특수아동의 과학교육에 관한 특수교육 예비교사의 인식 = The Perspective on Science Education for Children with Disabilities by Pre-service Special Education Teacher

국문 초록 (Abstract)

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.

다국어 초록 (Multilingual Abstract)

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.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구문제
• Ⅱ. 연구방법
• 1. 연구대상
• 2. 도구
• 3. 연구 절차
• 4. 자료분석
• Ⅲ. 연구결과
• 1. 과학 및 과학교육에 대한 예비특수 교사의 학년별 희망전공별 인식
• 2. 특수아동 과학교육에 대한 예비특수 교사인식
• Ⅳ. 논의 및 결론

참고문헌 (Reference)

1 "특수학교 교육 과정 해설 Ⅱ" 대한 교과서 주식회사 1999

2 "특수학교 교육 과정 해설 Ⅰ" 대한 교과서 주식회사 1999

3 "특수학교 교육 과정" 대한 교과서 주식회사 1998

4 "특수교사 양성대학의 초등교과교육 운영 실태조사 연구 :정신지체 영역을 중심으로" 14 (14): 25-54, 1997

5 "초등학교 교육 과정 해설 Ⅳ" 대한 교과서 주식회사 1999

6 "초등학교 교사용 지도서 :과학" 대한 교과서 2000

7 "중학교 교육과정 해설 Ⅲ" 대한 교과서 주식회사 1999

8 "장애학생을 위한 과학교육 실태 조사 연구" 37 (37): 153-177, 2002

9 "과학과 교육과정" 대한 교과서 주식회사 1997

10 "경도 정신지체 학생의 과학교육에 관한 예비 특수 교사의 인식" 35 (35): 231-252, 2000

11 "‘특수아 과학과 교육’ 관련 과목 수강 실태"

12 "it was not differ that preservice special education teachers perspective on science and science education by their grade and desire working school level"

13 "it was differ that preservice teachers recognizing some importance of science education for children with disabilities"

14 "The use of activity-centered science activities to facilitate the mainstreaming of elementary school children with special needs" 467-475, 1981

15 "The role of models in secondary science instruction" 94-104, 1994

16 "The result were as the following"

17 "The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms The Journal of Special Education" 1-15, 1993

18 "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 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"

19 "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 preservice special education teachers point out that children with disabilities have the difficulties of experiencing lab activity"

20 "The Perspective on Science Education for"

21 "Teaching science to students with special needs" 27 : 4-6, 1995

22 "Successful mainstreaming in elementary science classes A qualitative study of three reputational cases" 785-811, 1994b

23 "Some thoughts on teaching science to the mentally handicapped secondary students" 75-78, 1981

24 "Science instruction for the mildly handicapped Journal of Research in Science Teaching" 355-376, 1992

25 "Science for with disabilities" 67-71, 1994

26 "Science for students with disabilities Review of Educational Research" 377-411, 1992

27 "Science for handicapped children- why?" 35-37, 1976

28 "Science education for students with mild disabilities University of Hawaii Department of Special Education" 1986

29 "Science education for students with disabilities: Review of recent research" 32 : 21-44, 1998

30 "Preservice teachers recognized differently by their grade about the present condition of science education and improvement of science education in special education classes"

31 "Preservice teachers recognized differently by desire working school level about the goal of science education"

32 "Individualizing for science and social studies A practical approach for teachers" 301-351, 1989

33 "How do teacher feel about science? Measurement of Attitude toward science" 1990

34 "Current approaches to science education Implication for mainstream instruction of student with disabilities" 15-24, 1993

35 "Children with Disabilities by Pre-service Special Education Teacher"

36 "An analysis of frequency of hands-on experience and science achievement" 33 (33): 101-109, 1996

37 "Activities-oriented science instruction for students with disabilities" 22 : 240-249, 1999