Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Investigation of Teaching Practices using Smart Technologies and Science Teachers' Opinion on Their Application in Science Education

스마트기기를 활용한 과학 교사의 교수 실행과 과학교육에서 스마트교육 적용 방안에 대한 의견 조사

  • Received : 2015.08.26
  • Accepted : 2015.10.26
  • Published : 2015.10.31
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Abstract

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

이 연구에서는 스마트기기를 활용한 과학 수업의 사례를 분석하고, 스마트교육의 실행에서 과학 교사들이 겪는 어려움과 교육 요구, 과학교육에서 스마트교육의 적용 방안에 대한 교사들의 인식을 조사하였다. 연구 참여자는 서울 지역의 과학 교사 모임에서 스마트교육 관련 소모임에 참여하고 있는 교사 7명이었다. 교사들이 수업에 사용한 교수학습 자료를 수집한 후 스마트기기를 사용한 실제 수업에 대해 1차면담을 실시하였다. 그리고 이 자료들을 종합적으로 분석하여 과학교육에서 스마트교육의 요소별 정의를 정교화 하였다. 이를 바탕으로 2차면담에서 스마트기기를 활용한 과학 수업에 대한 교사들의 응답내용을 귀납적으로 범주화하여 분석하였다. 연구 결과, 모든 교사들이 필요할 때 즉시적 상호작용 요소를 활용하였으나, 질의응답이 일어나는 정도의 단순한 수준이었다. SNS, 위키 기반의 서비스를 이용한 협력적 상호작용 요소를 활용하는 경우는 적어서 스마트기기가 상호작용 지원을 위해 효과적으로 활용되고 있지 않았다. 또한, 대부분의 교사들이 학습자 수준에 따른 개별화 측면에서 학생들의 학습 결과를 수집하여 피드백을 하였으나, 학습자의 맥락, 상황 및 위치 인식 요소에 대해서는 인식하지 못하였다. 모든 과학 교사들은 학습 기회의 확대요소를 수업에서 주로 활용하였으나, 자기주도 학습 지원 요소에 대해서는 인식하지 못하였다. 과학 교사들은 현재 학생들에게 다양한 자료를 제공하거나 학습자의 수준을 판단하기 위해 스마트기기를 활용하고 있으나, 향후 스마트교육이 학생들의 협력적 상호작용과 자기주도 학습을 돕는 방향으로 발전할 필요가 있다는 의견을 많이 제시하였다. 그리고 이를 위한 교사 연수와 환경적인 지원에 대한 다양한 의견을 제시하였다. 이러한 연구 결과를 바탕으로 과학교육에서 스마트교육을 정착시키고 활성화하기 위한 방안에 대해 논의하였다.

Keywords

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