한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제43권1호
  • /
  • Pages.1-15
  • /
  • 2023
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

고등학교 LMO 실험실 운영에서 과학교사가 갖는 어려움에 관한 연구

A Study on the Difficulties Faced by High School Science Teachers in Operating LMO Laboratories

  • 투고 : 2022.11.28
  • 심사 : 2023.02.22
  • 발행 : 2023.02.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

유전자변형생물체(LMO)의 사회적, 경제적 가치가 높아짐과 동시에, LMO가 인체와 환경에 미치는 위험성도 알려졌다. 따라서 LMO를 취급하는 모든 실험실은 LMO 연구시설에 관한 법령에서 요구하는 기준에 따라 LMO 연구시설을 마련해야 한다. 최근, 고등학교에서도 교육적 목적으로 LMO를 활용하는 실험 수업이 이루어지고 있는데, 이 경우에도 LMO 연구시설을 갖추는 것이 필요하다. 하지만 고등학교에서 LMO 연구시설 제도의 개념은 낯설고, 일반 연구시설과 같은 기준을 적용한 운영 지침은 현장 교사들에게 이를 마련하는 데 어려움으로 작용하고 있다. 이에 본 연구는 LMO 연구시설을 지속하여 운영한 3개의 고등학교 사례를 찾아, LMO 연구시설을 마련하는 과정에서 교사가 겪은 어려움과 그 원인을 탐색하고자 원인연쇄분석(causal chain analysis)을 실시하였다. 교사들이 겪는 어려움은 다음과 같이 요약할 수 있다. 첫째, '망설여지는 LMO 연구시설 신고'이다. 이는 '신고에 필요한 행정 업무'와 '학내 구성원 설득'이 어려움의 직접 원인이 되었다. 둘째, '제도적 사각지대에 있는 LMO 연구시설운영'이다. 이는 '유연하지 않은 연구시설 신고 및 폐쇄', '의료 폐기물처리', '현장과 맞지 않는 LMO 교육'이 어려움의 직접 원인이 되었다. 어려움에 대한 심층 원인을 탐색한 결과 'LMO 연구시설의 필요성에 대한 인식 부족'과 '학교 맥락에 대한 부족한 고려'가 중간 원인으로 나타났으며, 근본 원인으로 '교육현장과 운영기관 사이의 협력적 준비 부족'으로 나타났다. 이에 관하여 연구에 참여한 교사는 '개방형 실험실 운영'과 '노하우 공유의 기회 마련'을 고등학교의 LMO 연구시설 운영 활성화 전략으로 제언하였다. 앞으로 본 연구가 고등학교에 LMO 연구시설을 마련하고자 하는 교사나 학교가 참조할 수 있을 기초자료가 되기를 바란다.

As the social and economic value of living modified organisms (LMOs) increase, so do the potential risks they pose to humans and the environment. Therefore, all laboratories using LMOs must establish an LMO laboratory in accordance with the standards required by regulations. Recently, in high school, LMO-related experimental programs have been developed for their educational effects. Also, in this case, it is necessary to comply with the regulation for LMO laboratories. However, high schools are still unfamiliar with the LMO laboratory, and it is difficult for teachers to manage an LMO laboratory because its implementation applies the same standards to general research institutes. In this study, we used causal chain analysis to discover the difficulties each teacher faced while setting up an LMO laboratory by examining three cases. The difficulties experienced by teachers are as follows: the first problem is "reluctance to set up an LMO laboratory," because of "administrative tasks for laboratory registration" and "difficulty in persuading colleagues." The second problem is a difficulty for teachers to operate LMO laboratory in blind spots, due to "inflexible installation and closure," "medical waste disposal," and "LMO education that does not fit the school context." Through this study, although the difficulty of running an LMO laboratory is caused by a lack of necessity and insufficient consideration of the school context, the more fundamental cause was a lack of collaborative planning between the educational field and the operating institutions. The teachers who participate in this research suggest that "using shared LAB" and "preparing opportunities for knowledge sharing" can be considered as strategies for operating the school's LMO laboratory. We feel that this study will provide a useful reference for teachers or schools planning to build an LMO laboratory.

키워드

참고문헌

  1. Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969.  https://doi.org/10.1080/09500690701749305
  2. ASE (1986). Science teacher's handbook. London: Hutchinson.
  3. Baek, J. (2019). Causal Chain Analysis(CCA) of the Causes of Mothers' Anxiety who Have Children with Developmental Disabilities with Serious Problem Behaviors. Journal of Behavior Analysis and Support, 6(3), 1-18.  https://doi.org/10.22874/KABA.2019.6.3.1
  4. Baek, K. (2018). A Study on the Animal Dissection Experiment of Minor Students. Asia Pacific Journal of Health Law & Ethics, 11(2), 96-114. 
  5. Baek. S. (2018). Educational research and statistical analysis. Paju: Kyoyookbook. 
  6. Bornhorst, J. A., Deibel, M. A., & Mulnix, A. B. (2004). Gene amplification by PCR and subcloning into a GFP-fusion plasmid expression vector as a molecular biology laboratory course. Biochemistry and Molecular Biology Education, 32(3), 173-182.  https://doi.org/10.1002/bmb.2004.494032030345
  7. Cha, H., & Kim, D. (2018). A Study on Safety Education in Life Science Inquiry Activity for Students in Science High School, Middle and High Schools. Bulletin of Science Education, 38, 167-188. 
  8. Choi, B. (2013). A Study on the Relationship among Regulatory Goals, Instruments, and Resources. Journal of Regulation Studies, 22(2), 3-34. 
  9. Choi, S., Park, B., & Han, I. (2008). Development of the Escherichia coli Transformation and Its Application for a High School Classroom Exercise. Biology Education, 36(2), 151-160.  https://doi.org/10.15717/BIOEDU.2008.36.2.151
  10. Choi, W., Jo, B., Seol, M., Eum, S., Park, J., & Song, H. (2014). Presence of Environmental Risk Assessments for LMOs in nature and Future Considerations based on New Biotechnologies. The Korean Society of International Agriculture, 26(3), 297-302.  https://doi.org/10.12719/KSIA.2014.26.3.297
  11. Christensen, D., & Jovic, M. (2006). "Mini-array" transcriptional analysis of the Listeria monocytogenes lecithinase operon as a class project: A student investigative molecular biology laboratory experience. Biochemistry and Molecular Biology Education, 34(3), 221-226.  https://doi.org/10.1002/bmb.2006.49403403221
  12. Cohen, S. N., Chang, A. C., Boyer, H. W., & Helling, R. B. (1973). Construction of biologically functional bacterial plasmids in vitro. Proceedings of the National Academy of Sciences, 70(11), 3240-3244.  https://doi.org/10.1073/pnas.70.11.3240
  13. Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21.  https://doi.org/10.1007/BF00988593
  14. Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry Education Research and Practice, 8(2), 105-107.  https://doi.org/10.1039/B7RP90003A
  15. Hong Y. (2014). Research of College Students Recognition for the Safety Management of Living and Laboratory. Fire Science and Engineering, 28(4), 89-96.  https://doi.org/10.7731/KIFSE.2014.28.4.089
  16. Jang, H. (2008). Guideline for managing research facilities and LMOs for R&D by the Act on transboundary movement of LMOs, etc,. Journal of Plant Biotechnology, 35(1), 5-12.  https://doi.org/10.5010/JPB.2008.35.1.005
  17. Jeong, S., & Chang, J. (2019). Analysis of Inquiry Activity Types in the High School Life Science II Textbooks according to the 2015 Revised Science Curriculum. Journal of Science Education, 43(1), 43-63.  https://doi.org/10.21796/JSE.2019.43.1.43
  18. Jung K., Shin Y. (2018). A Case Study on STEAM Lesson through the Teachers' Learning Community. Journal of the Korean Association for Science Education, 38(2), 147-160. 
  19. Kennedy, M. M. (2005). The Mysterious Gap between Reform Ideals and Everyday Teaching, Inside Teaching: How Classroom Life Undermines Reform(pp. 1-40). Harvard University Press. 
  20. Kim, D. (2017). Development of E. coli transformation inquiry laboratory tool and analysis of the section 'Biotechnology' from current High School Life Science II textbooks. Bulletin of Science Education, 33(1), 1-18. 
  21. Kim, J., & Shim, K. (2008). Analysis of Scientific Research-based Mentoring Programsfor the Scientifically Gifted Students. Journal of the Society for the International Gifted in Science, 2(1), 71-77. 
  22. KoreaBio (2014). Laboratory biosafety manual (3rd Ed.). Seongnam: KoreaBio. 
  23. Lee, G., & Hong, H. (2021). Science Education Experts' Perception of the Remote Laboratory Sessions Provoked by COVID-19. Journal of the Korean Association for Science Education, 41(5), 391-400. 
  24. Lee, S., & Lee, B. (2019). Analysis of Safety Contents in the High School Science Textbooks Based on the 2015 Revised National Science Curriculum. Journal of the Korean Association for Science Education, 39(4), 563-571.  https://doi.org/10.14697/JKASE.2019.39.4.563
  25. Lee, Y. (2012). An Action Research to Develop a New Approach to Analyze and Design College Courses with the Use of Causal Chain Analysis. The Korean Journal of Educational Methodology Studies, 24(4), 729-770.  https://doi.org/10.17927/TKJEMS.2012.24.4.729
  26. Ministry of Education [MOE] (2015). Science curriculum. Sejong: Ministry of Education. 
  27. Ministry of Education [MOE] (2021). The main points of the '2022 Revision Curriculum'. Sejong: Ministry of Education. 
  28. Ministry of Science and ICT (2021). LMO Safety Management Guidelines for Elementary, Middle, and High School Sites. Cheongju: Ministry of Science and ICT. 
  29. Nam, K., & Cho, E. (2017). Analyses on High-school Life Science II 'Genetics and Biotechnology'. School Science Journal, 11(3), 368-381.  https://doi.org/10.15737/SSJ.11.3.201710.368
  30. Oh, S., Ji, K., Park, S., Kim, P., & K, L. (2001). International Comparisons of Management Systems for Medical Waste and Suggestions for Future Direction of Medical Waste Management System in Korea. Journal of Environmental Health Science, 18(1), 1-12. 
  31. Paik, M., & Om, A. (2008). A Study on the GMO Labelling with LMOs. Hanyang Law Review, 25(2), 75-94. 
  32. Park, E., & Kim, Y. (2020). Analysis of Resistance in the Transgenic Arabidopsis Under high Salinity Conditions. Journal of Secondary Education, 32(1), 43-64. 
  33. Park, S., Lee, S. (2012). A Qualitative Study of the Burden of Teachers in Administrative Affairs and Policy Agendas Enhancing Instructional Abilities of Teachers. The Journal of Korean Teacher Educaiton, 29(1), 371-396. 
  34. Patton, M. Q. (1990). Qualitative evaluation methods. California: Sage Publication. 
  35. Ryu, Y., & Park, M. (2020). A Study on the Need for the Introduction of a New Risk Assessment and Management System Corresponding to the Synthetic Biology-applied LMOs. Environmental Law Review, 42(2), 267-291.  https://doi.org/10.35769/ELR.2020.42.2.008
  36. Seo, H., Choi, D., & Jeong, E. (2022). Development and Application of Experiment Program of Gene Cloning in General High School Classroom. School Science Journal, 16(3), 411-424.  https://doi.org/10.15737/SSJ.16.3.202208.411
  37. Seo, K. (2005). Teachers dilemma and the meaning of teaching. Asian Journal of Education, 6(2), 1-40. 
  38. Sin, H., Park, C., Kwon, H., Lee, K., Lee, J., Oh, C., Kim, J., Cha, M., Kim, N., Eum, W. (2012). Exploring the task reallocation and human resources management strategies through the job analysis of the supporting staffs in educational administration. The Journal of Korean Teacher Education, 29(1), 1-32. 
  39. Stake, R. E. (1995). The art of case study research. California: Sage Publications. 
  40. Tannen, D. (1993). Framing in discourse. New York: Oxford University Press. 
  41. Werner, O. & Schoepfle. G. M. (1987). Systematic Field work Newbury Park. California: Sage Publications. 
  42. Woo, J., Cho, W., & Lee, J. (2011). Development of Instruction Modules of Molecular Biology Experiment for High School Students using the DNA of Epithelial Cells in Human Oral Cavity. Biology Education, 39(3), 439-455.  https://doi.org/10.15717/BIOEDU.2011.39.3.439
  43. Woo, J., & Lee, J. (2014). Development and Application of Pre-Scientist Experience Program in Biotechnology for Career Education of High School Students. Biology Education, 42(3), 304-325.  https://doi.org/10.15717/BIOEDU.2014.42.3.304
  44. Yoo, J., & Kim, H. (2004). Exploration for the Application of Recombinant DNA Technology to Science High School Students. Biology Education, 32(4), 370-380. 
  45. Yoo, M., & Sin, H. (2015). A Self-regulatory system for policy laboratory biosafety management : regulatory environment analysis by management consulting methodologies. Korean Public Management Review, 29(2), 85-114. 
  46. Yoshida, N., Sato, M. (2009). Plasmid uptake by bacteria: a comparison of methods and efficiencies. Appl Microbiol Biotechnol, 83(5), 791-798.  https://doi.org/10.1007/s00253-009-2042-4