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생물 교수 맥락 내에서 예비 생물교사의 과학의 본성 교수내용학적 지식의 구축

Construction of Preservice Biology Teachers' NOS Pedagogical Content Knowledge within Biology Teaching Context

  • 투고 : 2016.01.25
  • 심사 : 2016.02.24
  • 발행 : 2016.02.29

초록

본 논문은 예비 생물교사들을 대상으로 약 9개월에 걸친 연구기간 동안 예비 생물교사의 과학의 본성과 과학의 본성 교수에 대한 태도의 변화, 과학의 본성 교수 계획 및 실행 과정, 과학의 본성 교수에 대한 신념 및 과학의 본성 교수 전략 등의 과학의 본성 교수내용학적 지식의 형성에 대해 살펴보았다. 예비 생물교사들은 3학년 1학기 <교과교육론>과목을 통해 과학이란 어떤 학문인지, 과학 지식이 어떻게 형성되는지 과학의 본성에 대해 명시적으로 토론하고 반성하는 기회를 가졌다. 뿐만 아니라 과학사의 에피소드를 통해 과학의 본성 요소를 찾아보는 과정을 거쳤으며, 과학의 본성에 대한 이해를 바탕으로 과학의 본성 학습목표를 도입한 교수학습 과정안을 구성하였다. 예비교사들은 과학 지식의 가변성, 과학 지식의 발달에 있어서 창의적 측면, 사회적 협의의 역할, 과학의 이론의존적 탐구, 과학 지식의 발달에 있어서 사회 문화적 영향 등을 과학의 본성 교수학습 목표로 도입하여 교수학습 과정안을 구성하고 수업에 이를 반영하였다. 또한 3학년 2학기 <교재연구 및 지도법>과목을 통해 과학의 본성 요소를 도입한 모의수업의 경험을 가졌다. 연구결과, <교과교육론> 과목에서 예비교사들은 과학의 본성과 과학의 본성 교수에 대한 관점에 향상을 나타냈으며, <교재연구 및 지도법>과목 후에는 두 요소에 대한 이해도를 지속적으로 유지하고 있음을 나타냈다. 또한 예비교사들은 모의 수업 후 적은 반성적 일지에서 과학의 본성 요소를 중등학교 생물수업에 도입할 때 어려웠던 점, 과학의 본성 교수의 필요성, 그리고 어떤 교수법이 효과적인지 제안하는 모습을 보여 예비교사 스스로 과학의 본성 교수내용학적 지식을 구축해나가고 있음을 보여주었다.

과제정보

연구 과제 주관 기관 : 한국연구재단

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