Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Exploration of Features of Cross-Curricular Instructional Consulting in Middle School Science Lessons through Case Study

사례 연구를 통한 중학교 과학수업에 대한 범교과 수업컨설팅의 특성 탐색

  • Received : 2016.01.26
  • Accepted : 2016.03.25
  • Published : 2016.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

최근 들어 범교과 수업컨설팅을 중심으로 단위학교 차원의 교사 학습공동체를 구축하여 운영하는 사례들이 증가하고 있다. 본 연구의 목적은 단위학교 차원의 교사 학습공동체 활동의 하나인 범교과 수업컨설팅의 특징을 살펴보고, 중학교 과학수업에 대한 범교과 수업컨설팅의 효과를 탐구하려는 것이다. 이를 위해 3개 사례연구 중학교에서 관찰한 공개수업과 수업컨설팅 협의회 등에서 드러난 범교과 수업컨설팅의 특징을 분석하고, 참관한 과학수업에 대해 외부 전문가로 구성된 과학과 컨설턴트들이 사후에 수업동영상을 시청하고 별도의 수업컨설팅 협의회를 진행하였다. 연구결과에 따르면, 범교과 수업컨설팅을 받은 과학수업은 과학과 탐구실험을 텍스트를 읽어내는 형태로 진행하기도 하고, 학생들의 오개념이나 과학과의 정확한 용어 표현이 간과되는 수업이 진행되며, 수업목표 설정과 수업 진행, 수업 분량 등에서도 문제점이 발견되는 등의 특징을 보여준다. 결론 부분에서는 본 연구에서 논의한 범교과 수업컨설팅의 특징과 한계점에도 불구하고 여전히 범교과 수업컨설팅이 필요한 까닭을 살펴보았다. 또한, 범교과 수업컨설팅 진행 방식에서 발견되는 한계점을 보완할 수 있는 방안을 칭찬 위주 사후컨설팅에 대한 대안, 교과의 본질에서 벗어나지 않도록 범교과 수업컨설팅을 활용하는 방법, 컨설턴트의 권위에 대한 개선 방안 등의 측면에서 제안하였다.

Keywords

References

  1. Ball, S. J. (2002). School-based management: New culture and new subjectivity. Da Invetigacao As Practicas, 3(4), 59-76.
  2. Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report, 637. London: DfES and University of Bristol.
  3. Choe, S., Kwak, Y., & Noh, E. (2011). Research on teaching and learning and teacher education to improve learners' key competencies: Centering on mother tongue, mathematics and science. (Research Report RRI 2011-1). Seoul: KICE.
  4. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. CA: Jossey-Bass.
  5. Fullan, M. (2001). The new meaning of educational change. New York and London: Teachers College Press.
  6. Hargreaves, A., & Shirley, D. (2012). The global fourth way: The quest for educational excellence. Thousand Oaks, California: Corwin Press.
  7. Hiebert, J., & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 63(2), 92-102. https://doi.org/10.1177/0022487111428328
  8. Hord, S. M. (1997). Professional learning communities: What are they and why are they important?. Austin, TX.: Southwest Educational Development Laboratory (SEDL).
  9. Hord, S. M. (2004). Learning together, leading together. Austin, TX.: Southwest Educational Development Laboratory, Teachers College Press.
  10. KICE (2015). Ways to reinforce teachers' professionalism on curriculum organization and implementation at the school level (III) - Development and implementation of teacher learning communities. (Research Report RRC 2015-4). Seoul: KICE.
  11. Kim, Y. (2009). Discussion on the possibilities and issues of curriculumdecentralization. In KICE (2009), Seminar on exploration of directionsof curriculum decentralization.localization⋅autonomy (ResearchMaterial ORM 2009-15) (pp. 31-33). Seoul: KICE.
  12. Kwak (2009). Research on the effects of subject matter knowledge (SMK) on pedagogical content knowledge (PCK) of secondary beginning science teachers in classroom teaching. Journal of the Korean Association for Science Education, 29(6), 611-625.
  13. Kwak, Y., Eun, J., & Kim, K. (2009). Research on mentoring system to improve teaching professionalism - centering around Korean language, social studies and science subject. (Research Report RRI 2009-7). Seoul: KICE.
  14. Ko, M. R., Nam, J. H., & Lim, J. H. (2009). Two case studies of the development of beginning science teachers' pedagogical content knowledge. Journal of the Korean Association for Science Education, 29(1), 54-67.
  15. Kwak, Y., Baek, K., Lee, M., Min, J., & Kim, Y. (2013). Ways to reinforce teachers' professionalism on curriculum organization and implementation at the school level. (Research Report RRC 2013-7). Seoul: KICE.
  16. Kwak, Y.,Yim, S. Y., Min, J., Baek, I. H., & An, S. (2014). Ways to reinforce teachers' professionalism on curriculum organization and implementation at the school level (II) (Research Report RRC 2014-9). Seoul: KICE.
  17. Lee, H., Kang, Y., Park, J., Kim, T., & Han, J. (2007). Vision for Korean education and long-term plans. (Research Report RR2007-2). Seoul: KEDI.
  18. Lee, K., Kwak, Y., Lee, S., & Choi, J. (2012). Design of the competencies-based national curriculum for the future society. (Research Report RRC 2012-4). Seoul: KICE.
  19. Lee, K., Maeng, S., Park, Y., Lee, J., & Oh, H. (2014). A case study of middle school science teachers' topic-specific pedagogical content knowledge on the unit of stars and universe. Journal of the Korean Association for Science Education, 34(4), 393-406. https://doi.org/10.14697/jkase.2014.34.4.0393
  20. Min, H., Park, C., & Paik, S. (2010). An analysis of beginning science teachers' pedagogical content knowledge through the teaching practice. Journal of the Korean Association for Science Education, 30(4), 437-451.
  21. Noh, T., Kim, Y., Yang, C., & Kang, H. (2011). A case study on beginning teachers' teaching professionalism based on pedagogical content knowledge in science-gifted education. Journal of the Korean Association for Science Education, 31(8), 1214-1228.
  22. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD: Paris.
  23. OECD. (2010). Education at a glance, education indicators. Paris: Author.
  24. Riley, K., & Stoll, L. (2004). Inside-out and outside-in: Why schools need to think about communities in new ways. Education review, 18(1), 34-41. https://doi.org/10.1080/0013191650180105
  25. Sahlberg, P. (2011). Finnish lessons: What can the world learn about educational change in Finland?. New York: Teachers College Press.
  26. Seo, K. (2009). Teacher learning communities and professional development. The Journal of Korean Teacher Education, 26(2), 243-276. https://doi.org/10.24211/tjkte.2009.26.2.243
  27. Yi, H., Kwon, J., Hong, S., & Sang, K. (2007). A study on developing support materials and suggestions for new teachers in primary schools. (Research Report RRI 2007-4-1). Seoul: KICE.

Cited by

  1. An Analysis of Korean Science Education Environment for 20 Years of TIMSS vol.39, pp.4, 2018, https://doi.org/10.5467/JKESS.2018.39.4.378
  2. 과학교사의 시선 공감 향상을 위한 시선 추적 기반 수업 컨설팅 전략 개발 vol.42, pp.3, 2018, https://doi.org/10.21796/jse.2018.42.3.334