Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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A Study on Elementary School Teachers' Experiences in Teaching Students with Low Achievement in Science based on Grounded Theory

초등교사의 과학학습부진학생 지도경험에 관한 근거이론적 연구

  • Received : 2021.12.24
  • Accepted : 2022.01.07
  • Published : 2022.02.28
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Abstract

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

본 연구는 근거이론 분석 방법을 바탕으로 초등교사의 과학학습부진학생 지도경험을 탐색하였다. 과학학습부진학생을 최근 3년 이내에 지도한 경험이 있고, 5년 이상의 현장 경험을 가진 교사 13명을 대상으로 과학학습부진학생 지도경험에 대한 자료가 이론적 포화상태에 도달할 때까지 심층면담과 분석을 진행하였다. 분석 결과는 다음과 같다. 첫째, 초등교사의 과학학습부진학생 지도경험은 119개의 개념과 41개의 하위범주 및 17개의 범주로 도출하였다. 도출된 범주들을 패러다임 모형에 근거하여 '과학학습부진학생 지도의 어려움'이라는 중심현상을 바탕으로 인과적 조건, 맥락적 조건, 중재적 조건, 작용/상호작용 전략 및 결과로 구조화하여 제시하였다. 둘째, 초등교사의 과학교과 학습부진학생 지도의 핵심범주는 '어려움을 극복하며 과학학습부진학생 지도하기'로 상정하였다. 그리고 핵심범주의 속성과 차원에 따라 과학학습부진학생을 지도하는 교사유형은 '현실타협형', '현실극복형', '현실수용형', '현실갈등형'의 네 유형으로 구분되었다. 셋째, 초등교사의 과학학습부진학생 지도경험을 교사-학교-교육청 차원의 교육공급자 측면과 학생-가정 차원의 교육수요자 측면으로 구분하여 본 연구의 결과를 요약하고 통합할 수 있는 상황모형을 제시하였다. 이러한 결과를 바탕으로 과학교과 부진학생 지도에 대한 교육적 시사점을 논하였다.

Keywords

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