발산적 발문 촉진을 위한 교사 연수

국문 초록 (Abstract)

과학과에서 교사의 훌륭한 발문은 학생들의 과학적 관찰 활동을 격려하고, 과학적 탐구를 촉진시킨다. 특히 발산적 발문은 학생들의 고등 사고력을 증진시키고, 자신의 생각과 의견을 적극적으로 표현하는데 매우 유용하다. 그러나 선행연구에 따르면 교사들은 발산적 발문을 자주 사용하지 않고, 정보의 기억과 같은 낮은 인지 수준을 요구하거나, 행동을 통제하는 발문들은 많이 사용한다고 보고하고 있다. 따라서 교사들의 발문법 향상을 위해 적절한 교사 연수가 필요하다. 본 연구는 교사들의 발산적 질문 사용 증진을 위한 발문법 교사 연수를 실시하였다. 발문법 교사 연수는 사회 인지 이론과 경험 학습 이론에 기반하여 우수 발문 전략을 모델링하고, 자신의 수업에 대한 교사의 반추적 사고를 촉진하도록 설계되었다. 온라인 교사 연수 사이트를 통해 발문 시범 비디오와 발문법 향상을 위한 전문가 조언을 제공하였고, 면대면 워크샵을 병행하여 발문법을 연습하고, 분석할 수 있는 기회를 제공하였다. 결과적으로, 실험 집단 교사들은 발산적 발문을 통제 집단 교사들보다 유의미하게 더 많이 사용하였다. 또한 실험 집단 교사들은 학년 초에 비해 학년중기와 학년말에 발산적 발문 사용이 유의미하게 증가되었다.

다국어 초록 (Multilingual Abstract)

Teachers' high quality questions encourage students' scientific observations and promote students' investigations in science activities. In particular, open-ended questions enhance students' higher skill thinking and help them actively express their ideas. However, previous studies report that most teachers do not use open-ended questions frequently in practice and instead rely on low quality questions eliciting simple piece of information or managing students' behaviors. Therefore, in order to improve teachers' questioning, it is necessary to provide teachers with appropriate professional development. This study involves implementing blended professional development to enhance teachers' use of open-ended questions. Based upon social cognitive theory and experiential learning theory, blended professional development offers models of teachers' high quality questioning strategies and promotes teachers' reflective thinking upon their own practice. It provides questioning demonstration videos and questioning tips through online professional development website and face-to-face workshops to help teachers practice questioning strategies and analyze their questioning practice. As a result, treatment group teachers asked significantly more open-ended questions than control group teachers. Moreover, treatment group teachers significantly increased their use of open-ended questions in the middle and end of the academic year than in the beginning of the academic year.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 과학과에서 교사 발문의 역할
• 2. 발산적 발문과 수렴적 발문의 특성
• 3. 테크놀로지를 활용한 교사 연수
• Ⅲ. 연구 방법
• 1. 연구 대상
• 2. 실험 처치
• 3. 자료수집 및 분석
• Ⅳ. 연구 결과
• 1. 발산적 발문과 수렴적 발문 빈도의 집단 차이 분석
• 2. 실험 집단 교사들의 발산적 발문 빈도의 시간적 변화
• Ⅴ. 결론 및 논의
• 참고문헌
• ABSTRACT

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