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학생의 과학학습 관련 국내 과학교육 연구 동향 분석
Analysis on the Trends of Science Education Studies Related to Students' Science Learning in Korea 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.4, 2015년, pp.751 - 772  

김영민 (부산대학교) ,  백성혜 (한국교원대학교) ,  최선영 (경인교육대학교) ,  강남화 (한국교원대학교) ,  맹승호 (서울교육대학교) ,  정용재 (공주교육대학교)

초록
AI-Helper 아이콘AI-Helper

타당하고 효과적인 과학교육의 계획과 실천을 위해서는 축적된 연구 결과에 근거한 과학교육 정책의 결정이나 교육과정 개발, 교수학습 방법 및 적절한 학습 자료 개발 등이 이뤄져야 할 것이다. 그러나 실제로는 그러하지 못한 실정이다. 이에 본 연구에서는 2000년부터 2013년까지 국내 주요 과학교육 관련 학회지에 게재된 논문들을 대상으로, 근래 학생의 과학 학습과 관련된 국내 과학교육 관련 연구의 전반적인 동향을 분석함으로써, 추후 과학 교육과정 개발이나 정책 개발, 교수학습자료 개발 등에 기초자료와 시사점을 제공하고자 하였다. 이를 위해, 국내 6개 주요 과학교육 관련 학회지에 2000년도부터 2013년도까지 게재된 과학 학습 관련 논문을 분석하였다. 분석은 총 8개의 과학 학습영역('학생의 개념', '학생의 사고', '탐구', '정의적 영역', '학생의 과학에 대한 생각', '교육과정', '학생의 학습/수업활동', '비형식 교육에서 학생의 학습')과 각 영역의 세부 범주에 의거하여 수행되었다. 분석결과, 기존의 연구들은 다소 특정 분야와 특정 대상에 편중되어 있었다. 또, 발달 과정보다는 현재 실태를 진단하는 연구들이 많았다. 새로운 이론이나 도구를 개발하는 연구들이 상대적으로 적었고, 다소 직접적이진 않지만 학생의 미래에 영향을 미칠 수 있는 과학의 본성에 대한 인식이나 비형식 학습에 대한 연구 역시 상대적으로 적었다. 이러한 연구 결과들을 바탕으로 교육과정 개발이나 정책 개발, 교수학습자료 개발 등과 관련된 몇 가지 시사점에 대해 논의 하였다.

Abstract ▼ AI-Helper 아이콘AI-Helper

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for sci...

주제어

#과학학습   #학생의 학습   #과학교육 연구   #과학교육 연구 동향  

질의응답

핵심어 질문 논문에서 추출한 답변
교사와 관련된 요소들이 효과적이고 적절한 과학 교육 실천으로 이어지기 위해서는, 학생의 개념, 학습 과정 및 방법, 과학에 대한 학생의 인식, 학생의 과학 관련 태도 등, 학생의 과학 학습과 관련된 요인들에 대한 파악과 이를 고려한 교수 방법 및 학습 환경, 학습 자료, 교육과정 개발 등이 선행되어야 하는 이유는 무엇인가? 그러나 이러한 교사와 관련된 요소들이 효과적이고 적절한 과학 교육 실천으로 이어지기 위해서는, 학생의 개념, 학습 과정 및 방법, 과학에 대한 학생의 인식, 학생의 과학 관련 태도 등, 학생의 과학 학습과 관련된 요인들에 대한 파악과 이를 고려한 교수 방법 및 학습 환경, 학습 자료, 교육과정 개발 등이 선행되어야 할 것이다. 과학 교육의 지향점은 교사가 객관적인 지식을 ‘가르쳐 버리는’ 것에 있기 보다는, 학생이 능동적인 지식의 구성을 통해 학습하는 것에 있기 때문이다(Driver, 1983). 즉, 학생이 학습을 한다는 것은 무엇이고, 어떤 과정을 거쳐 학습하게 되며, 현재 어떠한 선개념을 가지고 있고, 과학에 대해서는 어떤 생각과 자세를 가지고 있는지 등을 파악해서, 이를 바탕으로 한 교수 행위를 통해 학생의 능동적인 학습을 돕는 것이 필요하다는 것이다.
타당하고 효과적인 과학교육의 계획과 실천을 위해서는 무엇이 이뤄져야 하는가? 타당하고 효과적인 과학교육의 계획과 실천을 위해서는 축적된 연구 결과에 근거한 과학교육 정책의 결정이나 교육과정 개발, 교수학습 방법 및 적절한 학습 자료 개발 등이 이뤄져야 한다. 그러나 과학교육 과정의 개발이나 과학교육 정책, 과학 교수학습 방법 및 학습 자료 개발 등의 과정이 기존의 연구 결과들에 충분히 기반 하고 있지 못하다는 자성의 목소리가 꾸준히 있어 왔다(Lee, 2004; Sim, Shin, & Lee, 2010).
국외 문헌의 경우 과학 학습 영역을 어떻게 제시하고 있는가? 한편, 국외 문헌의 경우, 과학 학습 영역을 ‘과학학습에 대한 관점’, ‘학생 개념’, ‘언어와 학습’, ‘학습과 정의적 영역’, ‘교실 학습 환경’, ‘비형식 교육’으로 제시하거나(Abell & Lederman, 2007), ‘학습에 관한 관점’, ‘과학에서 언어’, ‘과학 학습의 문화적 측면’, ‘모형을 통한 학습’, ‘과학 교수에 관한 학습’, ‘어린 학생의 과학 탐구’, ‘지식 획득에 관한 이론’, ‘학생의 인식론’ 등(Fraser & Tobin, 2003)으로 나누어 제시하고 있었다. 또, NRC (2007)는 ‘과학교육의 목표’, ‘학습에 관한 이론’, ‘과학지식의 이해’, ‘과학적 증거와 설명의 생성 및 평가’, ‘과학 지식 생성에 관한 이해’, ‘과학적 실천에의 참여’, ‘학습발달진전’, ‘과학을 실천으로 가르치기’, ‘과학수업 지원’ 등으로 제시하고 있었다.
질의응답 정보가 도움이 되었나요?

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