소외계층 학생 대상 과학프로그램에 적극적으로 참여한 과학교사 사례연구

Abstract

The purpose of this study is to analyze science teacher’s understanding on the underrepresented students and practical characteristics of the teachers who have actively participated in science enrichment program for the underrepresented students. For this study, the researchers observed the activities of the teacher's accompanying team participating in the S science enrichment program for 10 months. In this study, five middle school science teachers who have actively practiced in S science programs for underrepresented students were selected as research participants, and the results were analyzed through interviews, scientific program application forms, activity sharing and activity manual analysis. In the case of interview, semi - structured interview was conducted, and the contents of the interview were documented after recording and posting. As a result, science teachers who have actively participated in science programs for the underrepresented students showed 2 understandings on the underrepresented students and 5 practical features. The characteristics of active science teachers in science programs for the underrepresented student are as follows. First, science teachers who are active in science program for underrepresented students are aware that the students are in a poor science learning environment due to the home environment, geographical and cultural factors of the students. Second, science teachers who are active in science programs for underrepresented students recognized the students of the underrepresented student as active learners, and they had expectations about the cognitive growth of them. The practical characteristics of science teachers active in the science program for the underrepresented students are as follows. First, science teachers who are active in science programs for the underrepresented students are trying to expand science learning for the students by implementing curriculum-related activities that can be combined with previous learning experiences of them. Second, active science teachers in science programs for the underrepresented students were trying to establish a field of experience by exposing them to various experiential science cultures to students living in an educational culture that is indifferent to science learning other than subject knowledge learning. Third, science teachers who are active in science programs for the underrepresented students have students in the underprivileged class actively study by letting the students lead the science activities. Fourth, Third, science teachers who are active in science programs for underrepresented students have educational centers devoted to self-development and science learning in order to provide science education with specialization to underrepresented students. Fifth, active science teachers in science programs for the underrepresented students are aware of the importance of the support and cooperation of the members of the educational community in science education for the students, and establish and implement strategies to lead educational interests of them and cooperate with them Educational activities. The results of this study suggest that science teachers who are in need of science education for underrepresented students but who have difficulties in realistic application are provided information on science education for underrepresented students. And it is expected that the participation of science teachers will be encouraged. ;본 연구의 목적은 소외계층 학생을 대상으로 하는 S 과학프로그램에 적극적으로 참여한 과학교사들의 소외계층 학생에 대한 이해와 실천적 특징을 이해하는 것이다. 먼저 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 소외계층 학생들이 가정환경, 지리적, 문화적 요인으로 인해 열악한 과학학습 환경에 놓여있음을 인식하고, 이들의 다양한 학습 환경을 고려한 과학교육의 필요성을 느끼고 있었다. 둘째, 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 소외계층 학생을 능동적인 학습자로 인식하여, 소외계층 학생의 인지적 성장에 대한 기대를 갖고 있었다. 다음으로 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들의 실천적 측면을 살펴본 결과, 첫째 해당 과학교사들은 소외계층 학생이 가지고 있는 과학관련 경험이나 이해와 접목할 수 있는 교과연계활동을 실행하여 소외계층 학생의 과학학습을 확장시키고자 하였다. 둘째, 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 과학활동에 소외계층 학생이 주도권을 갖도록 하여 능동적인 학습이 이루어지도록 하였다. 셋째, 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 교실 내 과학수업 이외의 과학학습에 무관심한 교육문화 속에 살고 있는 학생들에게 다양한 체험형 과학문화에 접하는 경험의 장을 마련하고자 하였다. 넷째, 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 소외계층 학생들에게 교과서 중심의 학습 이외의 과학교육을 제공하기 위해 교사 개인의 역량개발에 힘쓰고 있었다. 다섯째, 소외계층 학생 대상 과학프로그램에 적극적인 과학교사들은 소외계층 과학교육에 교육공동체 구성원들의 교육적 관심을 이끌기 위한 전략을 세우거나 이들과 협조하여 교육활동을 진행하였다. 이상의 연구 결과는 소외계층 학생 대상 과학교육의 필요성은 인식하고 있으나, 현실적인 적용에 있어 어려움을 느끼고 있는 과학교사들에게 소외계층 학생 대상 과학교육에 대한 정보를 제공하고, 소외계층 학생 대상 과학교육에 대한 과학교사들의 참여를 독려할 수 있을 것으로 기대한다.