Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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A Study on the Change of the Beginning Science Teachers' Beliefs About a Lesson and Teaching Practice in Argument-Based Inquiry Using Science Writing

논의기반 탐구 과학 글쓰기 수업 적용에서 나타나는 초임 과학 교사들의 수업에 대한 인식 및 수업실행 변화

  • Received : 2013.09.16
  • Accepted : 2013.10.31
  • Published : 2013.12.31
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Abstract

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.

이 연구의 목적은 논의기반 탐구 과학 글쓰기 수업을 적용하면서 초임 과학 교사들의 인식 변화와 교사의 인식과 실제 수업 실행 사이에 어떠한 관계가 있는지 알아보는 것이다. 이 연구에서는 중학교 초임 과학 교사(A, B, C)들을 연구 대상자로 선정하여, 논의기반 탐구 과학 글쓰기 수업을 적용하면서 좋은 수업 및 논의기반 탐구 과학 글쓰기 수업에 대한 인식 변화를 인터뷰를 통하여 분석하였다. 좋은 수업의 구성요소로 A교사와 B교사는 교사-학생간의 긍정적인 관계를 들었으며, 실제 수업에서 학생과의 관계의 수준은 A, B, C 세 교사 모두 높아졌다. 초임 과학 교사들의 실제 수업 실행을 분석한 결과, 실제 수업에서 학생과의 관계의 수준은 A, B, C 세 교사 모두 높아졌다. A, B, C 세 교사 모두 논의기반 탐구 과학 글쓰기 수업이 학습자 주도적인 수업이라고 인식하였고, 실제 수업에서도 학습자 주도적인 수업으로 변화하였다. 교사의 인식과 수업 실행 변화가 학생의 학습에 어떠한 영향을 미치는지를 알아보기 위하여 Summary Writing 검사로 분석한 결과, A교사 학교는 세부적인 영역 중 수사적 구조에서, B교사와 C교사 학교는 과학적 개념에서 실험집단이 비교집단에 비해 유의미하게 높은 점수를 나타냈다.

Keywords

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