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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.129 - 141
다문화, 탈북, 저소득층 등의 소외 계층 학생들이 증가하면서 그들의 학습을 돕기 위한 많은 연구가 과학 교육에서도 필요하다. 소외계층 학생들의 다양한 성장 배경과 학습 환경으로 인해 집단 전체 특성보다는 집단 내 개인 특성의 차이가 크다. 이에 본 연구에서는 소외 계층 학생 7명을 대상으로 약 50시간 동안의 과학 수업을 하고 수업 관찰과 면담을 통해 그들의 과학 학습의 특성을 파악하여 범주화했다. 7명의 소외 계층 학생들은 5개의 다른 학습 특성을 보였고 이에 따라 '과학에 빠져있다', '과학을 안다고 생각한다', '과학을 알고 싶다', '과학을 알 필요가 있다', '무엇을 원하는지 모른다' 등 5개 유형으로 구분할 수 있었다. 그들이 경험한 과학 활동이 교육적으로 모두 우수한 수준을 갖춘 것은 아니었지만, 과학 활동 경험만으로도 그들의 과학 학습 흥미와 욕구는 커졌다. 공적 제도 하에서만 과학 학습 경험이 가능한 이들 소외 계층 학생들에게 더 풍부한 과학 활동 경험과 교육 기회를 제공할 필요성을 보여준다.
As the number of minority students such as multicultural, North Korean defectors, and low-income groups increases, more research is needed in science education to help their learning. Due to the various growth backgrounds and learning environments of the underprivileged students, there is a big diff...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
다문화 학생들의 수학 학습 실태를 파악하고 개선 방안을 제시하는 연구들은 주로 어떤 내용인가? | 최근 수학 교육학자들은 다문화 학생들의 수학 학습 실태를 파악하고 개선 방안을 제시하는 연구들을 수행했다(Ko, 2009; Ju, 2009; Park, 2010; Choi & Jeong, 2010; Song, Moon, & Ju, 2010; Song, Noh, & Ju, 2011, 2013; Song & Ju, 2014). 이들 수학 교육 연구들은 주로 다문화 학생들의 낮은 수학 성취도와 교육 경험 부족, 프로그램 개발 등의 결과를 보고하면서, 다문화 학생들에 대한 교육 체계화를 위한 수학 교사 교육의 필요 성을 제시하고 있다. 특히, Ju(2009)는 민족지학적 수학 교육을 소개 했는데, 유럽이 학문적 수학에 근거한 합법적 수학의 경계를 확장하고 다양한 문화 배경에서의 앎의 방식의 차이도 고려하는 다문화 수학 교육 가능성을 설명했다. | |
소외 계층은 어떤 집단이 있는가? | 우리나라에서 소외 계층 인구는 지속해서 상승하고 있다. 먼저, 우리 사회의 소외 계층을 대표하는 집단으로 경제적 측면에서는 저소득층이고, 문화적 측면에서는 다문화 집단과 탈북민 집단 등이 있다. 2018년 초·중등 다문화 학생 수는 122,212명, 10∼19세 탈북민 3,632명, 저소득 청소년 335,004명 1) 에 이른다(Ministry of Education, 2018; Ministry of Health and Welfare, 2018; Ministry of Unification, 2018). | |
소외 계층에 대한 ‘교육’ 분야에서 복지에 대한 관심과 지원은 어떤 투자인가? | 복지는 소외 계층을 위한 사회적 장치이고 다른 어떤 분야보다 교육에 서의 복지야말로 소외 계층 학생들을 위한 가장 근본적 접근이라 할수 있다. 현재의 소외 계층이 미래의 주류 계층이 되기 위한 준비로서 ‘교육’ 분야에서 복지에 대한 관심과 지원은 가장 미래 지향적인 투자다. 우리 사회에서 소외 계층이라고 불리는 사람들에게는 경제적 어려움이 수반되고 이에 따라 문화적 혜택도 누리지 못하게 된다. |
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