[논문]과학 교사의 전문성 발달을 위한 기준 제안

박종원; 윤혜경; 이인선; 곽영순; 김종희; 노현아; 박지영; 이기영; 유난숙; 정은영; 조헌국; 최재혁

doi:10.14697/jkase.2023.43.3.277

과학 교사의 전문성 발달을 위한 기준 제안
A Suggestion of Standard for Science Teacher Professional Development 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.43 no.3, 2023년, pp.277 - 294

박종원 (전남대학교) , 윤혜경 (춘천교육대학교) , 이인선 (충북대학교) , 곽영순 (한국교원대학교) , 김종희 (전남대학교) , 노현아 (전남대학교) , 박지영 (전남대학교) , 이기영 (강원대학교) , 유난숙 (고려대학교) , 정은영 (전남대학교) , 조헌국 (단국대학교) , 최재혁 (전남대학교)

초록
AI-Helper

과학 교육 연구자들은 기존의 과학 교사 전문성 발달(STPD: Sciecne Teacher Professional Development) 과정에서의 한계를 지적하면서 효율적인 STPD를 위한 다양한 관점을 논의해왔다. 이에 본 연구에서는 문헌 조사에 기초하여 효율적인 STPD를 위한 주요 이슈를 8개로 선정하고, 각 이슈에 대한 문헌 조사 내용을 정리하였다. 그리고 정리한 내용에 기초하여 STPD 기준 초안을 제안하였다. 제안 된 STPD 기준 초안을 이용하여 델파이 조사를 위한 질문지를 작성하였고, 2단계에 걸친 델파이 조사를 시행하였다. 델파이 조사에는 21명의 과학교육학자와 과학 교사가 참여하였고, 2단계 조사 결과 STPD 기준을 기술하는 모든 진술문의 타당성과 중요성에 대해서 높은 동의 정도를 얻을 수 있었다. 또한 변이계수와 내용타당도 비율에 대해서는 모든 진술문이 기준을 만족하였고, 수렴도와 합의도에 있어서는 2개 진술문을 제외한 모든 진술문이 기준을 만족하였다. 2개 진술문에 대해서는 델파이 조사에서 제안된 의견을 반영하여 수정하였고, 최종 STPD 기준에 포함하였다. 그 결과, 최종적으로 8개 영역에서 23개 진술문으로 구성된 STPD 기준을 개발하였고, 개발된 STPD 기준의 장단점과 활용방안 및 앞으로 필요한 개선방안, 그리고 후속 연구를 제안하였다.

Abstract ▼ AI-Helper

Science education researchers have discussed more effective STPD(Science Teacher Professional Development) based on a variety of perspectives, pointing out the limitations of traditional STPD. In this study, we selected eight major issues for more efficient STPD based on the literature review, summarized the literature review contents for each issue, and proposed a draft STPD standard based on the literature review. Using the draft STPD standard, a questionnaire for the Delphi survey was developed and a two-phase Delphi survey was conducted. The questionnaire consisted of 25 statements describing the STPD standard, and respondents were asked to indicate the validity and importance of the statement on a Likert scale, followed by an explanation and suggestions for revision. Twenty-one science educators and science teachers participated in the Delphi survey, and the results of the second round of the survey showed high levels of agreement on the validity and importance of all statements describing the STPD standard. For the content validity ratio and coefficient of variation, all statements met the criteria, and for the convergence and consensus, all but two statements met the criteria. Two statements were revised to reflect comments from the Delphi survey and were included in the final STPD standard. As a result, we developed STPD standard consisting of 23 statements in eight categories, and we discussed the disadvantages and advantages of the developed STPD standard and how to utilize them, as well as suggestions for future improvement and research.

주제어

표/그림 (18)

표 Table 1. Examples of key elements for STPD extracted from the literature
표 Table 2. Categorization of key elements for STPD and literature by category
그림 Figure 1. Example question for the first round of Delphi survey
표 Table 3. Formulas and judgment criteria for analyzing the responses of Delphi survey
표 Table 4. Conditions for successful collaboration between schools and universities (summarized from Park et al.(2023))
표 Table 5. Key characteristics of PLCs (summarized from Bolam et al.(2005))
그림 Figure 2. Diagrammatic representation of the 'use of theory and strategies to support teachers' teaching practice' discussed by Kennedy(2016)
표 Table 6. The list of science teaching practices(Kloser, 2014)
그림 Figure 3. Diagrammatic representation of the 'new direction for TPD' suggested by Korthagen(2017)
그림 Figure 4. Engineering application process to bridge theory and practice
표 Table 7. Types and examples of upper level of science knowledge that science teachers need to know(Park et al., 2021)
표 Table 8. Aspects to consider for the STPD emphasizing inquiry(summarized from Capps et al.(2012)'s article)
그림 Figure 5. Diagrammatic representation of key elements extracted from Adey(2004)'s article
그림 Figure 6. Diagrammatic representation of key elements extracted from Wilson et al.(2016)'s article
그림 Figure 7. Key elements model for STPD
표 Table 9. Key factors affecting STPD(Garet et al., 2001; Desimone, 2009; Desimone & Pak, 2017)
표 Table 10. A science teacher professional development(STPD) standard
표 Table 11. Result of the second round Delphi survey

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

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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].

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