( Hyo Nam Kim ) 한국교원대학교 과학교육연구소 2012 청람과학교육연구논총 Vol.18 No.1

The purpose of this study was to develop an measuring instrument of science contents understanding for preservice elementary teachers. For this purpose nine science concept items were selected from 40 items. The selection criteria were showing more misconceptions at pilot test and near even allocation in terms of four fields such as energy, matter, life and earth. Nine items were three from energy field, and each two from matter, life and earth fields. The science concept items were consisted by multiples choice type and descriptive type. Nine science concept items were performed to 55 preservice elementary teachers who were sophomore at a teacher training college during September to October, 2012. Only descriptive part was considered in this study. The descriptive answers were categorized into scientific concept, semi-scientific concept, anti-scientific concept and no answer. The test results showed that preservice elementary teachers understanded about 50% of science concepts. Especially items such as nature of magnet, reproduction method of plant and daily rotation of stars showed low ratio of scientific concepts. Items in earth field showed high ratio of no answer. Elementary teachers should be prepared in terms of science content knowledge as well as pedagogical content knowledge. Basic science concepts appeared in elementary science textbooks should be understood by elementary teachers fairly. So they can explain science concepts after science activities such as experiments, observation or science reading to elementary students without generating misconceptions of elementary students.

Changes of Preservice Biology Teachers` Pedagogical Knowledge and Science Teaching Efficacy Belief through Science Pedagogy Course

( Sun Young Kim ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.3

This study explored changes of preservice biology teachers` pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

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.

아두이노를 활용한 STEAM 프로그램이 예비 과학교사의 융합인재 핵심역량에 미치는 영향

김선영 ( Sun Young Kim ),윤세현 ( Yun Se Hyun ) 경북대학교 과학교육연구소 2020 科學敎育硏究誌 Vol.44 No.2

본 연구는 예비 과학교사들을 대상으로 아두이노를 활용한 STEAM 프로그램을 적용하여 융합인재 핵심역량에 어떠한 변화가 있는지 살펴보았다. 아두이노를 활용한 STEAM 프로그램은 STEAM과 아두이노, 그리고 SW 교육에 대한 이론적 배경의 학습, 상황제시, 창의적 설계, 감성적 체험, 그리고 평가 단계로 구성되며, 각 단계에서 아두이노를 활용할 수 있도록 구성하였다. 예비 과학교사들은 ‘미세먼지’를 주제로 아두이노를 활용한 STEAM 프로그램을 경험하였다. 예비교사들은 상황제시 단계에서 미세먼지란 무엇인지, 그리고 미세먼지의 심각성에 대해 학습한 후 미세먼지 측정기의 원리에 대해 살펴보았다. 창의적 설계 단계에서는 공기청정기를 제작하기 위해 설계도를 고안하였으며, 이때 아두이노를 활용하여 미세먼지 측정기 제작을 위한 방안을 구상할 수 있도록 하였다. 다음으로 감성적 체험 단계에서는 공기청정기를 제작하고, 아두이노를 활용하여 미세먼지 측정기를 제작하도록 하였다. 마지막 평가 단계에서는 제작한 공기청정기를 작동하여 미세먼지 측정기를 활용하여 미세먼지 농도를 측정하여 평가할 수 있도록 하였다. 예비교사들은 아두이노를 활용한 STEAM 프로그램 경험 후 의사소통 역량, 문제해결 역량, 정보수집 역량, 논리분석적 사고 역량, 창의적 역량이 향상되었다. 또한, 예비교사들은 프로그램 경험 후 예비교사들은 아두이노를 활용한 STEAM 수업의 학교 현장에서의 활용 가능성에 대해 과학적 탐구능력 함양, 협동심과 소통능력 향상, 문제해결력과 창의적 사고력 활용을 언급하였다. 또한 이들은 STEAM 프로그램에 아두이노를 접목하여 활용함으로써 소프트웨어적 지식과 능력을 기를 수 있을 것이라고 하였다. This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

미국 초등교사교육 과정 과학교육방법론 수업(Science Methods Course)의 과학적 탐구 활동을 통한 예비교사들의 과학교수학습에 대한 자기 효능감 및 PCK 이해의 향상

최상희 ( Sanghee Choi ),이영희 ( Young Hee Lee ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.4

본 연구는 현 과학교육의 개혁 운동에 기초하여 예비 교사들의 자기 효능감과 교과교육지식(PCK)이해의 향상을 위하여 과학적 탐구를 실행하였다. 이를 위하여 과학교육 방법론 수업(Science Method Course)은 초등학교 교실에서 실행할 수 있는 효과적인 과학 탐구 모델링 수업과 과학적 실천 교수학습을 포함하도록 수정하였다(RSMC). 본 연구에서는 다음과 같은 연구 문제를 조사하였다: (1) 수정된 과학교육 방법론 수업(RSMC)의 처치 전후 예비교사들의 PCK 정도는 어떠한가?: (2) RSMC 이수후 과학 교수학습에서 예비교사들의 자기 효능감의 정도는 어떻게 변화하였는가?: (3) 예비교사들의 자기 효능감과 PCK 수준의 변화는 어떤 상관관계가 있는가? 연구에 참여한 예비교사들은 미국 중부의 중간정도 규모의 대학의 교사교육 과정에서 제공하는 과학교육 방법론 수업에 등록한 76명이며, 분석을 위해서 STEBI-B 설문지와 PCK 평가지를 이용하였다. 본 연구의 결과로는 예비교사들이 RSMC이수 후 개인적 과학교수 효능감(PSTE: Personal Science Teaching Efficacy)이 확실히 향상된 결과를 볼 수 있었다. 또한 PCK 평가지에 근거하면, RSMC전과 후의 PCK 수준은 평균값이 현저히 상승하였으며, 예비 교사들의 자기 효능감과 PCK 수준의 변화 사이의 상관관계 분석에서는 긍정적인 상관관계를 보여주었다. 따라서 본 연구에서는 과학교육개혁 운동에 근거하여 설계된 과학교육방법론 수업(RSMC)은 예비 교사들의 오개념의 수정, PCK수준의 향상 증진, 그리고 현장 학교에서 탐구수업의 모델링 등을 통하여 과학교수학습에서 자기 효능감의 향상에 긍정적인 영향을 미친다고 결론 내릴 수 있다. This study was designed to enhance preservice teachers’ self-efficacy beliefs and pedagogical content knowledge (PCK) through scientific investigations based on current science education reforms. To do so, a science methods course was revised to include modeling effective scientific inquiry practices as well as designing and teaching scientific investigations in the K-5 practicum classrooms (Revised Science Methods Course). This study assessed the following research questions: (1) What level of PCK do preservice teachers have before and after the completion of RSMC; (2) To what extent do participants change their self-efficacy in science teaching after completing RSMC; and (3) Is there any correlation between participants’ changes in self-efficacy and the level of PCK. Participants were 76 preservice teachers enrolled in a science methods course offered at a medium-sized university in the midwestern United States. This study employed the STEBI-B survey and the PCK rubric. There result of the study indicated that there was significant increase in Personal Science Teaching Efficacy (PSTE) of the participant preservice teachers after the completion of the course. Based on the PCK rubric analysis, there was a significant increase in mean scores of the post-RSMC lesson compared to those of the pre-RSMC lesson.The correlational analysis of participants showed a positive correlation between changes in self-efficacy and the level of PCK. Thus, it may be concluded that the reform-based science methods course had a positive impact on participants’ self-efficacy in science teaching through correcting misconceptions, developing higher level of PCK, and modeling scientific investigation in their practicum schools.