한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제35권2호
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  • Pages.303-312
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  • 2015
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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초등학교 과학 수업의 탐구활동에서 형성되는 교실 규범의 특징에 대한 사례 연구

A Case Study on the Features of Classroom Norms Formed in Inquiry Activities of Elementary Science Classes

  • 투고 : 2015.03.09
  • 심사 : 2015.04.20
  • 발행 : 2015.04.30
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초록

본 연구의 목적은 학교 과학 수업의 탐구활동 과정에서 어떤 규범이 형성되며 그러한 규범이 탐구 수행에 어떠한 영향을 주는지를 분석하고, 이를 토대로 학교 과학 탐구를 실행하는 과정에서 직면하는 여러문제들에 대해 고찰하는 것이다. 초등학교 고학년 두 학급의 탐구활동 사례를 중심으로 수업 관찰, 학생과 교사 면담, 설문지 등의 다양한 출처를 통해 자료를 수집하였다. 먼저, 교실 규범에 대한 이론적 범주로서 생활규범, 범교과 학습규범, 과학탐구 학습규범의 세 가지 범주를 구축하고, 각 범주의 하위 규범들을 귀납적으로 추출하였다. 더불어 각 규범들의 유형과 특징, 그리고 수업 및 탐구 수행에 미치는 영향을 함께 분석하였다. 교실 규범에 대한 분석을 토대로 학교 과학탐구의 실행 과정에서 직면하는 실질적인 문제로서 첫째, 집단적인 탐구 수행이 갖는 구조적인 어려움, 둘째, 탐구수업의 여러 국면에서 다르게 구현되는 교사의 권위, 셋째, 범교과적인 교육적 가치와 과학 탐구에서의 가치와의 갈등을 확인하였다. 끝으로 이러한 특징들이 학교 과학탐구의 실질적 실행과 교실 현상을 문화적으로 이해하는 데에 있어서 갖는 의미와 시사점에 대해 논의하였다.

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

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피인용 문헌

  1. '과학 교실 탐구공동체' 관점 기반 과학 수업 인식 조사 도구 개발 및 적용 vol.37, pp.2, 2015, https://doi.org/10.14697/jkase.2017.37.2.0273
  2. 초등학교 교사의 시스템 사고를 적용한 과학 교수 경험에 대한 현상학적 연구 vol.40, pp.1, 2019, https://doi.org/10.5467/jkess.2018.40.1.68
  3. 초등 예비교사들의 모바일 기반 과학 문제해결 과정에서 형성된 규범의 특징 - 디지털 시민성의 관점으로 - vol.39, pp.1, 2015, https://doi.org/10.15267/keses.2020.39.1.40
  4. The features of norms formed in constructing student-generated drawings to explain physics phenomena vol.42, pp.8, 2020, https://doi.org/10.1080/09500693.2020.1762138
  5. 전자기 관련 실험 활동에서 초등 교사가 사용한 표상 패턴과 의미 형성 과정 분석 vol.39, pp.2, 2015, https://doi.org/10.15267/keses.2020.39.2.204