[논문]소외 계층 학생들의 과학 학습 유형

신동희; 김설희; 이지혜

doi:10.14697/jkase.2019.39.1.129

소외 계층 학생들의 과학 학습 유형
Minority Students' Learning Patterns in Science Class 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.129 - 141

신동희 (이화여자대학교) , 김설희 (이화여자대학교) , 이지혜 (국립중앙과학관)

초록
AI-Helper

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.

Abstract ▼ AI-Helper

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 difference in the individual characteristics of the group rather than the whole group characteristics. In this study, we conducted about 50 hours of science lessons for seven students in the underprivileged class, categorized them by observing and interviewing the characteristics of their science learning. Seven underprivileged students showed five different learning patterns, these are 'I love science', 'I think I know science', 'I want to know science', 'I need to know science', and 'I don't know what I want'. Although the scientific activities they experienced were not all of an excellent educational quality, their interest in science learning has increased with their experience in science activities. It shows the need to provide more abundant science experience and educational opportunities for these minority students who can only experience science learning under the public educational system.

주제어

표/그림 (3)

표 Table 1. Contents of program
표 Table 2. Background of research participants
표 Table 3. Participants' learning patterns in science

질의응답

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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