[논문]초등 예비교사의 과학학습 동기 유형에 따른 과학 배움 과정 탐색

김동렬

doi:10.15267/keses.2021.40.2.127

초등 예비교사의 과학학습 동기 유형에 따른 과학 배움 과정 탐색
An Exploration on Pre-Service Elementary School Teachers' Science-Learning Processes according to Their Motivation Types 원문보기

초등과학교육 = Journal of Korean elementary science education, v.40 no.2, 2021년, pp.127 - 144

초록
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본 연구의 목적은 초등 예비교사를 대상으로 과학학습 동기 유형과 그 유형별 과학 배움 과정을 근거이론에 따라 탐색하는 데 있다. 본 연구에서는 초등 예비교사 132명을 대상으로 과학학습 동기 유형분석하고 그중 12명을 대상으로 근거이론 방법을 적용한 과학 배움 과정을 살펴보았다. 초등 예비교사들의 과학학습 동기 유형을 분석한 결과, 철두철미형이 가장 많았으며 그다음으로는 지도자형, 탐구자형, 조정자형 순으로 나타났다. 과학 배움 과정에서 나타난 여러 가지 현상들을 코딩한 결과, 근거이론 패러다임 모형 요소에 따라 30개의 범주를 추출할 수 있었다. 추출한 범주를 토대로 근거이론 패러다임 모형에 따라 각 과학학습 동기 유형별 과학 배움의 과정 흐름을 분석할 수 있었다. 대표적으로 철두철미형은 가르치는 방법과 과학 지식을 습득하기 위하여 과학 강의를 듣거나 과학 도서를 읽고 있으며, 이는 초등교사로서의 의무감으로서 당연히 해야 할 것으로 생각하였다. 임용 시험이나 교육 과정적 환경 요인들에 의해 순수한 의미에서 과학을 배우는 과정을 경험하고 있지는 않으나 개인적 노력과 참여로 과학에 대한 새로운 관점을 가지게 된 것으로 나타났다.

Abstract ▼ AI-Helper

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

주제어

표/그림 (7)

그림 Fig. 1. The questionnaire on science-learning motivation types (Cf. Škoda et al., 2015; Kim, 2020).
표 Table 1. Characteristics by science-learning motivation types (Cf. Škoda et al., 2015; Kim, 2020)
그림 Fig. 2. The grounded-theory paradigm model by Strauss and Corbin (1998).
표 Table 2. The elements and core questions of the grounded-theory paradigm model
표 Table 3. Preliminary primary-school teachers' science-learning motivation types
표 Table 4. Analysis on the characteristics of science-learning processes by motivation types
그림 Fig. 3. The flow of the grounded-theory paradigm model by science-learning motivation types.

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