- Volume 32 Issue 1
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Perceptions of Science Teachers on Socioscientific Issues as an Instructional Tool for Creativity and Character Education
과학과 관련된 사회.윤리적 문제(SSI)의 도입을 통한 창의.인성 교육 가능성에 대한 과학교사들의 인식
- Yang, Jung-Eun (Banghak Middle School) ;
- Kim, Hyun-Jeong (Ewha Womans University) ;
- Gao, Lei (Ewha Womans University) ;
- Kim, Eun-Jin (Ewha Womans University) ;
- Kim, Sung-Won (Ewha Womans University) ;
- Lee, Hyun-Ju (Ewha Womans University)
- Received : 2011.09.26
- Accepted : 2012.01.19
- Published : 2012.02.29
This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers' perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had a narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.
Character;creativity;CreActer education;science teacher
Supported by : 한국연구재단
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