한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제35권4호
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  • Pages.549-555
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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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2009 개정 교육과정에 의한 융합형 과학이 학생들의 과학의 본성과 STS에 대한 견해, 과학에 대한 흥미 및 포부에 미치는 영향

The Influences of Integrated Science Developed Under the 2009 Revised National Curriculum on Students' Views on Nature of Science and Science-Technology-Society Relationship, Interest in Science, and Science Aspiration

  • 투고 : 2015.05.16
  • 심사 : 2015.08.04
  • 발행 : 2015.08.31
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초록

이 연구에서는 2009 개정 교육과정에 의한 융합형 과학의 효과를 실증적으로 조사하기 위하여, 융합형 과학이 고등학교 1학년 학생들의 과학의 본성(NOS)과 STS에 대한 견해, 과학에 대한 흥미와 포부에 미친 영향을 조사하였다. 연구 대상은 서울특별시 소재 고등학교 1학년 학생 214명으로, 융합형 과학 이수 전후에 검사를 실시하였다. 분석결과, NOS에 대한 견해 점수는 융합형 과학의 이수 전후에 통계적으로 유의미한 차이가 없었다. 그러나 NOS의 하위영역인 과학 지식의 임시성과 상상력의 사용의 경우에는 이수 후 검사 점수가 이수 전검사 점수에 비해 유의미하게 낮았다. STS에 대한 견해나 과학에 대한 흥미 및 포부에서는 융합형 과학 이수 전후의 검사 점수에서 통계적으로 유의미한 차이가 없었다. 이는 융합형 과학 이수가 학생들의 NOS와 STS에 대한 견해, 과학에 대한 흥미와 포부를 향상시키지 못하였음을 의미한다. 이에 대한 교육적 함의를 논의하였다.

In this study, we investigated the influences of Integrated Science on the views of 10th graders with regards to the nature of science (NOS), STS, interest in science, and science aspiration, in order to explore the effects of Integrated Science developed under the 2009 Revised National Curriculum. Participants in this study were 214 10th graders in Seoul. The survey was administered at the beginning and at the end of the Integrated Science course. The analyses of the results revealed that there was no statistically significant difference in the scores of the pre-test and post-test on the NOS survey. However, the post-test scores of the tentativeness of scientific knowledge and the use of imagination, which are the sub-constructs of the NOS, were found to be significantly lower than the pre-test scores. There were no statistically significant differences in the frequencies of the responses to each item of the STS survey. The pre-test and post-test scores of the interest in science and the science aspiration were also not significantly different. The results indicated that Integrated Science did not have any impact on students' views on NOS, STS, interest in science, and science aspiration. Educational implications of these findings are discussed.

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피인용 문헌

  1. 국내 과학관 전시물에 반영된 과학의 본성(NOS) 특징 분석에 따른 프로그램 개발 및 이의 적용 vol.10, pp.2, 2015, https://doi.org/10.15523/jksese.2017.10.2.104
  2. 핵심 개념으로 비교한 2015 개정 교육과정의 ｢통합과학｣과 ｢융합과학｣ vol.37, pp.6, 2015, https://doi.org/10.14697/jkase.2017.37.6.981
  3. '과학의 본성' 교육 -그 다원성 고찰- vol.38, pp.5, 2018, https://doi.org/10.14697/jkase.2018.38.5.721
  4. 2015 개정 과학과 교육과정의 통합과학과 과학탐구실험이 학생들의 과학에 대한 흥미, 과학적 태도, STS와 과학의 본성에 대한 견해에 미치는 영향 vol.39, pp.6, 2015, https://doi.org/10.14697/jkase.2019.39.6.791
  5. 과학교사의 과학의 본성 수업에 대한 교과교육학 지식(NOS-PCK) 탐색 -과학탐구실험을 중심으로- vol.40, pp.4, 2020, https://doi.org/10.14697/jkase.2020.40.4.399