[논문]협력적 문제해결 중심 교수모델에 기반 한 학생 인성 역량 평가 도구 개발

전란영; 김희화; 남정희; 강유진; 손정우; 박종석

doi:10.14697/jkase.2018.38.3.419

[국내논문] 협력적 문제해결 중심 교수모델에 기반 한 학생 인성 역량 평가 도구 개발
The Development of Assessment Tool on Student's Character Competence based on Collaborative Problem-Solving Instruction Model 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.3, 2018년, pp.419 - 430

전란영 (부산대학교) , 김희화 (부산대학교) , 남정희 (부산대학교) , 강유진 (부산대학교) , 손정우 (경상대학교) , 박종석 (경북대학교)

초록
AI-Helper

본 연구의 목적은 과학교육에 협력적 문제해결 중심 교수모델 적용에서 학생의 인성 역량을 평가하는 평가 도구를 개발하는 것이다. 문헌 분석을 통해 개방성, 공감, 관용, 배려, 성실, 자기조절, 정직, 책임, 협력의 9개 인성 역량 구성요인을 추출하였다. 기존 인성 역량 관련 척도를 바탕으로 전문가 협의를 통해 협력적 문제해결 중심 교수모델에 기반 한 학생 인성 역량 평가 문항을 개발하였다. 전문가 집단을 대상으로 88개의 예비문항에 대한 1차 조사를 하였고, 예비조사 결과를 바탕으로 문항을 수정 보완하였다. 재구성된 문항의 타당도를 확인하고자 중 고등학교 과학교사 71명을 대상으로 2차 내용타당도 조사를 하였고, 해당 문항의 신뢰도를 검증하기 위해 평정자간 신뢰도를 산출하였다. 평가 문항의 내용타당도 및 평정자간 신뢰도는 전반적으로 양호한 수준으로 나타났고 분석 결과를 토대로 53문항을 최종적으로 선정하였다. 본 연구에서 개발한 평가 도구는 협력적 문제해결 중심 교수모델을 통한 학생의 인성 역량 변화를 알아보고 과학교육에서 학생 인성 역량을 평가하는 데 유용하게 사용될 수 있을 것이다.

Abstract ▼ AI-Helper

The purpose of this study is to develop an assessment tool to evaluate student character competence in applying a Collaborative Problem-Solving Instruction Model in science education. Through the literature analysis, nine elements of character are extracted. They are: openness, empathy, tolerance, caring, integrity, self-regulation, honesty, responsibility, and cooperation. Based on these existing measures of character competence, experts discussed and developed items for evaluation of a student's character competence based on the Collaborative Problem-Solving Instruction Model. The first 88 preliminary items were investigated, corrected, and supplemented based on the results of the first survey. A second validity survey was conducted on 71 middle- and high school science teachers to determine the content validity of the items. Inter-rater reliability was calculated for the assessors to verify the reliability of the items. Overall, the inter-rater reliability and content validity of the assessment items are good with 53 items ultimately being selected based on the analysis results. The assessment tool developed in this study could be used to explore changes in student character competence through a Collaborative Problem-Solving Instruction Model, as well as to evaluate student character competence in science education.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	교육학용어사전에 의하면 인성은 어떻게 정의되는가?	인성이 무엇인지 명확히 정의하기 어려우나 여러 연구자가 제시한 인성의 개념을 살펴보면 다음과 같다. 교육학용어사전(The dictionary of educational studies)(1994)에 의하면 인성은 인간의 지속적인 동기나 경향, 행동성향 및 조직으로 인지적 사고나 가치, 신체적 특성을 포함하는 개념으로 정의된다. Ji & Yang (2011)은 인성을 긍정적이고 건전한 개인의 삶과 사회적 삶을 위한 심리적⋅행동적 특성으로(as cited in Ministry of Education, 2014), Park & Huh (2012)는 인간이 개인적으로 갖추어야 할 바람직한 심성과 사회적으로 갖추어야 할 가치 있는 인격 및 행동특성으로 정의하였다.
	교사의 평가의 장점은 무엇인가?	교사의 평가는 자기 보고의 제한점을 보완하는 효과적인 방법일수 있다. 교사의 관찰에 근거한 평가는 직접 학생을 관찰하여 자료를 수집하므로 인지적 영역뿐만 아니라 태도, 신념 등 정의적 영역까지 평가할 수 있어(Kwon & Lee, 2017) 인성 역량 평가에 적합한 방법이라 할 수 있다. 하지만 인성 교육에서 교사의 평가는 상대적으로 부족한 편인데(Person et al.
	교수모델은 어떻게 구성되는가?	(2002), Nelson(1999)의 협력적 문제해결 학습 관련 연구를 바탕으로 개발된 협력적 문제해결 중심 교수모델은 과학교육에서 인성 역량 함양에 목적을 두고 있다(Kwon & Nam, 2017). 교수모델은 준비, 문제해결, 평가의총 3단계로 구성된다. 먼저 과학적 문제해결을 위해 소규모 모둠을 구성하고 필요한 규칙을 제정하는 준비단계를 실시한다.

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