맥락 중심 접근법을 통한 인간주의적 과학 교육

송진웅 ( Jin Woong Song ) 한국초등과학교육학회 2006 초등과학교육 Vol.25 No.4

1930 - 50 년대 영국의 `과학시민의식` 운동과 L . Hogben 의 Science for the Citizen

송진웅(Jin Woong Song) 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.2

In this study, the contexts and values of the movement called `Science and Citizenship` during the 1930-50s are discussed in relation to the historical development of school science education in Britain and to the current STS movement in school science. A special attention is given to the activities and ideas of a then eminent biologist, Lancelot Hogben(1895-1975) who published a textbook-like science book, called 「Science for the Citizen」(1938). From the beginning of the 20th century, there was a growing realization that British education system needed to be changed in order to provide school science teaching to a wider audience with more emphasis on the relevance, industrial and humanistic aspects of science. This was echoed by a lecture series called `Science and Citizenship` which was reported in the School Science Review, then the only nationwide professional journal for science educators and by a group of professional scientists who had socialist ideas toward society. Hogben was one of the key member of the group and delivered the second lecture of `Science and Citizenship`, titled Biological Instruction and education for Citizenship. Hogben`s main idea, illustrated in this lecture as well as in 「Science for the Citizen」, was that science education should be a way of teaching citizen for promoting democratic society and to achieve that science need to be taught in more integrated, utilitarian and humanistic manners, for example by showing the usefulness, relevance, historical and democratic aspects of science. In addition, a summary of his own life and activities, the social background and socialist scientists of the time, and comparisons between `Science and Citizenship` movement and the General Science movement in the UK as well as the progressive science education in the USA, and the STS education movement in 1980s are discussed.

포스트모더니즘의 관점에서 본 과학 관련 사회적 쟁점에 대한 온라인 토론의 과학교육적 함의: 광우병 사례를 중심으로

송진웅 ( Jin Woong Song ),조헌국 ( Hun Koog Jho ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.8

이 연구는 과학 관련 사회적 쟁점의 온라인 토론의 특징을 드러내고 이를 포스트모더니즘의 관점에서 해석하여 그 시사점을 제공하고자 한다. 연구 내용은 광우병과 관련된 과학적 주장 및 사회, 경제, 정치적 쟁점 간의 연결 관계를 보여주며 텍스트의 독창성, 저자와 독자의 관계, 발화 목적에 따른 특징을 드러내는 것이다. 이에 따라 본 연구는 온라인을 통한 사회적 논쟁의 대표적 사례인, 2008년 수입 쇠고기 논쟁을 중심으로 포털 사이트의 토론 게시판 66개의 글을 분석하였다. 연구 결과, 텍스트는 광우병과 관련된 5가지 과학적 논쟁 - 광우병의 발병원인, 변형 프리온의 검출 위치, 변형 프리온 섭취량과 인간 광우병의 발병 관계, 광우병에 대한 한국인의 유전적 취약 여부, 치매환자 증가와 광우병 사이의 상관관계 - 을 담고 있었다. 각 주장은 국내 소고기 시장의 파급 효과, 수입소 위생 및 사육환경, 무역 보복 가능성 등 다양한 사회적, 경제적, 정치적 문제가 얽혀 있었다. 독창성의 관점에서 텍스트는 짜깁기와 ‘펌’, 독자에 의한 간섭을 통해 저자의 권한이 약화되고 집단적 특징의 글쓰기를 보여주었다. 나아가 저자와 독자 간의 거리를 좁히기 위해 저자의 정체성이나 개인적인 이야기들이 텍스트 속에 소개되었다. 발화 목적의 관점에서는 체계적인 논리와 정보의 전달보다는 감정 표현이나 행동의 변화가 중심이 되는 경향이 나타났다. This study aims to feature a socio-scientific issue debated on the Internet and to provide implications from a postmodernist perspective. This study concentrates on disentanglement of the relation to society, economy, politics and science and characterization of the given text centering on its originality, the relationship between writer and reader, and the purpose of utterance. Sixty-six most read articles on a web message board were chosen and analyzed as a typical case of a socio-scientific issue in the internet. In them, five scientific disputes were identified: the cause of mad cow disease (MCD), specified risk material and the incubation period, the cause of new variant Creutzfeld-Jakob disease (vCJD), vulnerability of vCJD and the relation of Alzheimer and vCJD in American patients. Each argument is intertwined with social, economic and political problems such as its impact on the domestic beef market, feeding environment of imported cattle and the retaliation against denial of importation. With regard to originality, it is found that the originality of an author is weakened but communal through repetitive quotation of `Peom`, cutting and pasting, and engagement of readers with their comments. Furthermore, in order to close the gap between writer and reader, identity and personal narrative of the writers are often introduced into their writing. In terms of purpose of utterance, these are intended to deliver one`s feelings or facilitate human behavior rather than inform through verification of a principle.

국가 수준의 과학문화 실태 진단을 위한 지표 체제 개발

송진웅 ( Jin Woong Song ),최재혁 ( Jae Hyeok Choi ),김희경 ( Hee Kyong Kim ),정민경 ( Min Kyung Chung ),임진영 ( Jin Young Lim ),조숙경 ( Sook Kyoung Cho ) 한국과학교육학회 2008 한국과학교육학회지 Vol.28 No.4

슈왑의 생애와 과학교육 사상

송진웅 ( Jin Woong Song ) 한국과학교육학회 2006 한국과학교육학회지 Vol.26 No.7

연구논문 : 초등 과학 교과전담 교사의 실험수업에서 형성되는 사회문화적 맥락의 특징 -사회문화적 요인 및 요인들 간 상호작용을 중심으로

장진아 ( Jin A Chang ),박지선 ( Park Ji Sun ),송진웅 ( Jin Woong Song ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.2

This study explores the features of sociocultural context of experiment classes taught by a science subject teacher. Two experiment classes on electric circuit for fifth graders were observed and video recorded. The data was also collected through student interviews and teacher interviews. Using the cultural historical activity theory, we extracted the six sociocultural factors and analyzed their interactions. This study could identify that four features of the sociocultural context of the cases. First, the rules of science classes were not decided by the teacher, but formed and modified through the negotiation between the teacher and students or between the students. Second, elementary students played a game, i.e. ‘Countdown game’, during their electricity experiments, which had both positive and negative influences on science learning. Third, the science teacher feels a limit on life guidance because of the position as a subject teacher in an elementary school. Lastly, although the science teacher had enough time to prepare science classes, there was no guarantee of the improvement of teaching quality. Based on the results of this study, educational implications are discussed in terms of teaching science experiments and of the science subject teacher system.

개방형 과학 탐구를 위한 효과적인 지도 전략의 탐색- 과학고등학교의 KYPT문제 해결 사례를 중심으로-

김효준 ( Hyo Joon Kim ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.10

본 연구에서는 개방형 탐구문제를 해결하는 과정에 서 학생들이 실제 어떠한 어려움에 직면하고 어떠한 해결 전략이 효과적이었는지에 대한 학생과 교사의 인식을 비교해 봄으로써, 효과적인 개방형 탐구의 지 도 전략을 모색하고자 하였다. 연구대상이 된 과학고등학교 학생들은 KYPT 개방형 탐구 문제 해결과정을 겪으며 공통적으로``실험``단계에서 어려움을 겪었다 고 이야기한 반면, 지도 교사들은 학생들이``자료 해 석``이나``결론 도출``에서 어려움을 겪었다고 인식하 고 있었다. 개방형 탐구 문제 해결 전략에 대해서는 학생들은``팀원들 간의 토의``가 가장 활용 빈도가 높았으며, 또한 효과적이라고 답한 반면, 교사들은``교 재 및 논문``이나``지도교사와의 토의``의 전략이 효과 적이라고 답하여 학생들과 인식차이를 보였다. 교사 들은 학생들이 효과적인 해결전략이라고 이야기했던 ``팀원들 간의 토의``에 대해 학생들만큼 효과적이라고 생각하지 않고 있었다. 그러나 학생들이 공통적으로 도움을 받았다고 답변한``팀원들 간의 토의``에 주목할 필요가 있으며, 학생들이 개별적인 문제를 해결하는 상황에서도 팀을 구성하여 팀원들 간의 토의가 활발 히 일어나도록 장려해 줄 필요가 있다. The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students` and teachers` recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students` and their teachers` recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students` actual difficulties and needs.

불일치 상황에서 나타나는 초등학생들의 관찰 유형과 학습자의 과학의 관점이 관찰 활동에 미치는 효과 분석

조헌국 ( Hun Koog Jho ),송진웅 ( Jin Woong Song ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

The purpose of this study is to identify how primary students make decision in an anomalous situation of discrepancy between the observation result and their prior knowledge and what is the relationship between their decision and views on science. In this study, the researchers have observed a science class of fifth graders for two months and collected qualitative data such as field note, audio transcript, video-recording, photo and interviews. It is shown that participants experienced three types of subjective observation as listed: expectation-related, theory-dependent and dilemmatic observation. The questionnaire of the students to the views on science reveals that most of them thought highly of empiricism and utility of science. With this result, it is found that they took into account the limitation and provision of experiments while making judgment in an anomalous situation. That is to say, their assessment of experiments and observation is crucial in judgment in the situation that their observation is incompatible with their prior knowledge. The researchers conclude that their views on science may influence their observation and suggest the ways to promote students` ability linked to observation.

Peirce의 귀추법에 관한 이론적 고찰을 통한 과학교육적 함의 탐색

정용재 ( Yong Jae Joung ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2006 한국과학교육학회지 Vol.26 No.6

과학수업에서 학생의 일상경험 도입에 대한 초등교사의 인식과 실행 및 배경요인

나지연 ( Ji Yeon Na ),송진웅 ( Jin Woong Song ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.7

교사의 인식과 실행, 그 배경요인을 밝히는 데 그 목적이 있다. 이를 위해 전공, 교직경력, 성별, 성장지역, 연령 등 각각의 특성이 다른 네 명의 초등교사를 대상으로 반 구조화된 심층면담을 실시하였다. 그 결과는 다음과 같다. 교사들은 주로 동기유발을 하기 위해 수업의 도입부에 일상경험을 상기하도록 학생들에게 발문하였다. 교사들은 과학수업에 일상경험을 도입하는 것에 우호적이었고 더 높은 수준의 도입이 필요하다고 생각했지만, 실제 과학수업에서는 일상경험을 소극적으로 도입하거나 외면하기도 하였다. 이러한 현상에 영향을 미친요인들은 ‘과학수업에 대한 기억’, ‘자녀교육 경험’, ‘유년기의 성장환경’, ‘개인의 학습양식’, ‘불충분한 지식·열정’, ‘일상생활의 과학 교육적 의미’, ‘교사의 의무에 대한 인식’, ‘평가결과의 중요성’, ‘실험의 어려움’, ‘일상경험 도입 시 학생의 반응’, ‘교과용 도서의 체계’, ‘교수학습 시간 부족’, ‘국민공통기본 교육 구현’, ‘담당 학생의 특성’, ‘타 교육주체의 요구’, ‘일상경험 도입의 효과’가 있었다. 또한 교사들은 직무관련 외적 요인의 영향에 의해 자신의 인식과 다른 실행을 하고 있으며, 일상경험의 적극적인 도입을 위하여 교과용 도서 등의 도움을 필요로 하였다. The purpose of this study is to identify elementary school teachers’ perceptions, practices, and background factors related to introducing students’ everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students’ everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students’ everyday experience during science lessons and thought that science teaching needs to actively use more of students’ everyday experience, while in actual practice they disregarded or only passively introduced students’ everyday experience. The various background factors found to affect teachers’ practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher’s duties; importance of students’ achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher’s guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parentsor students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students’ everyday experience in their teaching, teachers need support from textbooks and teachers’ guidebooks.