[논문]중등 과학교사들이 생각하는 과학기술 관련 위험교육 실태와 교육 요구

김진희; 나지연; 정용욱

doi:10.14697/jkase.2024.44.1.57

[국내논문] 중등 과학교사들이 생각하는 과학기술 관련 위험교육 실태와 교육 요구
Risk Education and Educational Needs Related to Science and Technology: A Study on Science Teachers' Perceptions

한국과학교육학회지 = Journal of the Korean association for science education, v.44 no.1, 2024년, pp.57 - 75

김진희 (춘천교육대학교) , 나지연 (춘천교육대학교) , 정용욱 (경상대학교)

초록
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본 연구는 중등 과학교사들이 생각하는 과학기술 관련 위험교육 실태와 교육 요구를 조사하고자 총 366명의 중등 과학교사를 대상으로 설문조사를 실시하였다. 그 결과는 다음과 같다. 첫째, 과학기술로 인해 발생할 수 있는 위험을 위험지각, 위험평가, 위험관리 측면에서 교육해 본 적이 있는 교사보다 그렇지 않은 교사들이 더 많았다. 교사들이 지도해 본 위험으로는 지구온난화가 가장 많았으며, 지진, 인공지능, 교통사고가 그다음으로 많이 다루어졌다. 둘째, 교사들은 자신이 2022 개정 과학과 교육과정의 성취기준에 과학기술로 인해 발생할 수 있는 위험이 포함되어 있다는 것에 대한 이해가 부족하다고 인식하였으나 가르칠 준비는 되어 있다고 생각하였다. 셋째, 교사들은 위험관리, 위험평가보다 위험지각에 대한 자신들의 이해도가 높다고 인식하였다. 넷째, 교사들이 받은 위험에 대한 연수 경험은 매우 적었으며 위험지각에 비해 위험평가와 위험관리에 대한 연수 경험이 있는 교사의 수가 더 적었다. 교사들이 경험한 연수로는 실험실 안전교육이 가장 많았다. 다섯째, 교사들은 위험교육의 10가지 목표에 대한 자신들의 역량이 높지 않다고 인식하고 있었다. 중학교 교사, 통합과학교육 전공 교사의 경우 상대적으로 자신들의 역량을 높이 평가하였다. 여섯째, 다수의 교사들이 학교 과학교육에서 위험을 다루는 것에 대해 중요하게 생각하고 있었다. 또한 정보 활용, 의사 결정 역량, 대중매체의 영향평가 순으로 중요하다고 생각하였으며, 실천역량, 정보활용, 위험특성영향평가 순으로 교육이 시급하다고 응답하였다. 일곱째, 위험교육의 10가지 목표별 교육요구도 우선순위를 도출한 결과, 실천역량, 위험특성의 영향평가, 위험평가방법에 대한 평가가 각각 1, 2, 3위로 나타났다.

Abstract ▼ AI-Helper

This study aimed to investigate the current state and educational needs of risk education related to science and technology as perceived by secondary science teachers. A survey was conducted with a total of 366 secondary science teachers. The results are as follows. First, There were more teachers who had not provided education on risks arising from science and technology in terms of risk perception, risk assessment, and risk management than those who had not. Global warming was the most common risk taught by teachers, followed by earthquakes, artificial intelligence, and traffic accidents. Second, teachers recognized that they lacked understanding that the achievement standards of the 2022 revised science curriculum include risks that may occur due to science and technology, but they thought they were prepared to teach. Third, teachers recognized that their understanding of risk perception was higher than that of risk management and risk assessment. Fourth, the experience of teachers in training on risk was very limited, with fewer having training in risk assessment and risk management compared to risk perception. The most common training experienced was in laboratory safety. Fifth, teachers recognized that their capabilities for the 10 goals of risk education were not high. Middle school teachers or teachers majoring in integrated science education evaluated their capabilities relatively highly. Sixth, many teachers thought it was important to address risks in school science education. They prioritized 'information use', 'decision-making skills', and 'influence of mass media', in that order, for importance and called for urgent education in 'action skills', 'information use', and 'influence of risk perception'. Seventh, as a result of deriving the priorities of education needs for each of the 10 goals of risk education, 'action skills', 'influence of risk perception', and 'evaluate risk assessment' were ranked 1st, 2nd, and 3rd, respectively.

주제어

표/그림 (24)

표 Table 1. Profiles of the participants
그림 Figure 1. 본 연구의 절차
표 Table 2. Key Contents of Risk Education
표 Table 3. The Goals of Risk Education (Zint & Peyton, 2001)
표 Table 4. Contents of the survey
표 Table 5. Survey results on experience in teaching risks arising from science and technology 단위: 명(%)
표 Table 6. Survey results on teaching experience by three contents areas of risk education
표 Table 7. Survey Results on Types of Risks Addressed by Teachers in Science Education 단위: 건수
표 Table 8. Understanding the inclusion of risk-related content in the 2022 Revised Science Education Curriculum 단위: 명(%), N=366
표 Table 9. Preparedness to teach the risks presented in the 2022 Revised Science Education Curriculum 단위: 명(%), N=366
표 Table 10. Results of teacher understanding on the concept of risk perception 단위: 명(%), N=366
표 Table 11. Results of teacher understanding on the concept of risk assessment 단위: 명(%), N=366
표 Table 12. Results of teacher understanding on the concept of risk management 단위: 명(%), N=366
표 Table 13. Survey results on experience with education in key contents of risk education 명(%)
표 Table 14. Survey results on experience with education in key contents of risk education
표 Table 15. Survey results on teacher competence for the 10 goals of risk education by major
표 Table 16. Survey results on teacher competence for the 10 goals of risk education by school grade
표 Table 17. Survey results on teacher competence for the 10 goals of risk education: A Comparison between teachers with and without experience in safety education tasks
표 Table 18. Survey results on the Importance of science teachers' perception regarding the education on risks in science education 단위: 명(%), N=366
표 Table 19. Survey results on teachers' perceptions of the urgency of the 10 goals of risk Education: A comparison by career
표 Table 20. Survey results on teachers' perceptions of the urgency of the 10 goals of risk education_by school level
표 Table 21. Survey results on teachers' perceptions of the urgency of the 10 goals of risk education_by experience in safety education tasks
표 Table 22. Analysis of borich demands related to the 10 goals of risk education 평균(표준편차)
표 Table 23. Analysis of borich demands related to the 10 goals of risk education according to the characteristics of the respondent

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