[논문]중등 과학교사의 적응적 실행에 대한 중요도-실행도 분석

김희경

doi:10.14697/jkase.2023.43.3.295

중등 과학교사의 적응적 실행에 대한 중요도-실행도 분석
An Importance-Performance Analysis of Secondary Science Teachers' Adaptive Practice 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.43 no.3, 2023년, pp.295 - 306

초록
AI-Helper

본 연구에서는 과학교사의 적응적 실행에 대한 인식을 중요도와 실행도 측면에서 알아보고자 하였다. 이를 위해 중등 과학교사를 대상으로 적응적 실행 설문지를 개발하여 128명의 설문 응답 결과를 분석하였다. 분석 결과, 첫째, 과학교사들은 적응적 실행의 17개 항목에 대해 모두 중요하다고 응답하였다. 특히 '예시의 추가', '개념의 수준/범위 조절', '학생 참여 격려'에 관한 항목은 중요도와 실행도가 모두 높게 나타났다. 둘째, 적응적 실행 항목에 대한 중요도-실행도 분석 결과, 중요도는 높으나 실행도가 낮아서 집중 개선이 필요한 항목들은 '학생들의 주도적인 학습을 격려'하고 '개인차에 대한 모니터링과 대응'에 대한 것이었다. 이 항목들이 중요도가 높음에도 불구하고 실행도가 낮은 이유에 대해 과학교사들은 시간 부족과 획일적인 교육과정을 지적하였다. 셋째, 적응적 실행 항목에 대한 중요도-실행도 분석에서 과잉 영역인 4영역에 위치한 항목들로는 '속도 조절', '활동 조율', '비유/은유 사용'에 대한 것이었다. 특히 '비유/은유 사용'은 유일하게 중요도보다 실행도가 높게 나온 항목으로 과학교사들이 현재도 충분히 사용하고 있으며 과잉 사용으로 인한 문제점이 발생하지 않는지 재고할 필요가 나타났다. 넷째, 중요도와 실행도의 차이가 나타나는 이유에 대한 응답을 분석한 결과, 교사 요인으로는 교사의 지식이나 능력 부족, 계획대로 실행하는 성향 등이 언급되었으며, 학생 요인으로는 과다한 학생 수, 학생의 수준 차이, 입시 위주 수업을 선호하는 경향 등이 나타났다. 환경 요인으로는 획일적 교육과정과 실험 여건, 평가체제, 외부의 요구 등이 다양하게 언급되었다. 마지막으로 본 연구결과가 과학교육에 주는 시사점을 논의하였다.

Abstract ▼ AI-Helper

In this study, we explored science teachers' perceptions of adaptive practice in terms of importance and practice. For this purpose, an adaptive practice questionnaire was developed targeting secondary science teachers, and the responses of 128 science teachers were analyzed. The results of this study were as follows: First, the science teachers responded that all 17 items regarding adaptive practice were important. In particular, items related to 'addition of examples', 'adjustment of the level/range of concepts', and 'encouragement of student participation' showed high importance and performance levels. Second, the results of the IPA concerning adaptive practice showed that the items needing intensive improvement due to high importance but low performance were 'encouraging students' self-directed learning' and 'monitoring and responding to individual differences'. The science teachers identified a lack of time and uniform curriculum as the reasons for the low level of practice despite the high importance of these items. Third, regarding the IPA of the adaptive practice items, the items located in the fourth area, an excessive area, concerned 'pace control', 'modifying activities', and 'metaphor use'. More specifically, considering that 'metaphor use' was the only item with a higher level of performance than importance, it is necessary to reconsider whether problems are caused by excessive use. Fourth, analyzing the responses regarding the reasons for the difference in importance and performance revealed that the factors related to teachers included teachers' lack of knowledge or ability, and the tendency to implement as planned. As for student factors, an excessive number of students, differences in the levels of students, and a tendency to prefer classes centered on entrance exams were identified. As environmental factors, a uniform curriculum, conditions for experiments, evaluation systems, and external demands were mentioned. Finally, the implications of the results of this study for science education were discussed.

주제어

표/그림 (6)

표 Table 1. Informations of participant teachers (N=128)
표 Table 2. The Importance and performance of teacher's adaptive practice
표 Table 3. Independent t-test/ANOVA results of practice level of adaptive practices by groups
표 Table 4. Independent t-test/ANOVA results of importance level of adaptive practices by groups
그림 Figure 1. IPA analysis of teacher's perceptions of adaptive practices
표 Table 5. Science teachers' reasons of a difference between Importance and Performance

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