[논문]자생적 온라인 교사 공동체의 질문분석을 통한 초등교사의 과학 교수 관련 어려움 탐색 -인디스쿨의 물리 관련 질문 게시글을 중심으로-

김윤화; 유준희

doi:10.14697/jkase.2019.39.1.73

자생적 온라인 교사 공동체의 질문분석을 통한 초등교사의 과학 교수 관련 어려움 탐색 -인디스쿨의 물리 관련 질문 게시글을 중심으로-
Exploring Elementary Teachers' Difficulties on Teaching Science by Analyzing Questions in an Autonomous Online Teacher Community : Focusing on Physics Questions in Indischool 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.73 - 88

초록
AI-Helper

본 연구에서는 자생적 온라인 교사 공동체 인디스쿨에 축적되어 온 과학 교수 관련 질문 게시글을 분석함으로써, 초등교사가 겪는 과학 교수 관련 어려움을 파악했다. 이를 위해, 3~6학년 물리 영역 및 과학 전반에 해당하는 질문 게시글 409개를 초등교사의 탐구 기반 과학 교수 역량을 다룬 Alake-Tuenter et al.(2013)의 틀을 수정 보완한 질문 분석틀로 분석하였고, 과학-SMK와 과학-PCK의 구성요소별 어려움을 탐색하였다. 분석 결과, 과학-SMK 질문이 과학-PCK 질문 보다 더 많이 나타났으며, 연도별로는 교육과정이 변화하는 시기였던 2014년과 2015년도에, 단원별로는 렌즈 단원에 대한 질문이 가장 많았다. 과학-SMK 측면에서 4년 이상 지속적으로 나타난 어려움은 렌즈와 전기 단원에 대한 것이다. 렌즈 단원에서는 투명한 물컵 모양의 물체가 렌즈로 작동하는 원리와 볼록렌즈에서 상의 생성 과정 등 과학적 사실과 개념의 적용 등이, 전기 단원에서는 '전류의 흐름 변화에 따른 나침반의 움직임 변화'와 '전구의 직렬연결'에서 예상치 못한 탐구 결과 오류 등이 초등교사가 오랜 기간 겪어온 과학-SMK 측면의 어려움으로 나타났다. 과학-PCK 측면에서 4년 이상 지속적으로 나타난 어려움은 과학수업 운영 전반에 대한 것으로, 수업자료 및 학기말 활동구성 아이디어의 요청과 교육과정 운영 지침의 이해 등이 있다. 자생적으로 생성 및 운영되고 있는 인디스쿨의 과학 교수 관련 질문 게시글에서 오랫동안 해결되지 못한 채 반복되고 있는 초등교사들의 실제적인 어려움을 파악해 이를 해결하고 도움을 줄 수 있는 과학 교수 지원 체제를 구축하는 것이 필요할 것이다.

Abstract ▼ AI-Helper

The purpose of this study is to explore elementary teachers' difficulties on teaching science by analyzing questions that have been posted for a long time in an autonomous online teacher community named Indischool. For this purpose, 409 question postings(the 2007 and 2009 revised curriculum, third to sixth grade) were analyzed using the framework for analyzing questions about elementary teachers' science teaching(modified from Alake-Tuenter et al., 2013). The study revealed that there were more science-SMK questions than science-PCK questions, and most of the questions were 'about lenses' and 'in 2014 and 2015, when the curriculum was changing from the 2007 to the 2009 revised curriculum'. The long-standing difficulties in science-SMK were 'an application of facts and concepts in lenses' and 'an unexpected experimental error in electricity'. In particular, there are the principle of transparent cup-shaped objects acting as lenses, the process of image formation by convex lenses, experimental errors of 'compass movement due to current flow change' and experimental errors 'serial connection of bulbs'. The long-standing difficulties in science-PCK were 'understanding and response to context' and 'understanding and response to aims mentioned in standard document' and these are not related to physical units but to others. In particular, there are request class materials, activity ideas at the end of the semester and understanding the national curriculum guidelines. These teachers' difficulties should be reflected in the science teaching support system like a teacher's guide compilation, teacher's training curriculum development, etc.

주제어

표/그림 (21)

표 Table 1. The framework for analyzing questions about elementary teachers’ science teaching(modified from Alake-Tuenter et al., 2013)
표 Table 1. (Continued)
그림 Figure 1. Science-PCK and SMK questions by year
그림 Figure 2. Science-PCK and SMK questions by unit
그림 Figure 3. Questions about ‘Lens’ by year
그림 Figure 4. Questions about ‘Overall operation’ by year
그림 Figure 5. Questions about ‘Electricity’ by year
표 Table 2. Unit names used in this study
표 Table 3. Analysis of science-SMK questions
그림 Figure 6. Analysis of [science-SMK 1]questions(n=130, 58.8%)
그림 Figure 7. Analysis of [science-SMK 2]questions(n=91, 41.2%)
그림 Figure 8. Repetitive Science-SMK questions
표 Table 4. Frequently repetitive science-SMK questions & difficulties
표 Table 4. (Continued)
그림 Figure 9. Analysis of [science-PCK 1]questions(n=83, 44.1%)
표 Table 5. Analysis of science-PCK questions
그림 Figure 10. Analysis of [science-PCK 2]questions(n=93, 49.5%)
그림 Figure 11. Analysis of [science-PCK 3]questions(n=11, 5.9%)
그림 Figure 12. Repetitive Science-PCK difficulties
표 Table 6. Frequently repetitive science-PCK questions & difficulties
표 Table 6. (Continued)

질의응답

핵심어	질문	논문에서 추출한 답변
	평생 학습의 기반이 되는 초등 과학교육의 목적을 당성하기 위해서는?	평생 학습의 기반이 되는 초등 과학교육의 목적을 효과적으로 달성하기 위해서는 초등교사의 과학 교수에 대한 전문성이 필요하다. 하지만 여러 가지 여건으로 인하여 초등교사들은 과학 교수에 많은 어려움을 겪고 있다(Park, 1997; Appleton & Kindt, 1999; Park, 2001; Park, 2003; Akerson et al.
	온라인 교사 공동체에 대한 선행연구는 어떠한가?	온라인 교사 공동체에 대한 선행연구를 살펴보면 교사들의 전문성 개발을 위해 네트워크 기반 탐구학습포럼(inquiry learning forum)을 개발하고 운영한 결과, 단체와 개인 모두 탐구 능력이 향상됐다는 보고가 있다(Barab et al., 2003).
	초등 교사들이 과학 교수에 많은 어려움을 겪는 이유는?	어려움의 원인으로 먼저 교과 내용 지식(subject matter knowledge, SMK) 측면에서는 초등교사의 과학적 오개념(Kwak, 2011), 과학 내용 지식의 부족(특히 물리학 관련 과학 내용 지식은 거의 없는 경향)(Varley, 1975; Appleton, 1995), 과학 교과에 대한 전문적 지식향상 기회의 부족(Park, 1997) 등이 지적되고 있다. 교과 교육학 지식 (pedagogical content knowledge, PCK) 측면에서는 학생들이 이해할수 있는 형태로 과학 지식을 전환하는 과정의 어려움, 과학 실험 수업 중 발생하는 안전사고(Oh, 2011) 등을 원인으로 분석하고 있다. 그밖에 출산과 육아, 과도한 수업과 업무로 인한 교사의 수업 준비 시간 부족 등 과학 교수 외적인 측면에서도 그 원인을 찾고 있다(Kil, 1999; Lee et al.

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