Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
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Changes in Teachers' Beliefs of Science Teaching and Learning Through Inservice Program Experiences Focusing on Student-Centeredness

학생중심성에 초점을 맞춘 교사 연수프로그램을 통한 과학교사들의 과학수업과 학습에 대한 신념 변화 연구

  • 신명경 (충북대학교 교육개발연구소)
  • Published : 2004.02.28
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Abstract

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

교사들이 과학 교수학습에 대한 새로운 신념을 형성하려면, 학생들에게 제공할 것과 유사한 교수학습 방법을 직접 경험할 필요가 있다. 지구과학 교사 20명을 포함한71명의 한국 중등 과학교사들이 미국 중부 아이오와 대학교에서 실시된4주간의 여름 연수 프로그램에 참가하였고, 학생중심 수업에 대한 여러 가지 수업 및 활동을 경험하였다. 아울러 교사들은 각자 학생 역할과 교사 역할을 맡아서 모의 수업을 진행함으로써 학생중심 수업을 실제로 체험하기도 하였다. 본 연구는 교사들에게 제공된 이러한 교사 재교육프로그램에서의 경험이 교사들의 과학 교수 학습에 대한 신념에 어떤 영향을 미쳤는지를 조사하였다. 연구대상이 된 신념은 구체적으로 과학학습의 목적, 교사와 학생의 역할 그리고 수업에 대한 것으로 총 7문항으로 제시되었다. 즉 교사들의 교사중심적인 교수, 학습에 대한 신념의 양상이 학생중심으로 옮겨갔다는 점이다. 물론 그 변화가 교사중심에서 완벽하게 학생중심으로 옮겨간 것을 의미하는 것이 라기보다 교사중심에서 탈피하거나 이에 반하는 쪽으로 변화했다는 것에 의의가 있다. 한편, 연수에서 경험한 협동학습이 참여 교사들의 긍정적인 방향으로의 신념변화를 초래한 주요 요인들 중의 하나였음을 보고한다.

Keywords

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