[논문]프로그래밍 기반 수업이 과학교사의 TPACK에 대한 인식에 미치는 영향

최은선; 이영준; 백성혜

doi:10.14697/jkase.2017.37.4.693

프로그래밍 기반 수업이 과학교사의 TPACK에 대한 인식에 미치는 영향
The Effects of Programming-Based Lessons on Science Teachers' Perceptions Related to TPACK 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.4, 2017년, pp.693 - 703

최은선 (한국교원대학교) , 이영준 (한국교원대학교) , 백성혜 (한국교원대학교)

초록
AI-Helper

이 연구에서는 교육대학원에 재학하는 37명의 초등, 중등, 고등학교 과학교사들을 대상으로 기존의 과학수업에서 가르치기 어려운 단원과 기존의 교수법에 대해 조사한 후에, 스크래치를 이용한 새로운 교수 자료를 제작하는 활동을 체험하도록 하고, 이러한 과정을 통해 새로운 수업전문성인 TPACK의 발달을 확인하고자 하였다. 설문을 통해 초등, 중등, 고등학교 과학교사들이 공통적으로 가르치기 어려운 단원으로 선정된 태양계의 행성운동 내용을 중심으로 스크래치를 활용한 천동설과 지동설 행성 운행 모델을 구현하는 경험을 하도록 하였다. 그 후 설문조사와 수업 발표를 토대로 테크놀로지의 수업도입에 대한 인식 변화 및 TPACK의 발달을 분석하였다. 연구 결과, 대부분의 교사들의 TK, TCK, TPK 등에 대한 인식의 변화를 보였으며, 프로그래밍을 활용한 교수 자료 제작이 교사들의 내용에 대한 이해를 높여주고, 학생들에게 관찰 현상에 맞는 모델 구성 능력을 길러주며, 정의적 영역에서도 긍정적인 교육효과가 있을 것이라고 생각하였다.

Abstract ▼ AI-Helper

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	TPK란?	TPK는 테크놀로지를 수업에 도입할 때 필요한 교수 활동 전반에 관한 지식들을 의미한다. 교수 활동 전반에 대한 지식은 교수학습이론에 대한 지식, 교육과정에 대한 지식, 학습자에 대한 이해 등이 포함될 수 있는데 이러한 교수적 지식에 어떠한 테크놀로지를 결합시켰을 때 효과적인지를 판단할 수 있는 능력은 TPK를 통해 얻어진다고 본다.
	대부분의 경우 좁은 의미로 TK는 어떤 의미를 나타내는가?	이때, TK는 수업에서 활용될 수 있는 모든 수업도구로서의 테크놀로지에 대한 지식을 의미하며, 테크놀로지는 연필에서부터 최신 첨단기술까지 다양하다. 그러나 대부분의 경우에는 좁은 의미로 학교에 많이 설치되어 있는 컴퓨터를 수업 도구로 활용하는 능력을 말한다. 학교에서 여러 가지 용도로 컴퓨터가 활발히 사용되고 있기 때문에 많은 교사들은 기본적으로 컴퓨터를 사용하는 능력들을 가지고 있다.
	Mishra & Koehler는 TPACK의 세부 구성 요소를 무엇으로 제시하였는가?	그 후 수업에서도 다양한 기술의 도입이 시작되면서 교사는 여러 가지 수업에 사용될 수 있는 도구들을 수업에 적절히 사용하여 수업의 질을 향상시키기 위한 새로운 지식 틀을 갖춰야 한다는 제안이 일어나기 시작했다. 이에 Mishra & Koehler(2006)은 Shulman이 제안한PCK 틀에 테크놀로지에 대한 지식을 결합시킨 새로운 지식으로서 미래의 교사가 지녀야 할 새로운 수업전문성인 TPACK (Technological Pedagogical And Content Knowledge, 이하 TPACK)을 제안하였고,TPACK의 세부 구성 요소로서 TK(Technology Knowledge, 이하 TK),TCK(Technological Content Knowledge, 이하 TCK), TPK(Technological Pedagogical Knowledge, 이하 TPK)을 제안하였다(Figure 1).

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저자의 다른 논문 :

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