중등 예비 과학교사들의 지구과학영역 탐구문제 개발 능력 분석 = Exploring Preservice Secondary Science Teachers’ Abilities of Developing Inquiry Questions in the Content of Earth Science

국문 초록 (Abstract)

과학교육의 목적은 과학적 소양의 함양이며 이를 달성하기 위해서는 학교현장에서는 과학탐구의 실행을 중요한 목표로 삼고 있다. 이때 과학탐구의 단계는 문제제기, 가설설정, 자료수집 및 변환, 자료해석 및 결론도출로 이루어져 있다. 하지만 학교에서 학생들의 과학탐구단계는 자료수집 및 변환에 해당하는 단계에 치중되어 있으며, 문제제기는 나머지 단계를 결정하는 가장 중요한 시작의 단계임에도 불구하고 학교현장에서는 학생들에게 문제제기 기회가 거의 주어지지 않고 있다. 이 연구에서는 지구과학을 가르치는 예비교사들의 탐구문제 개발 능력 실태를 파악하고, 연구팀에서 개발한 과학탐구 문제 개발 가이드(IQDG)를 경험 후에는 탐구문제 개발 능력이 향상되었는지, 그리고 이러한 탐구문제 개발 능력은 탐구설계 능력과는 어떤 관계가 있는지를 알아보았다. 연구결과는 다음과 같다. 첫째, 지구과학 예비교사들에 의해 제안된 탐구문제의 수준과 정교성은 IQDG를 통해서 향상되었다. 둘째, 가장 높은 빈도수를 보인 탐구문제의 유형은 실험상황에서 나타난 결과들 사이에 무슨 관계가 있는지를 파악하는 ‘관계-탐구문제’와, 두 번째의 빈도수를 보인 유형은 결과에 대해서 원인을 찾는 ‘왜-어떻게 탐구문제’인 것으로 파악되었다. 마지막으로, 수준 및 정교성이 높은 탐구문제는 역시 높은 수준의 탐구설계 능력을 보여줌에 따라 탐구문제 개발 능력은 곧 전체적인 탐구과정의 성공에 영향을 미치는 중요한 요소임을 결론 내릴 수 있다.

다국어 초록 (Multilingual Abstract)

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants’abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers’ dominating inquiry question-types were two: one is a ‘relationship-inquiry question’in which students could discover the relationship between results found in the given experimental situations and the other one is a ‘why-how inquiry problem’in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers’abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

참고문헌 (Reference)

1 박종원, "학생의 과학적 탐구문제의 제안과정과 특성 분석" 한국물리학회 50 (50): 203-211, 2005

2 곽영순, "질적 연구 실천 방법" 교육과학사 2009

3 김재우, "중학교 1학년 상위권 학생들의 적절한 탐구 문제에 대한 생각" 한국과학교육학회 22 (22): 261-266, 2002

4 박영신, "예비교사 양성을 위한 PCK의 강점과 약점" 한국지구과학회 59-59, 2011

5 Zimmerman, B.J., "Self-regulated learning and academic achievement: An overview" 25 : 3-17, 1990

6 박영신, "Secondary Beginning Teachers’ Views of Scientific Inquiry With the View of Hands-on, Minds-on, and Hearts-on" 한국지구과학회 31 (31): 798-812, 2011

7 Maloney, D.P., "Research on problem solving: Physics, In Handbook of research on Science Teaching and Learning" MacMillc Reference Books 598-, 1994

8 Runco, M.A., "Problem finding, In Encyclopedia of Creativity" Academic Press 1663-, 1999

9 Park, Y-S., "Preservice teachers’beliefs about teaching and learning science through field experience" 2 : 53-69, 2008

10 Woolnough, B.E., "Practical science" Open University Press 192-, 1991

11 Wellington, J., "Practical Work in School Science" Routledge 312-, 1998

12 Roychoudhury, A., "Interactions in an open-inquiry physics laboratory" 18 : 423-445, 1996

13 김찬종, "Inferences Frequently Used in Earth Science" 한국지구과학회 23 (23): 188-193, 2002

14 박영신, "Exploring Students’ Ability of ‘Doing’ Scientific Inquiry: The Case of Gifted Students in Science" 한국지구과학회 32 (32): 225-238, 2011

15 Chinn, C.A., "Epistemologically, authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks" 86 : 175-218, 2002

16 Roehrig, G.H., "Does one size fit all the experiences of beginning teachers from different teacher preparation programs during an induction program" 43 : 963-985, 2006

17 Luft, J.A., "Changing inquiry practice and beliefs: The impact of a one-year inquiry based professional development program on the beliefs and practices of secondary science teachers" 23 : 517-534, 2001

18 Roth, W.M., "Authentic school science" Kluwer Academic Publishers 296-, 1995

19 Keys, C.W., "A study of grade six pupils generating questions and plans for open-ended science investigation" 28 : 301-316, 1998