[논문]과학교육 연구에서 셀프스터디의 특징과 가능성 탐색 -이론적 배경과 기존 연구에 대한 고찰을 중심으로-

조광희; 김희경; 최재혁; 정용재

doi:10.14697/jkase.2016.36.3.0457

과학교육 연구에서 셀프스터디의 특징과 가능성 탐색 -이론적 배경과 기존 연구에 대한 고찰을 중심으로-
Exploration on the Features and Possibility of Self-Study in Science Education Research: Based on the Theoretical Background and Previous Researches 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.3, 2016년, pp.457 - 470

조광희 (조선대학교) , 김희경 (강원대학교) , 최재혁 (전남대학교) , 정용재 (공주교육대학교)

초록
AI-Helper

본 연구에서는 수업 개선을 위한 반성적 연구 방법으로 셀프스터디의 개념과 방법론적인 특징을 개관하고, 셀프스터디가 과학교육 연구에서 과학 수업 개선을 위한 연구방법으로 어떻게 적용 가능한지를 셀프스터디로 수행된 기존의 과학교육 관련 국외 연구들을 중심으로 논의하였다. 연구 결과, 셀프스터디는 자기 자신, 자신의 실천, 자신의 생각 등을 대상으로 수행되는 연구를 일컫는 말로, 협력적이고 비판적인 성찰을 통해 구성원의 정체성, 신념, 가치, 개혁 의제 등 종합적인 관점에서 교수-학습 실행의 개선을 추구하는 연구방식으로 볼 수 있었다. 또, 셀프스터디의 방법론들은 공통적으로 셀프스터디가 자기를 대상으로 하지만 자기 혼자 작성한 단순한 일기나 저널이 아닌, 독립적인 하나의 연구이어야 함을 제안하고 있다. 그리고 비판적이고 협력적인 동료와의 상호작용과 다양하고 엄밀한 질적 연구 방법, 수업 실행 현장의 개선을 위한 노력 등을 요구하고 있었다. 이러한 특징은 과학교육 분야에서 이뤄진 총 14편의 국제 연구들에서도 유사하게 나타났다. 이를 바탕으로 셀프스터디는 자기 자신을 포함한 수업 및 학생에 대한 반성적 성찰, 다양한 질적 자료의 심층적 활용, 비판적 동료와의 협력적 분석 등을 통해 국내 과학교육 분야에서도 과학 교사교육과 과학 수업의 개선을 위한 연구 방법으로 의미 있게 활용될 수 있다는 결론을 도출하였다. 본 연구의 결과는 아직 국내 과학교육 연구에서 본격적으로 이뤄지고 있지 않은 셀프스터디에 대한 관심의 증진과 실제 적용을 유발함으로써, 좀 더 실천적인 과학 수업 개선 연구의 활성화에 기여할 수 있기를 기대한다.

Abstract ▼ AI-Helper

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	셀프스터디란?	교수 학습 상황과 관련하여 ‘나에 대한 천착’을 위한 한 가지 방법으로 근래 교육계에서는 셀프스터디(self-study)가 주목받고 있다(Hwang, 2013; Lee et al,, 2012; Loughran, 2007; Samaras, 2011). 셀프스터디란 질적 연구방법의 하나로서 연구자 자신을 대상으로 다양한 자전적 자료를 활용하는 기법이다. 기존의 연구가 타자에 대한 연구인 반면에 셀프스터디는 자기 자신, 자신의 실천, 자신의 생각등을 대상으로 수행하는 연구를 통칭한다(Hamiliton & Pinnnergar, 1998).
	교육과 관련된 셀프스터디는 어떤 특징이 있는가?	아울러 사회구성주의적인 학습이론과 사회적이고 맥락적인 인간의 인지 특성을 반영한다는 점에서 상호작용적인 특징을 갖는다(LaBoskey, 2007). 특히 교육과 관련된 셀프스터디는 자기 자신을 대상하며 질적자료를 활용하여 심도 있고 비판적인 성찰이 가능할 뿐만 아니라 수업 개선을 위한 실행을 지향한다는 특징이 있다(Loughran, 2007). 그리고 이러한 특징들로 인해 교사교육자 자신의 신념과 실행을 탐구하고 교사교육 분야의 지식에 공헌하는 수단을 탐구하는 데에 적절한 방법으로 여겨져 왔으며(Dinkelman, 2003), 다양한 차원의 교수 실행을 지원하고 성과물을 개발하는 데 유용한 방법으로 주목받고 있다(Pinnegar & Hamilton, 2009).
	교사교육자는 연구자로서의 기능뿐 아니라 교육 실천가로서의 기능을 동시에 수행해야 하는데, 이 두 가지 역할을 잘 수행하기 위해서는 어떤 능력이 요구되는가?	예컨대 교사교육자는 연구자로서의 기능뿐 아니라 교육 실천가로서의 기능을 동시에 수행해야 한다(Cochran-Smith, 2005). 이 두 가지 역할을 잘 수행하기 위해서는 연구 능력뿐 아니라 교육의 대상과 사회적 요구를 함께 고려할 줄 아는 능력이 요구되기도 한다(Berry, 2007). 또, 교사교육자들에게는 지식적 측면, 의사소통능력, 조직 측면, 교육학적 측면의 자질이 요구된다(Koster et al.

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