Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

Science Teacher's Perceptions and Orientations about Earth Systems Education: A Case Study

지구계 교육에 대한 과학 교사의 인식과 지향: 사례연구

  • Lee, Jeong-A (Department of Earth Science Education, Seoul National University) ;
  • Maeng, Seung-Ho (Department of Earth Science Education, Seoul National University) ;
  • Kim, Chan-Jong (Department of Earth Science Education, Seoul National University)
  • 이정아 (서울대학교 지구과학교육과) ;
  • 맹승호 (서울대학교 지구과학교육과) ;
  • 김찬종 (서울대학교 지구과학교육과)
  • Published : 2007.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

교육활동에서 교사는 핵심적인 역할을 수행하고 있으며, 교육활동에 대한 교사들의 인식과 지향은 교육의 실천적인 맥락에서 핵심적인 요소로 작동한다. 따라서 과학교사의 지구계 수업에 대한 인식과 지향을 분석하는 것은, 지구계 교육의 목표가 현실에서 어떠한 모습으로 구현될지 가늠할 수 있게끔 한다. 이러한 생각을 바탕으로 이 연구에서는 두 명의 과학교사가 작성한 교수 학습계획안과 심층면담을 통하여 이들이 지구계 교육에 대한 인식을 알아보고, 교사의 지향을 수업에 대한 일반적 관점과 통합의 관점에서 분석하였다. 연구 결과 지구계 교육의 궁극적 겨냥점인 '전지구적 과학소양'에 대한 교사의 충분한 이해가 선행될 때 그 취지가 충분히 반영된 지구계 수업이 실천될 수 있는 것으로 나타났다. 또한 교사가 전 지구적 과학 소양을 함양하기 위해서는 네트워크 통합을 포함한 다양한 통합의 상(像)이 교사에게 구체적으로 제시될 것이 요구되었다. 아울러 현장에서 지구계 수업을 활성화하기 위해서는 지구계 교육 커리큘럼 구성에 대한 제도적인 뒷받침이 필요한 것으로 보인다.

Keywords

References

  1. 김경진,2005,과학영재학교 과학교사들의 영재교육에 대한 신념과 교수활동 유형. 서울대학교 대학원 박사학위 논문,280 p
  2. 김재복,1983,통합교육과정의 이론과 적용. 교학연구사,서울,415 p
  3. 권재술,박범익,1978,통합과학과정의 접근 방법에 관한 비교연구. 한국과학교육학회지,1,36-43
  4. 성민웅, 1991, 한국 중등 과학과 흑L습 지도안의 구성 요소 와 유형. 한국과학교육학회지,11(2),31-48
  5. 손연아,1998,통합과학교육과정의 모형개발을 위한 이론적 고찰. 단국대학교 대학원 박사학위 논문,182 p
  6. 송지영,2006,Earth comm을 활용한 지구계 교육 프로그램이 중학생의 시스템 사고에 미치는 영향. 서울대학교대학원 석사학위 논문, 76 p
  7. 임은경, 홍상욱, 정진우, 2000, 지구계 교육의 현장 적용에 관한 연구. 한국지구과학회지, 21(2), 93-102
  8. 정진우, 우종옥, 김찬종, 임청환, 이연우, 소원주, 정남식, 이경훈, 이항로, 홍성일, 윤선진, 정철, 박진흥, 1999, 지구과학교육론, 교육과학사, 서울, 422 p
  9. 조규성, 강현아, 2002, 지구계 교육 프로그램의 적용에 따른 학습자의 반응-지구 기후 게임을 중심으로-. 한국지구과학회지, 23(4), 299-308
  10. 조규성, 이광호, 장지영, 강현아, 2006, 10학년 '과학' 수업에서 지구계 교육 프로그램 적용 방안 및 학생 반응-화산 폭발과 기후의 변화'를 중심으로-. 한국지구과학회지, 27(3), 251-259
  11. 포수진, 2000, 고등학교 공통과학 단원의 ESE 교수 . 학습자료 개발. 부산대학교 대학원 석사학위 노문, 94 p
  12. Anderson, C.w. and Smith, E.L., 1987, Teaching science. In Richardson-Koehler, V. (ed.), Educators' handbook: a research perspective. Longman, New York, USA, 676 p
  13. Assaraf, O.B-Z. and Orion, N., 2005, Development of system thinking skills in the context of Earth System Education. Joumal of Research in Science Teaching, 42 (5), 518-560 https://doi.org/10.1002/tea.20061
  14. Borko, H. and Putnam, R.T., 1996, Learning to teach. In Berliner, D.C. and Calfee, R.C. (eds.), Handbook of Educational Psychology. MacMillan, New York, USA, 1071 p
  15. David, K.S., 2003, Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87 (1), 3-30 https://doi.org/10.1002/sce.10037
  16. Drake, S.M., 1998, Creating Integrated Curriculum: proven ways to increase student learning. Corwin Press, Thousand Oaks, USA, 236 p
  17. Forgaty, R., 1991, The mindful school: How to integrate curricula. Skylight publishing, IL, USA, 143 p
  18. Friedrichsen, P.J., 2002, A substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Unpublished Ph.D. dissertation, The Pennsylvania State University. 225 p
  19. Gudmundsdottir, S., 1990, Values in pedagogical content knowledge. Joumal of Teacher Education, 41 (3), 44-52 https://doi.org/10.1177/002248719004100306
  20. Hurd, P.D., 1973, Integrated science. The Science Teacher, 40 (2), 18-33
  21. Hurtt, G.C., Wake, C., Wawrzeniak, T., Frappier, A., Girod, C., Seidel, L., and Salomonson, V., 2006, Broadening student horizons: the development, delivery, and assessment of a new course in earth system science. Joumal of Geoscience Education, 54 (3), 329-338 https://doi.org/10.5408/1089-9995-54.3.329
  22. Jacobs, H.H., 1989, Interdisciplinary curriculum: design and implementation. Association for Supervision and Curriculum Development, VA, USA, 97 p
  23. Jacobson, M.C., Charlson, R.J., Rodhe, H., and Orians, G.H. 2000, Earth system science: from biogeochemical cycles to global change. Academic Press., Boston, USA, 527 p
  24. Johnson, D.R., 2006, Earth system science: A model for teaching science as state, process and understanding? Journal of Geoscience Education, 54 (3), 202-207
  25. Kali, Y., Orion, N., and Eylon, B-S., 2003, Effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system. Journal of Research in Science Teaching, 40 (6), 545-565 https://doi.org/10.1002/tea.10096
  26. Lantz, O. and Kass, H., 1987, Chemistry teachers' functional paradigms. Science Education, 71 (1), 117-134 https://doi.org/10.1002/sce.3730710114
  27. Lee, H., Fortner, R.W., and Mayer, V.J., 2004, Earth systems education: an integrated science curriculurn construct for Korea. 중등교육연구, 52 (1), 397-426
  28. Magnusson, S.J. and Palinscar, A.S., 1995, The learning environment as a site of science education reform. Theory into Practice, 34 (2), 43-50 https://doi.org/10.1080/00405849509543656
  29. Magnusson, S., Krajcik, J., and Borko, H., 1999, Nature, sources, and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J. and Lederman, N.G (eds.), Examining pedagogical content knowledge. Kluwer Academic Publishers, Dordrecht, 95-132
  30. Marx, R.W., Blumenfeld, P.C., Krajcik, J.S., Blunk, M., Crawford, B., Kelly, B., and Meyer, K.M., 1994, Enacting project-based science: Experiences of four middle grade teachers. The Elementary School Journal, 94 (5), 517-538 https://doi.org/10.1086/461781
  31. Mayer, V.J., Brown, S.M., Graham, M., and Jax, D.W., 1992, The role of planet earth in the new science curriculum. Journal of Geoscience Education, 40 (1), 66-73
  32. Mayer, V.J., 1995, Using the earth system for integrating the science curriculum. Science Education, 79 (4), 375-391 https://doi.org/10.1002/sce.3730790403
  33. Mayer, V.J., 1997, Global science literacy: An Earth System view. Journal of research in science teaching, 34 (2), 101-105 https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<101::AID-TEA1>3.0.CO;2-X
  34. Mayer, V.J., 2003, Global Science Literacy: A theoretical and conceptual foundation for science curricula. In Mayer, V.J. (ed.), Implementing global science literacy. The Ohio State University, Columbus, USA, 293 p
  35. Nussbaum, J., 1990, Classroom conceptual change: Philosophical perspective. In Herge, D.E. (ed.), More history and philosophy of science in science teaching: proceedings of the first international conference. Tallahassee, Fla.: Science Education and Dept. of Philosophy, Florida State University, USA, 404 p
  36. Pajares, M.F., 1992, Teachers' beliefs and education research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332 https://doi.org/10.3102/00346543062003307
  37. Pujana, I., Stem, R.J., and Ledbetter, C., 2006, Geology, resources and environment of Latin America: incorporating earth systems science education in an undergraduate science service course intended for Hispanic. Journal of Geoscience Education, 54 (3), 357-363 https://doi.org/10.5408/1089-9995-54.3.357
  38. Richardson, V., 1996, The role of attitudes and beliefs in learning to teach. In Sikula, J. (ed.), The handbook of research in teacher education (2nd ed.). Macmillan, New York, USA, 1190 p
  39. Roth, K.J., Anderson. C.W., and Smith, E.L., 1987, Curriculum materials, teacher talk, and student learning: Case studies of fifth grade science teaching. Joumal of Curriculurn Studies, 19 (6), 527-548 https://doi.org/10.1080/0022027870190605
  40. Roupp, R., Gal, S., Drayton, B., and Pfister, M., 1993, LabNet: Toward a community of practice. Lawrence Erlbaurn, NJ, USA, 384 p
  41. Tamir, P., 1983, Inquiry and the science teacher. Science Education, 67 (5), 657-672 https://doi.org/10.1002/sce.3730670513
  42. Vierling, L., Frykholm, J., and Glasson, G., 2006, Learning mathematics and Earth System Science: Via Satellite. Journal of Geoscience Education, 54 (3), 262-271 https://doi.org/10.5408/1089-9995-54.3.262

Cited by

  1. Development and Application of Learning on Geological Field Trip Utilizing on Social Construction of Scientific Model vol.39, pp.2, 2018, https://doi.org/10.5467/JKESS.2018.39.2.178