[논문]과학탐구실험의 '역사 속의 과학 탐구'에서 과학교사의 NOS 평가 실행에 대한 사례 연구

김민환; 김혜린; 장지수; 노태희

doi:10.14697/jkase.2023.43.3.191

과학탐구실험의 '역사 속의 과학 탐구'에서 과학교사의 NOS 평가 실행에 대한 사례 연구
A Case Study on Science Teachers' Implementation of NOS Assessments in 'Scientific Inquiries in the History' of Science Inquiry Experiment 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.43 no.3, 2023년, pp.191 - 207

김민환 (서울대학교 교육종합연구원) , 김혜린 (서울대학교) , 장지수 (서울대학교) , 노태희 (서울대학교)

초록
AI-Helper

이 연구에서는 과학탐구실험 수업에서 NOS 평가를 실행하는 과학교사의 사례를 심층적으로 분석하였다. 서울시에 소재한 고등학교에 재직 중이며 2015 개정 교육과정에 따른 과학탐구실험의 수업에서 NOS를 가르치고 평가한 과학교사 2명이 연구에 참여하였다. 이들의 수업 및 평가 자료를 수집하고 NOS 수업과 평가를 관찰하였으며 면담을 실시하였다. 수집한 자료를 바탕으로 두 교사의 NOS 평가 실행 과정을 분석하였다. 연구 결과, 교사들은 NOS에 대한 평가 경험이나 자료가 부족하여 평가를 직접 구성하였으며 적절한 평가 방법을 선택하고 평가 문항, 준거를 구성하는 과정에서 어려움을 겪었다. 두 교사 모두 NOS에 대한 이해가 학생 개인의 주관적 견해이므로 평가하기 어렵다고 생각하였다. 따라서 구체적인 평가 준거를 설정하는데 어려움을 겪었고 이는 평가 실행 과정 전반에도 어려움을 가져왔다. 두 교사가 실행한 평가의 반성적 수준에서 차이가 나타났으며 낮은 수준의 반성적 활동에서는 학생들의 이해 추론에 어려움이 있었으므로 평가가 제대로 이루어지지 못했다. NOS에 대한 교수지향은 NOS 평가에 대한 인식, 수업 전반의 구성에 영향을 미쳐 두 교사의 NOS 평가 실행에도 차이를 가져왔다. 마지막으로 과학탐구실험의 절대평가 방식 또한 교사들의 NOS 평가 실행에 영향을 미쳤다. 이상의 결과를 바탕으로 학교 현장에서 효과적인 NOS 평가가 이루어질 수 있도록 하기 위한 시사점을 논의하였다.

Abstract ▼ AI-Helper

In this study, we comprehensively investigated the cases of science teachers who implemented NOS assessments in Science Inquiry Experiment. Two science teachers working at high schools located in Seoul who taught and assessed NOS in Science Inquiry Experiment according to the 2015 revised curriculum participated in the study. We collected lesson and assessment materials and observed NOS lessons and assessments. We also conducted interviews. Based on the collected data, we analyzed the processes of the teachers' NOS assessments. The analyses of the results revealed that the teachers constructed the assessments by themselves due to a lack of NOS assessment experience and related materials. They had difficulties in selecting an appropriate assessment method and constructing assessment questions and criteria. Both teachers found it difficult to assess an understanding of NOS because it concerns the subjective views of individual students. Therefore, they had difficulties in setting detailed assessment criteria, which also led to difficulties in the overall assessment process. There was a difference in the reflective level of the assessments between the two teachers. In the reflective activities of low levels, the assessments were not properly enacted because it was difficult to infer students' understanding. Orientation toward teaching NOS influenced the perceptions of NOS assessment and overall lessons, resulting in a difference in NOS assessments. Finally, the absolute evaluation of Science Inquiry Experiment also affected teachers' NOS assessments. Based on the above results, implications for effective NOS assessments in schools are discussed.

주제어

참고문헌 (41)

Abd-El-Khalick, F. S., & Akerson, V. L. (2004). Learning about nature of？science as conceptual change: Factors that mediate the development？of preservice elementary teachers' views of nature of science. Science？Education, 88, 785-810.
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history？of science courses on students' views of nature of science. Journal？of Research in Science Teaching, 37(10), 1057-1095.

상세보기
Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence？of a reflective explicit activity-based approach on elementary teachers'？conceptions of nature of science. Journal of Research in Science？Teaching, 37(4), 295-317.

상세보기
American Association for the Advancement of Science (AAAS) (1993).？Benchmarks for science literacy: A project 2061 report. New York,？NY: Oxford University Press.
Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching students？"ideas-about-science": Five dimensions of effective practice. Science？Education, 88(5), 655-682.
Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing？and acting upon one's conception of the nature of science: A follow-up？study. Journal of Research in Science Teaching, 37(6), 563-581.
Brock, R., & Park, W. (2022). Distinguishing nature of science beliefs,？knowledge and understandings: Towards clarity and coherence in？educational goals related to the nature of science. Science & Education.
Chen, S., Chang, W. H., Lieu, S. C., Kao, H. L., Huang, M. T., & Lin,？S. F. (2013). Development of an empirically based questionnaire to？investigate young students' ideas about nature of science. Journal of？Research in Science Teaching, 50(4), 408-430.

상세보기
Cho, E. (2020). A case study of science teachers' intention of teaching nature？of science -An investigation into the interplay between knowledge and？beliefs-. The Journal of Learner-Centered Curriculum and Instruction,？20(5), 21-50.

상세보기
Clough, M. P. (2006). Learners' responses to the demands of conceptual？change: Considerations for effective nature of science instruction.？Science & Education, 15(5), 463-494.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research？design: Choosing among five approaches. Los Angeles, CA: Sage？Publications.
Go, Y. K., Chung, J. I., Paik, S. H. (2013). A case study of beginning？elementary school teachers' view changes on the nature of science？and science education through teacher education of La Main a la Pate？program, Teacher Education Research, 52(2), 215-226.
Hanuscin, D. L. (2013). Critical incidents in the development of pedagogical？content knowledge for teaching the nature of science: A prospective？elementary teacher's journey. Journal of Science Teacher Education,？24(6), 933-956.

상세보기
Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers'？pedagogical content knowledge for teaching the nature of science.？Science Education, 95(1), 145-167.
Hanuscin, D., Khajeloo, M., & Herman, B. C. (2020). Considering the？classroom assessment of nature of science. In McComas, W.F. (Ed.)？Nature of science in science instruction (pp. 409-423). Cham,？Switzerland: Springer.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective？versus implicit inquiry-oriented instruction on sixth graders' views of？nature of science. Journal of Research in Science Teaching, 39(7),？551-578.

상세보기
Kim, M., Kim, H., & Noh, T. (2022a). An analysis of pre-service science？teachers' NOS lesson planning and demonstration: In the context of？'Science Inquiry Experiment' developed under the 2015 Revised？National Curriculum. Journal of the Korean Chemical Society, 66(2),？150-162.
Kim, M., Park, D., & Noh, T. (2022b). Science teachers' actual and preferred？cases of assessment in 'Scientific Inquiries in History' of Science？Inquiry Experiment. Journal of the Korean Association for Science？Education, 42(6), 597-610.
Kim, M., Shin, H., & Noh, T. (2020). An exploration of science teachers'？NOS-PCK: Focus on Science Inquiry Experiment. Journal of the？Korean Association for Science Education, 40(4), 399-413.
Kim, M., Shin, H., & Noh, T. (2022c). The characteristics of NOS lessons？by science teachers: In the context of 'Science Inquiry Experiment'？developed under the 2015 Revised National Curriculum. Journal of？the Korean Chemical Society, 66(5), 362-375.
Kruse, J., Kent-Schneider, I., Voss, S., Zacharski, K., & Rockefeller, M.？(2022). Investigating the effect of NOS question type on students' NOS？responses. Research in Science Education, 52(1), 61-78.
Kwak, Y. (2008). Pedagogical content knowledge(PCK) and instructional？consulting for beginning teachers in secondary school science？(Research Report ORM 2008-29-3). Seoul: Korea Institute for？Curriculum and Evaluation.
Lawson, A. E. (1982). The nature of advanced reasoning and science？instruction. Journal of Research in Science Teaching, 19(9), 743-760.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002).？Views of nature of science questionnaire: Toward valid and meaningful？assessment of learner's conceptions of nature of science. Journal of？Research in Science Teaching, 39(6), 497-521.

상세보기
Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001).？Pre-service teachers' understanding and teaching of nature of science:？An intervention study. Canadian Journal of Science, Mathematics and？Technology Education, 1(2), 135-160.

상세보기
Lederman, N., & Abd-El-Khalick, F. (1998). Avoiding de-natured science:？Activities that promote understandings of the nature of science. In？McComas, W. F. (Ed.) The nature of science in science education？(pp. 83-126). Dordrecht, Netherlands: Springer.
Lee, J., Park, Y., & Jeong, D. (2016). Exploring the level of nature of science？and its degree of revising curriculums: The case of the 7th and 2009？revised curriculums. The Korean Society of Earth Science Education,？9(2), 217-232.
McComas, W. F., & Nouri, N. (2016). The nature of science and the next？generation science standards: Analysis and critique. Journal of Science？Teacher Education, 27(5), 555-576.

상세보기
Mesci, G., Schwartz, R. S., & Pleasants, B. A. -S. (2020). Enabling factors？of preservice science teachers' pedagogical content knowledge for？nature of science and nature of scientific inquiry. Science & Education,？29(2), 263-297.
Ministry of Education (MOE) (2015). 2015 Revised Science National Curriculum. Seoul: Ministry of Education.
National Research Council (NRC) (2011). A framework for K-12 science？education: Practices, crosscutting concepts, and core ideas.？Washington, DC: National Academies Press
NGSS Lead States (NGSS) (2013). Next Generation Science Standards: For？states, by states. Washington, DC: The National Academies Press.
Park, W., Yang, S., & Song, J. (2020). Eliciting students' understanding？of nature of science with text-based tasks: Insights from new Korean？high school textbooks. International Journal of Science Education,？42(3), 426-450.

상세보기
Rowe, M. B. (1974). A humanistic intent: The program of preservice？elementary education at the University of Florida. Science Education,？58(3), 369-376.

상세보기
Russell, T. L. (1981). What history of science, how much, and why?. Science？Education, 65(1), 51-64.
Schwartz, R. S., & Lederman, N. G. (2002). 'It's the nature of the beast':？The influence of knowledge and intentions on learning and teaching？nature of science. Journal of Research in Science Teaching, 39(3),？205-236.

상세보기
Shapiro, B. L. (1996). A case study of change in elementary student teacher？thinking during an independent investigation in science: Learning about？the "face of science that does not yet know." Science Education, 80(5),？535-560.
Song, J., Kang, S., Kwak, Y., Kim, D., Kim, S., Na, J., ... Joung, Y. (2019).？Contents and features of 'Korean Science Education Standards？(KSES)' for the next generation. Journal of the Korean Association？for Science Education, 39(3), 465-478.
Stake, R. (2013). Multiple Case Study Analysis. New York, NY: Guilford.
Supprakob, S., Faikhamta, C., & Suwanruji, P. (2016). Using the lens of？pedagogical content knowledge for teaching the nature of science to？portray novice chemistry teachers' transforming NOS in early years？of teaching profession. Chemistry Education Research and Practice,？17(4), 1067-1080.

상세보기
Yin, R. K. (2011). Applications of case study research. Los Angeles, CA:？Sage Publications.

저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증