한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제42권2호
  • /
  • Pages.265-275
  • /
  • 2022
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

미래사회 과학 역량에 대한 교사 인식과 역량기반 과학교육을 위한 교사 전문성 탐색

Teacher Perception of Science Competency and Science PCK for Competency-Based Science Education in the Future Society

  • 투고 : 2022.01.19
  • 심사 : 2022.04.29
  • 발행 : 2022.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 미래사회의 과학교육에 초점을 맞추어 미래사회를 살아갈 학생들에게 길러주어야 할 핵심역량, 그리고 이러한 핵심역량을 길러주기 위한 역량기반 교육을 실현하는 주체인 미래학교 과학 교사에게 필요한 역할과 전문역량 내용교수지식(PCK) 측면에서 탐색하였다. 이를 위해 전국의 지구과학 전공 과학 교사를 대상으로 설문조사를 실시하였으며, 105건의 유효한 응답을 확보하였다. 연구결과를 미래사회를 살아갈 학생들에게 길러주어야 할 핵심역량, 역량기반 교육을 위한 과학 교사의 역할, 역량기반 교육을 위해 필요한 과학 교사의 역할과 교사 전문역량의 구조적 관계 등의 측면에서 논의하였다. 학생역량과 교사 전문역랑의 관계, 그리고 교사의 역할과 전문역량 간의 구조를 살펴보기 위해 네트워크 분석을 실시하였다. 주요 연구결과를 살펴보면 미래사회 학생의 핵심역량으로는 의사소통과 협업 능력이, 과학 교사의 역할로는 협업 중심 활동 기회 제공이 가장 중요한 것으로 나타났다. 교사 역할과 교사 전문역량의 구조적 관계를 살펴보면 과학수업실천과 관련된 전문역량과 관련하여 협업 중심 활동 기회 제공, 다양한 소재와 콘텐츠 활용 등과 같은 역할과 뚜렷한 관계가 나타났다. 연구결과를 토대로 학생이 필요로 하는 핵심역량에 대한 교사의 인식 제고에 근거한 학생의 행위 주체성 촉진 방안, 교사 역할과 전문역량 구성요소의 관련성, 교사 전문역량의 총체성 등을 제안하였다.

In this study, focusing on science education in the future society, we explored students' key competencies to be cultivated for the future society, and the role and PCK expertise necessary for science teachers, who are the main agents of competency-based education to nurture these key competencies. A survey conducted among earth science teachers across the country results in 105 valid responses being obtained. The research results are discussed in terms of students' key competencies to be nurtured for the future society, the role and the expertise of science teachers required for competency-based education, and the structural relationship between the teacher role and teacher expertise. We also conducted network analysis to examine the relationship between student competency and teacher expertise, and the structure between the teacher's role and expertise. Main results include that communication and collaboration skills are the most important for students in the future society as core competencies. For science teachers, providing opportunities for collaboration-oriented activities are deemed as the most important. Regarding the structural relationship between the teacher's role and the teacher's expertise, there is a clear relationship with roles such as providing opportunities for collaboration-oriented activities and utilizing various materials and contents in relation to the expertise related to the science teaching practice. Based on the results, ways to promote student's agency based on raising teachers' awareness of the student's competencies, the inter-relatedness of the teacher's role and the teacher's expertise, and the totality of teachers' expertise were suggested.

키워드

과제정보

이 논문은 2021년 대한민국 교육부와 한국연구재단의 인문사회분야 중견연구자지원사업의 지원을 받아 수행된 연구임(NRF-2021S1A5A2A01064935).

참고문헌

  1. Ahn, Y., & Byun, T. (2020). Analysis of teachers' perceptions on the subject competencies of integrated science. Journal of The Korean Association For Science Education, 40(2), 97-111. https://doi.org/10.14697/JKASE.2020.40.2.97
  2. Alake-Tuenter, E., Biemans, H. J., Tobi, H., Wals, A. E., Oosterheert, I., & Mulder, M. (2012). Inquiry-based science education competencies of primary school teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education, 34(17), 2609-2640. https://doi.org/10.1080/09500693.2012.669076
  3. Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. https://doi.org/10.1007/s11165-015-9501-y
  4. Carlsen, W. S. (1987). Why do you ask? The effect of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
  5. Corres, A., Rieckmann, M., Espasa, A., & Ruiz-Mallen, I. (2020). Educator competences in Sustainability Education: A systematic review of frameworks. Sustainability, 12(23), 9858. https://doi.org/10.3390/su12239858
  6. Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
  7. Friesen, S., & Brown, B. (2020). Teacher leaders: developing collective responsibility through design-based professional learning, Teaching Education, DOI: 10.1080/10476210.2020.1856805
  8. Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1-12.
  9. Hong, S., Ahn, Y., & Choi, Y. (2019). Teachers' Teaching Competency Modeling in Future Schooling. Journal of Education & Culture, 25(3), 365-388. https://doi.org/10.24159/joec.2019.25.3.365
  10. Jeong, H., Roh, S., Jung, J. W., & Cho, Y. H. (2020). The challenge of the spread of Covid-19 to education: High quality remote learning for everyone. Journal of Educational Technology, 36(3), 645-669. https://doi.org/10.17232/KSET.36.3.645
  11. Kang, N. H., Kang, H., Maeng, S., Park, J., & Jeong, E. (2020). Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application. Asia-Pacific Science Education, 6(2), 480-513. https://doi.org/10.1163/23641177-BJA10012
  12. KEDI. (2019). A study on the OECD Education 2030 project: Implementation strategies of future-oriented competency-based education(RR 2020-03). Jincheon: KEDI.
  13. Kennedy, M. M. (1998). Education reform and subject matter knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(3), 249-263. https://doi.org/10.1002/(SICI)1098-2736(199803)35:3<249::AID-TEA2>3.0.CO;2-R
  14. KICE. (2018). Development of training programs to enhance teacher competency in the intelligent information society I: Teaching and learning competency modeling (RRI 2018-3). Jincheon: KICE.
  15. Ko, E., & Jeong, D. (2014). Study on Korean science teachers' perception in accordance with the trends of core competencies in science education worldwide. Journal of The Korean Association For Science Education, 34(6), 535-547. https://doi.org/10.14697/JKASE.2014.34.6.0535
  16. KOFAC (2015). 2015 Revised curriculum draft development research II-Science curriculum. BD15110002. Seoul: KOFAC.
  17. KOFAC (2018). A development of Korean science education standards (KSES) for the next generation. Seoul: KOFAC.
  18. KOFAC (2019). Developing Performance Expectations, School Implementation Strategies, Evaluation Indicators of the Korean Science Education Standards (KSES) for the Next Generation. Seoul: KOFAC.
  19. Krell, M., Redman, C., Mathesius, S., Kruger, D., & Van Driel, J. (2020). Assessing pre-service science teachers' scientific reasoning competencies. Research in Science Education, 50(6), 2305-2329. https://doi.org/10.1007/s11165-018-9780-1
  20. Kuruba, M. (2019) Role Competency Matrix: A Step-By-Step Guide to an Objective Competency Management System. New York: Springer.
  21. Kwak, Y. (2012). Research on Ways to Improve Science Teaching Methods to Develop Students' Key Competencies. Journal of The Korean Association For Science Education, 32(5), 855-865. https://doi.org/10.14697/JKASE.2012.32.5.855
  22. Lederman, N. G., & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching?. Journal of Science Teacher Education, 3(1), 16-20. https://doi.org/10.1007/BF02614732
  23. Lee, H. (2016). Conceptualization of an SSI-PCK Framework for Teaching Socio-scientific Issues. Journal of The Korean Association For Science Education, 36(4), 539-550. https://doi.org/10.14697/JKASE.2016.36.4.0539
  24. Lim, J., Ryu, J., & Kiim, B. (2017). An Exploratory Study on the Direction of Education and Teacher Competencies in the 4th Industrial Revolution. Journal of Korean Education, 44(2), 5-32.
  25. Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205.
  26. Ministry of Education [MOE] (2015). The general explanation of 2015 revised national curriculum. Notification No. 2015-74 [issue 1]. Sejong: Author.
  27. Naumescu, A. K. (2008). Science Teacher Competencies in a Knowledged Based Society. Acta Didactica Napocensia, 1(1), 25-31.
  28. OECD (2003). Definition and selection of competencies: Theoretical and conceptual foundation. Paris: OECD.
  29. OECD (2019). OECD Future of education and skills 2030 conceptual learning framework: A series of concept notes. Paris: OECD.
  30. Paek, J., Jung, C.H., & Song M. (2015). Developing Competency Model for Secondary School Teachers. Journal of Skills and Qualifications, 4(2), 85-110.
  31. Park, J., Seo, C., & Han, S. (2005). A guide to job analysis for the development of vocational education and training courses. Korea Vocational Competency Development Institute Research Data 2005-2.
  32. Raiker, A. (2020). Praxis, Pedagogy and Teachers' Professionalism in England. Center for Educational Policy Studies Journal 10(3), 11-30. https://doi.org/10.26529/cepsj.874
  33. Rushton, E. A., & Reiss, M. J. (2019). From science teacher to 'teacher scientist': Exploring the experiences of research-active science teachers in the UK. International Journal of Science Education, 41(11), 1541-1561. https://doi.org/10.1080/09500693.2019.1615656
  34. Ryan, G., Emmerling, R. J., & Spencer, L. M. (2009). Distinguishing high- performing European executives: The role of emotional, social and cognitive competencies. Journal of Management Development, 28(9), 859-875. https://doi.org/10.1108/02621710910987692
  35. Selvi, K. (2010). Teachers' competencies. Cultura International Journal of Philosophy of Culture and Axiology, 7(1), 167-175. https://doi.org/10.5840/cultura20107133
  36. Son, M., & Jeong, D. (2018). A study of science teachers' perception on knowledge information processing competency. Journal of The Korean Association For Science Education, 38(5), 693-703. https://doi.org/10.14697/JKASE.2018.38.5.693
  37. Shulman, L. S. (1987). Knowledge and teaching. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  38. Tatto, M. T. (2021). Developing teachers' research capacity: the essential role of teacher education. Teaching Education, 32(1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
  39. Yang. S. H. & Lee, J. (2020). Building a teacher training program that mimics novice scientists' expertization for improving science teachers' research capacity. School Science Journal, 14(2), 193-208. https://doi.org/10.15737/SSJ.14.2.202005.193
  40. Yulianto, Y. (2021). The Needs of Training to Improve Teacher Competence in Preparing Society 5.0. Technium Social Sciences Journal, 20(1), 275-286.
  41. Zeidler, D. L. (2002). Dancing with maggots and saints: Visions for subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge in science teacher education reform. Journal of Science Teacher Education, 13(1), 27-42. https://doi.org/10.1023/A:1015129825891