[논문]근거이론 방법론을 바탕으로 한 초등 과학교육에서 경계넘기와 경계물의 의미 탐색

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doi:10.15267/keses.2023.42.2.367

근거이론 방법론을 바탕으로 한 초등 과학교육에서 경계넘기와 경계물의 의미 탐색
Border Crossing and Boundary Objects in Elementary Science Education Assessed with Grounded Theory Methodology 원문보기

초등과학교육 = Journal of Korean elementary science education, v.42 no.2, 2023년, pp.367 - 384

초록
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융합과 통합을 강조하는 현 과학교육의 실태에 따라 본 연구에서는 융합적 수업에 경험이 있는 초등교사들을 대상으로 근거이론을 활용하여 초등 과학교육에서 경계넘기와 경계물에 대한 의미를 탐색하였다. Charmaz(2006)의 구성주의적 근거이론에 따라 참여자와 연구자의 상호작용을 통해 주관성을 인정하면서 세 가지 코딩 단계에 따라 이론적 근거를 구축하였다. 눈덩이 표집법을 통하여 연구 참여자로 총 13명의 초등교사를 모집하였다. 초등교사들의 개방형 설문 내용과 면담자료를 분석한 결과 경계넘기의 의미는 학습 메커니즘에 따라 4단계로 분류할 수 있었다. 다양한 실행들을 서로 비교해서 무엇인지를 알아내는 것인 식별 단계, 실행 간의 협력과 일상화된 교류를 낳게 하는 조정 단계, 실행에 대한 관점을 확장하는 반성 단계, 협력을 통해 새로운 실행을 공동으로 개발시키는 전환 단계로 분류되었으며, 각 단계의 경계넘기의 의미로 2~3개의 하위 내용을 추출할 수 있었다. 과학교육에서 경계물의 의미로는 가시적이고 인공물인 통합적 경계물과 장소적 경계물, 학습지 경계물, 그리고 비가시적인 블랙박스 경계물로 나눌 수 있었으며, 각 경계물 의미로 2개의 하위 내용을 추출할 수 있었다. 4가지 경계물의 공통점은 과학과 주변의 대상을 상호작용적으로 이용한다는 것이었다.

Abstract ▼ AI-Helper

Recently, science education is placing great importance on convergence and integration. This study explored the meaning of border crossing and boundary objects, using the grounded theory method among elementary school teachers experienced in convergence classes. Following Charmaz's (2006) Grounded Theory of Constructivism, this study established theoretical bases in relation to three kinds of coding phases while recognizing subjectivity through interactions between participants and researchers. Then, using snowball sampling, 13 elementary school teachers were selected as research participants. Analysis of open survey and interview data from those teachers indicated that border crossing could be divided into four stages, according to the learning mechanism used: the identification stage in which implementations are compared with each other; the adjustment stage, where collaboration and routine exchanges are developed between implementations; the reflection stage in which perspectives on implementations are expanded; the transition stage, where new implementations are jointly developed through collaboration. Two or three subfactors were extracted for each stage to clarify the detailed meaning of border crossing. Within science education, boundary objects were classified into four kinds: integrated boundary objects and place boundary objects, which are visible and artificial; study-aid book boundary objects and black box boundary objects, which are invisible; two subfactors could be extracted from each boundary object to create detailed meanings for the boundary objects. Interestingly, the common feature in all these kinds is that they use science and objects from the surroundings in an interactive way.

주제어

표/그림 (11)

표 Table 1. Characteristics of research participants
표 Table 2. Implementation phases of grounded theory (Referred to Charmaz, 2006; O'Reilly & Dogra, 2017)
표 Table 3. The meaning of border crossing in science education
그림 Fig. 1. 4-Stage learning mechanism of border crossing
표 Table 4. The Meaning of boundary object in science education
그림 Fig. 2. Integrated boundary object in science education
그림 Fig. 3. Place boundary object in science education
그림 Fig. 4. Study-aid book boundary object in science education
그림 Fig. 5. Black-box boundary object in science education
그림 Fig. 6. The meaning and process of border crossing in science education
그림 Fig. 7. The meaning and process of boundary object in science education

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